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https://oercommons.org/courseware/lesson/103436/overview
|
Example Overview Add keywords here Section One Add content Student-facing content and Section Two Content
|
oercommons
|
2025-03-18T00:38:31.659841
|
05/03/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/103436/overview",
"title": "Example",
"author": "Joanna Schimizzi"
}
|
https://oercommons.org/courseware/lesson/69150/overview
|
DIY Birdfeeder
Overview
Build a pinecone birdfeeder for your yard.
Introduction
Add a feeding station to your yard by building a simple pinecone birdfeeder. For interesting information about the physiology of pinecones, check out this article from Scientific American.
https://www.scientificamerican.com/article/unlocking-the-secrets-of-the-pinecone/
Supplies
For this project, we will be making a simple bird feeder out of:
-pinecones
-string
-peanut butter
-birdseed
If you do not have birdseed, birds will still eat just peanut butter. You can also use raw oats (non-sweetened oatmeal) instead.
When gathering pinecones, don’t be afraid to keep all different shapes/sizes you find. When the weather is wet/cold, a pinecone shrivels up to protect the pine seeds inside of the pinecone. When the weather is warm and dry, the pinecone will open so that it can plant the pine seeds in ideal weather conditions. If your pinecones are closed, give it a few days in a dry environment and you will see them open!
Assembly
1) Put down some old newspaper to help keep your workspace clean. Cut your string to desired length. Make sure that wherever you put your birdfeeder, it is not easily accessible by squirrels (they will love this treat too).
2) Pour 1-2 cups of bird seed into a bowl or old plastic food container.
3) Measure 1-2 cups of peanut butter in a separate bowl.
4) Leaving a little room at the top (narrowest part of pinecone), use a spoon or your hands to cover the pinecone in peanut butter. You want to try and get a little peanut butter into all of the open ‘scales’ of the pinecone.
5) After the entire pinecone is covered in peanut butter, you will move to the bowl with bird seed and rotate the pinecone in the birdseed until it is covered. Keep pressing the pinecone on all sides into the birdseed until no more seeds will stick to it.
6) Using the string, make a little loop of string at the very top of the pinecone (the narrowest part). Tie a knot on the top so that the pinecone will be held up by the string. Tie the other ends of the string to each other so that you have one large string loop with the pinecone sitting at the bottom.
|
oercommons
|
2025-03-18T00:38:31.674996
|
Kayla Pope
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/69150/overview",
"title": "DIY Birdfeeder",
"author": "Alexandra Houff"
}
|
https://oercommons.org/courseware/lesson/74553/overview
|
TfaST Lesson Plan Instructional video on a tourist destination
Tourist destination CHECKLIST and Success Criteria 2
Tourist Video
Creating an instructional video on a tourist destination.
Overview
This is a Bridge 21 style project during which students who are learning a target language connect with students who are native speakers in the target langauge. They collaborate to create an instructional video on a tourist destination in the target country. The project was completed in the study of Chinese language and culture but could work in any MFL classroom.
Activity design
The project was designed with the teaching and learning of Chinese in mind but coould easily be modified for use with any MFL project.
The project would deepen the online "connection" between students and facilitate cultural appreciation and language learning simultaneously.
Activity Checklist
Please have your students follow the activity checklist to promote reflective learning on the topic.
Assessment rubric.
Please follow the Assessment rubric below.
Teacher's Power Point
Please follow the instructions contained in the following Power point.
|
oercommons
|
2025-03-18T00:38:31.696398
|
Interactive
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/74553/overview",
"title": "Creating an instructional video on a tourist destination.",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/98707/overview
|
Missouri OER Professional Learning Academy
Overview
This Academy will highlight the resources and tools on OER Commons and how the Missouri OER Hub can support collaboration amongst districts to build and share collections. The series will focus on:
Developing a knowledge of OER characteristics - especially related to local Missouri needs and resources
Exploring Liberty Public School’s Collections and Curation strategies
Locating, remixing and adding resources to develop collections responsive to the curricular needs of Missouri districts and initiatives
Aligning resources to Missouri Learning Standards, with a focus on priority standards
Session 1: Introduction to OER Characteristics and Curation
This session explores of the what, why, and how of high-quality OER, clarifying the differences between “free” and “open” and giving participants time to examine specific resources that Missouri educators are using or might benefit from using. This session is also an introduction to effective search strategies to identify resources that meet specific OER need areas and priorities.
Goals:
- Create an account on OER Commons and join a group
- Identify different licensing conditions and types of Creative Commons licenses
- Explore resources on the OER Commons platform
- Save resources to a group
Slides: https://bit.ly/MO-OER-Webinar-One
Practice Activities: Please see the Discussion Board for the two prompts from Webinar One.
Record your engagement using this Attendance document
Session 2: Introduction to OER Evaluation and Remixing
This session explores how educators can examine resources using different evaluation tools (star rating, comment and rubrics) to identify strengths and opportunities in the resource. Then participants had time to identify ways that educators might adapt or remix a resource to better meet content area and specific location needs.
Goals:
- Participate in our OER Missouri community by engaging in discussion boards
- Review different licensing conditions and examine resources to identify types of Creative Commons licenses
- Evaluate resources on the OER Commons platform by leaving star ratings, comments and rubric evaluations
- Evaluate the resources that you saved to a folder
Slides: https://bit.ly/MO-OER-Webinar-Two
Practice Activities: Please see the Discussion Board for the prompt from Webinar Two.
Record your engagement using this Attendance document
Session 3: Introduction to OER Evaluation and Remixing
This session explores how educators can examine resources using different evaluation tools (star rating, comment and rubrics) to identify strengths and opportunities in the resource. Then participants had time to identify ways that educators might adapt or remix a resource to better meet content area and specific location needs.
Goals:
- Participate in our OER Missouri community by engaging in discussion boards
- Create OER using Open Author
- Plan for inviting other educators to the Missouri OER Community
- Practice Activities: Please see the Discussion Board for the prompt from Webinar Three.
- Consider using this email template to reach out to others about MO OER
Dear _______________,
I hope that you are doing well. I’ve been collaborating with the MOREnet and Missouri OER Commons, a library of open educational resources that promotes exploration, creation, and collaboration with the goal of enriching teaching and learning in Missouri and around the world.
We’ve been exploring and evaluating Open Education Resources (OER) and curating them into our group's shared folders. I found a few resources that I think would be really valuable for your work, and I saved them to a folder that you can access. Here are the steps that you would take to connect with our group and engage with the resources.
Visit OER Commons and create an account
Join our OER Community of Practice
View the folders on the left and look for the folder I created named “___________________”
I’d love to follow up with you later to see if these resources are helpful and discuss other ways we might collaborate with OER. Please let me know what days and times work best for you. Thank you!
- Record your engagement using this Attendance document
|
oercommons
|
2025-03-18T00:38:31.717773
|
11/15/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/98707/overview",
"title": "Missouri OER Professional Learning Academy",
"author": "Joanna Schimizzi"
}
|
https://oercommons.org/courseware/lesson/66965/overview
|
Education Standards
Solving Problems by Mimicking Nature - Grade 1
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 - Leaves Hold Their Shape
Student Science Performance
Phenomenon: Leaves are very thin and flat but they are able to hold themselves up.
Gather:
1.Students explore leaves to find patterns in the structures on the leaves.
2. Students ask questions and define a human problem that can be solved using solutions that come from the structures of leaves.
Class Discussion:
- What patterns do you see?
- What is causing the leaf to hold itself up?
- Can you think of examples of things we use that are similar to the structure of leaves?
(Teaching Suggestions: The teacher may bring in a variety of leaves for students to explore for patterns Teachers may allow students to collect leaves to explore. Have students groups of 3. Groups may all have different problems, so it will be important to have a class discussion about the nature of problems that can be solved by using the structure of leaves. Class discussion should focus on specific aspects of a “human problem”. Examples of the solutions may include -umbrella, tents, kites, hats, etc.
There is a ppt in the link in Appendix B-2 you may wish to use with this investigation. There is a reading on structure and function in Appendix B-1 that you may wish to use prior to the investigation or during the discussion.).
Reason:
3. Students design a solution to the human problem they defined using the structure similar to leaves.
4. Students develop a model of the solution to the problem they defined using the structure similar to leaves.
5. Students test their solution by using the model of the structure they built.
(Teaching Suggestions: Provide the following materials - computer paper, coffee straws, pipe cleaners, tissue paper, paper towels, chopsticks, popsicle sticks, tape.)
Class Discussion:
- What other things hold themselves up as leaves?
- How do the veins help leaves?
- How does your structure solve the problem?
- Why are the structures in nature useful for us to copy when building things we need?
(Teaching Suggestions: Focus discussion on solutions and how the structure of the leaf is similar to the structure of your solution to the problem. Use comparative language (nature vs. man-made) to help guide discussion (e.g. buildings provide shelter; trees provide shelter).
Communicate Reasoning:
6. Students communicate an explanation for how their model functions to meet a human need.
(Teaching Suggestions: Students do an oral presentation on their solution and model and how it is similar to the structure of the veins on a leaf. Students can comment on how well their models performed on their test.)
*See attached document below for full lesson.
Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Clorinda Galbraith, Andrea Fernandez, Jaime Hernandez, Ann Ushiroda, and Misha Shidaki
|
oercommons
|
2025-03-18T00:38:31.739047
|
Jamie Rumage
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/66965/overview",
"title": "Solving Problems by Mimicking Nature - Grade 1",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/105675/overview
|
PORTFOLIO BASED ASSESSMENT DESIGN PLAN
Overview
The portfolio-based assessment design plan centered around farming tools and equipment offers a comprehensive and practical approach to evaluate students' mastery of the topic. The lesson focuses on equipping students with the knowledge and skills necessary for proficient and safe utilization of various tools in the agricultural domain. The design plan incorporates a range of assessment methods, including written reflections, explainations, and video demonstrations, to encourage students to showcase their understanding and application of concepts. By compiling a portfolio of their work, students have the opportunity to demonstrate their ability to identify, select, and properly use farming tools and equipment for specific tasks. This design plan fosters a deeper understanding of the subject matter while also promoting critical thinking, problem-solving, and communication skills necessary for success in the field of agriculture.
This design plan holds utmost significance as it aims to comprehensively evaluate students' understanding and proficiency in utilizing various tools and equipment in the context of farming. By incorporating a portfolio-based assessment approach, this design plan not only assesses knowledge acquisition but also promotes critical thinking, problem-solving skills, and practical application of concepts. This comprehensive assessment plan comprises three vital components: clearly defined objectives, detailed assessment instructions, and a well-structured rubric that provides transparent criteria for evaluation. These elements work in tandem to ensure a fair and holistic assessment of students' abilities in utilizing farm tools and equipment effectively, enabling educators to gauge their proficiency and guide them towards further improvement.
|
oercommons
|
2025-03-18T00:38:31.756569
|
06/21/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105675/overview",
"title": "PORTFOLIO BASED ASSESSMENT DESIGN PLAN",
"author": "KHERBY JOHN STEVE RUBIA"
}
|
https://oercommons.org/courseware/lesson/67364/overview
|
Structure and Function Natural Selection - HS
Overview
High 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 - Hairy Beatles
Student Science Performance
Phenomenon: Most beetles appear to be covered with a smooth shell, but when viewed at magnification they appear to be hairy.
Gather:
1. Students explore – Use the website http://microsculpture.net/ to explore the beetles under multiple scales of magnification.
2. Students develop questions to investigate causes for how the hair-like structures function to help the beetle survive.
3. Students investigate valid and reliable sources to determine the function of hair-like structures on beetles.
(Teaching Suggestions: Use pictures from the website to introduce the phenomenon. Use 3x5 cards to have each group develop a searchable question related to how the hairy structures function to meet the needs of the organisms to survive.)
Reason:
4. Students construct an explanation supported by evidence for the causes of most beetles having hair-like structures on their bodies.
Class Discussion:
- How does the structure of the hairs function to meet the needs of beetles?
- Why do the hairs meet more than one function for beetles?
- How do the hair-like structures function for survival?
- How is the function of the hair related to the hierarchical organization of interacting systems that provide specific functions within beetles?
- How do you think that natural selection was involved in the evolution of the hair-like structures?
- Why can natural selection occur more quickly in beetles than in mammals like whales?
(Teaching Suggestions: Focus discussion on both the idea of natural selection and structure and function. Help students to understand that the structure of the organism is a hierarchy of structures from cell to tissue to organ to the organism that function to meet the needs of the organism. The structures provide some organisms with a natural advantage to survive and reproduce. Organisms best adapted to a specific environment survive in that environment and pass that trait on to future generations.)
Communicate Reasoning:
5. Students develop an argument for how the evidence gathered supports the group’s explanation for why most beetle species have hair-like structures on their bodies. (SSW)
*See attached document below for full lesson.
Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Jill Rhoades and Georgia Long
|
oercommons
|
2025-03-18T00:38:31.776676
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/67364/overview",
"title": "Structure and Function Natural Selection - HS",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/105140/overview
|
PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
Overview
Product-oriented performance-based assessment involves evaluating learners based on the quality and outcomes of their final products or performances. It focuses on assessing the application of knowledge and skills in producing tangible or observable results, providing a measure of learners' abilities to meet specific criteria, standards, or objectives in a real or simulated context.
PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
Subject: Mathematics
Grade Level: Grade 8
Topic: Group Activity on “Geometric Shapes through Paper Folding”
INTENDED LEARNING OUTCOMES:
At the end of the lesson, the students should have:
- Accurately fold paper to create geometric shapes, showcasing their understanding of shape properties and characteristics.
- Communicate their ideas, share responsibilities, and work collectively to achieve the desired geometric shapes.
- Present the different geometric shapes through paper folding techniques.
ASSESSMENT TASK:
- Let the students sketch out different ideas of geometric shapes.
- Encourage students to experiment with different paper folding techniques.
- Let the students in each group collaborate and design their portfolio.
INSTRUCTIONS:
The students will be encouraged to discuss and collaborate on the folding techniques and strategies they will use to create various geometric shapes.
Materials: Coloring materials, construction papers, pen, marker
Process/ Mechanics: The students will be divided into small groups of 3-4 members. They will be provided a list of geometric shapes they should aim to create, such as squares, rectangles, triangles, pentagons, or hexagons. The teacher will monitor the groups' progress, providing guidance and support as needed.
Tips & Reminders: Pay close attention to the instructions provided for folding the paper into specific shapes, communicate openly and actively with your group members, and practice your presentation to ensure a confident and engaging delivery.
Time frame: 1 and 30 minutes
Submission: After the presentation of all groups.
RUBRICS:
Instructions: Refer to the scoring rubrics provided for a clear and specific criterion for evaluating the quality, performance, or characteristics of a final product or outcome.
Scoring Rubric:
Criteria | Excellent (4) | Good (3) | Fair (2) | Poor (1) |
Collaboration | All members actively contributed and supported each other throughout the activity. | Most members actively contributed and supported each other throughout the activity. | Some members did not actively contribute or support the group. | One or more members did not participate in the group’s progress. |
Presentation | The group presented their shapes in a clear and engaging manner with strong presentation skills. | The group presented their shapes in a mostly clear and engaging manner with issues in presentation skills. | The group presented their shapes in a somewhat unclear or engaging manner. | The group presented their shapes in a very unclear or engaging manner. |
Creativity | The group demonstrated a high level of creativity in their use of paper folding to create a unique and interesting shapes beyond its basic requirements. | The group demonstrated some creativity in their use of paper folding to create shapes beyond its basic requirements. | The group made some attempts at creativity in their use of paper folding but did not go beyond its basic requirements. | The group did not demonstrate any creativity in their use of paper folding beyond its basic requirements. |
Accuracy | All shapes were accurately folded and named correctly. | Most shapes were accurately folded and named correctly. | Some shapes were inaccurately folded and named. | Many shapes were inaccurately folded and named. |
REFERENCES:
(APA, categorized, alphabetical)
Product Oriented Performance Based Assessment PPT. https://drive.google.com/file/d/1bmnR9UguEwV9pb4BLcgWnVGKufANcGPi/view?usp=drive_link
PREPARED BY:
BELAMIA, MARYPHERE G. (maryphere.belamia@ctu.edu.ph)
June 2023
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.
|
oercommons
|
2025-03-18T00:38:31.814921
|
06/12/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105140/overview",
"title": "PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT",
"author": "Maryphere Belamia"
}
|
https://oercommons.org/courseware/lesson/57074/overview
|
PHARMACOLOGY OF PLANT IMMUNOMODULATORS
Overview
The immunomodulators or Rasayana’s (in Ayurveda) are agents used to modulate the immune system and can be obtained from both natural as well as synthetic origin from plants and chemicals respectively. The aim of this review is to highlight the work on pharmacological aspects of plant immunomodulators and also provides the knowledge on the recent pharmacological research update in current year (2011). Plants explained in this review having potential of immunomodulating activity are identified from various sources in the literature. Among these many plants have undergone in vitro as well as in vivo evaluations which are explained in this review including the dose administered of particular plant extract and the mechanism involved in immunomodulation.
Immunity
From this discussion it is evident that there are many medicinal plants which exert immunomodulatory effect in experimental models at a particular dose. Different types of in vivo and in vitro screening methods have been employed in determining their pharmacological activity. Some medicinal plants may stimulate the immune system like Ocimum sanctum, Tinospora cordifolia and some of them may suppress the immune responses example Alternanthera tenella. The review also reveals an update of the current immunomodulator plants and their pharmacological aspects in the year 2011. Thus successful results have been achieved by following an appropriate screening approach
It refers to the ability of the body to identify and resist microorganisms that are potentially harmful. This ability enables the body to fight or prevent infectious disease and inhibit tissue and organ damage. The immune system is not confined to any one part of the body. Immune stem cells, formed in the bone marrow, may remain in the bone marrow until maturation or migrate to different body sites for maturation. After maturation, most immune cells circulate into the body and exert specific effects. The immune system has two distinct, but overlapping, mechanisms which help to fight invading organisms: • Cell-mediated defences (cellular immunity) • Antibody-mediated defences (humoral immunity)
|
oercommons
|
2025-03-18T00:38:31.827579
|
08/20/2019
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/57074/overview",
"title": "PHARMACOLOGY OF PLANT IMMUNOMODULATORS",
"author": "Vikrant Arya"
}
|
https://oercommons.org/courseware/lesson/105089/overview
|
PRODUCT BASED ASSESSMENT
Overview
Product-based assessment is an evaluation method that focuses on the final outcome or product created by students as a measure of their learning. This approach emphasizes the application of knowledge and skills to produce tangible results. A module designed for product-based assessment includes specific guidelines, tasks, and rubrics that serve as a framework for assessing student performance. Rubrics, in particular, provide a clear set of criteria and standards for evaluating the quality of the product, ensuring consistency and objectivity in the assessment process.
ASSESSMENT IN LEARNING 2 WITH FOCUSED TO TRAINERS METHODOLOGY 1 AND 2
Product-Based Assessment
Product-Based Assessment is an approach that focuses on evaluating student learning through tangible outputs or products they create. Unlike traditional assessment methods that rely on tests or quizzes, product-based assessment emphasizes the application of knowledge and skills to produce real-world artifacts. This paragraph provides an overview of product-based assessment, highlighting its benefits and impact on meaningful learning.
Product-based assessment encourages students to demonstrate their understanding, creativity, and problem-solving abilities by producing authentic and tangible products. These products could be in various forms, such as essays, presentations, artworks, prototypes, or research papers, depending on the subject and learning objectives. By engaging in the creation of meaningful products, students are able to showcase their mastery of content knowledge, critical thinking skills, and application of concepts in practical contexts.
One of the key benefits of product-based assessment is that it promotes deeper learning. By requiring students to go beyond memorization and actively apply their knowledge to real-world situations, they develop a more profound understanding of the subject matter. This approach also nurtures creativity and innovation, as students are encouraged to think outside the box and find unique solutions to problems. Additionally, product-based assessment enhances students' communication and presentation skills, as they need to effectively convey their ideas and findings through their creations.
Product-based assessment has a positive impact on student motivation and engagement. Unlike traditional assessments that may be seen as mundane or disconnected from real-life experiences, product-based assessment provides a sense of purpose and relevance to students. They see the value in their work and feel a sense of accomplishment when they produce a tangible outcome that can be shared with others. This intrinsic motivation contributes to a more active and enthusiastic learning experience.
Furthermore, product-based assessment prepares students for future challenges and careers. In many professional fields, the ability to create high-quality products or deliver tangible outcomes is highly valued. By engaging in product-based assessment, students develop skills that are transferable to real-world scenarios, such as project management, problem-solving, collaboration, and attention to detail. They gain experience in applying their knowledge and skills in practical situations, which can enhance their readiness for future academic and professional endeavors.
In conclusion, product-based assessment is a powerful approach that promotes meaningful learning by emphasizing the creation of tangible outputs. It enables students to showcase their understanding, creativity, and problem-solving abilities, while also developing essential skills for future success. By shifting the focus from traditional tests to real-world products, product-based assessment enhances student engagement, motivation, and deeper learning.
|
oercommons
|
2025-03-18T00:38:31.845725
|
06/12/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105089/overview",
"title": "PRODUCT BASED ASSESSMENT",
"author": "Leendon Gelborion"
}
|
https://oercommons.org/courseware/lesson/20158/overview
|
oercommons
|
2025-03-18T00:38:31.867797
|
Lora Gibbons
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/20158/overview",
"title": "Operation Bee",
"author": "Kate Larson"
}
|
|
https://oercommons.org/courseware/lesson/117577/overview
|
New_7_Wonders_Winners
Wonders_of_the_World (Wikipedia article)
New 7 Wonders of the World
Overview
This activity aims at cultural knowledge and English language skills.
This OER was created by Roxana Sordo
New 7 Wonders Winners on the World Map
These are the Winners of the New Seven Wonders of the World:
- Chichen Itza, Mexico.
- Christ the Redeemer statue, Brazil.
- Great Wall, China.
- Machu Picchu, Peru.
- Petra, Jordan.
- Roman Colosseum, Italy.
- Taj Mahal, India.
- Honorary Candidate, the Pyramids of Giza is shown for reference.
Can you locate the New 7 Wonders on the map?
|
oercommons
|
2025-03-18T00:38:31.888504
|
07/03/2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/117577/overview",
"title": "New 7 Wonders of the World",
"author": "Roxana Sordo"
}
|
https://oercommons.org/courseware/lesson/9924/overview
|
Planning and Controlling Techniques for Quality
Overview
OER's for Lesson Activity in MOODLE for 'Planning and Controlling Techniques for Quality'
Given below are four Moodle Backup files. To utilize this in your own Moodle course, you need to have administrator privileges in MOODLE. If you are the course administrator, please follow the below steps:
- Step 1: Download these backup files into your local machine
- Step 2: Login to your MOODLE course with your admin login and click "Turn editing on"
- Step 3: Choose the "Restore" option from Course Administration block
- Step 4: Upload one file at a time and then click restore
- Step 5: Repeat the steps 3-4 for the other two files
- Step 6: Once the restore is finished, move the lessons to the appropriate section
Section 1
OER's for Lesson Activity in MOODLE for 'Planning and Controlling Techniques for Quality'
Given below are four Moodle Backup files. To utilize this in your own Moodle course, you need to have administrator privileges in MOODLE. If you are the course administrator, please follow the below steps:
- Step 1: Download these backup files into your local machine
- Step 2: Login to your MOODLE course with your admin login and click "Turn editing on"
- Step 3: Choose the "Restore" option from Course Administration block
- Step 4: Upload one file at a time and then click restore
- Step 5: Repeat the steps 3-4 for the other two files
- Step 6: Once the restore is finished, move the lessons to the appropriate section
|
oercommons
|
2025-03-18T00:38:31.905960
|
07/19/2016
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/9924/overview",
"title": "Planning and Controlling Techniques for Quality",
"author": "Nilesh Sabnis"
}
|
https://oercommons.org/courseware/lesson/97570/overview
|
Remix of "Feeding the Hungry with Food Stamps Program"
Overview
This is a remix of "Feeding the Hungry with Food Stamps Program". This resource is the beginning of a list of identifying areas in the resource that need additional resources to create a more pluralistic understanding of the ways our nation can feed all people.
The original resource from Digital Public Library of America can be found here: https://www.oercommons.org/courses/feeding-the-hungry-with-food-stamp-programs
Background on "Feeding Remix of "Feeding the Hungry with Food Stamps Program"
"Feeding the Hungry with Food Stamps" is an openly licensed resource (CC-BY) created by the Digital Public Library of America and is found on OERCommons here - https://www.oercommons.org/courses/feeding-the-hungry-with-food-stamp-programs
- This collection uses primary sources to the history of food stamp programs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Why we have created a Remix of "Feeding the Hungry with Food Stamps Program"
This resource has many strong primary source, historical documents that provide some context about the creation and use of the Food Stamps Program.
When thinking critically about the resource, there are gaps, assumptions and stereotypes within the resource.
Here is a review and interrogation of the resource from educator Christina Spears.
USING TOOL FOR IDENTIFYING BIAS BEFORE USING / REMIXING RESOURCE
Am I a member of a privileged or oppressed group based on my racial/gender/disability/citizenship identity?
How does my racial/gender/disability/citizenship identity impact how I show up in my relationships, curriculum, and / or pedagogy?
I am a working class Black woman, nondisabled, US citizen. I hold both privileged and oppressed identities. As a working class person, who grew up in a working class home, where we grew our own food, shopped at Ingles/Food Lion/Walmart, and often ate school lunches, I have thought a great deal about how my social class impacts my access to food and how important food and food rituals were in my family home. Because I am a Black woman (oppressed identities), I see how race and gender are not considered as part of the content of this text. I know that there are assumptions, stereotypes about who received food stamps or government assistance, and for what reasons. I wonder how the images and videos in this resource disrupt or perpetuate that thinking. There are not questions or resources to help students interrogate this. As a nondisabled US citizen (privileged identities), I need to do some learning and unlearning to answer the question from the tool - Does this resource leave out concepts of disability or neurodivergence / citizenship status when they are needed for deeper context? I’ve recently come to learn that folks with disabilities and DACA recipients may or may not be eligible for food stamps or government assistance for food. Generally, I wonder how I can remix this resource or find additional resources to interrogate that question to ensure I don’t cause or perpetuate harm against these historically and culturally oppressed groups for lack of disrupting my own biases.
In order to provide additional opportunities for representing pluralism within the resource, we have begun a collection of resources that can be added along with critical questions.
Resources to consider adding in a Remix of the resource
Image resources
- Image from US Department of Agriculture (USDA) that shows students eating school lunch - https://www.flickr.com/photos/usdagov/7995804478
- Image from USDA that shows volunteers tending a community garden - https://www.flickr.com/photos/usdagov/52375848227/
Video resources
- The White House Conference on Hunger, Nutrition, and Health: What it Means to Me - Dr. Sara Bleich - a video about her personal connection to USDA nutrition assistance programs.
- Critical question - Why do you think the speaker is choosing to share her personal experiences?
- Critical question - "To end hunger" - The video shares that the goal of the White House conference is to end hunger. What barriers will exist to this goal?
- Critical question "reduce diet-related diseases" - The video How might this category of diseases be challenging when thinking about identify and culture?
Written resources
- Handout from USDA about National School Lunch Program -
|
oercommons
|
2025-03-18T00:38:31.924594
|
Christina M Spears
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/97570/overview",
"title": "Remix of \"Feeding the Hungry with Food Stamps Program\"",
"author": "Joanna Schimizzi"
}
|
https://oercommons.org/courseware/lesson/79180/overview
|
Reflective Practice
Overview
Reflective Practice is a very useful tool for those leaders who want to bring a change in the field of Education.
Basics
Reflective Practice:
Reflection was practiced as a form of contemplation in search of truth in ancient Greece 2500 years ago.
It refers to an activity or process in which an experience is recalled, considered and evaluated; usually in relation to a broader purpose.
It is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision-making and as a source for planning and action.
Reflection helps to turn experience into learning.
Reflective Practice is that form of practice which seeks to problematize situations of professional performance so that they can become potential learning situations and so practitioners can continue to learn, grow and develop through practice.
Objectivity is a crucial aspect of reflective practice.
Attributes of Reflective Practice:
- Open-mindedness
- Responsibility
- Wholeheartedness
Reflection is considered to be one of the key competencies needed for effective leadership as it helps to turn experience into learning.
When to reflect?
We usually reflect about an event when it happens or shortly afterwards. Reviewing it later we can see it differently and discover different feelings about it.
Reflective Practice Process: Reflection => Understanding => Action
A reflective practitioner is someone who:
- Takes time to step back and make sense of what has been done and how.
- Tries to understand the theories of change that guide actions.
- Is not afraid to challenge assumptions, both their own and those of others.
Reflection-in-action: when practitioners think about the practice while doing it.
Reflection-on-action: when practitioners think about the practice after the encounter.
|
oercommons
|
2025-03-18T00:38:31.946417
|
04/12/2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/79180/overview",
"title": "Reflective Practice",
"author": "Abhijit Mukherjee"
}
|
https://oercommons.org/courseware/lesson/118467/overview
|
Blog Post_Reflection on Networking Across Cultures.
Overview
This blog post shares the personal experiences of an educator reflecting on their networking journey from India to the USA. It begins with an event description of networking at a college festival in India, highlighting the importance of community ties and initiating conversations. The narrative then shifts to a first-year master's student attending a professional networking event in the USA, emphasizing the value of preparation, leveraging digital tools like LinkedIn, and being proactive in follow-ups.
|
oercommons
|
2025-03-18T00:38:31.963356
|
Pooja Potdar
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/118467/overview",
"title": "Blog Post_Reflection on Networking Across Cultures.",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/69326/overview
|
All Session Facilitator Details - Equitable Home Learning Online Course - PDF
Session 1 Slide Deck - Equitable Home Science Learning
Session 1 Slide Deck - Equitable Home Science Learning - PDF
Session 2 Slide Deck - Equitable Home Science Learning
Session 2 Slide Deck - Equitable Home Science Learning - PDF
Session 3 Slide Deck - Equitable Home Science Learning
Session 3 Slide Deck - Equitable Home Science Learning - PDF
Session 4 Slide Deck - Equitable Home Science Learning
Session 4 Slide Deck - Equitable Home Science Learning - PDF
Online Course: Creating Resources for Equitable At-Home Science Learning
Overview
This online course explores together with teachers how we can provide students equitable place-based home science learning during the time of COVID-19. We examine guidelines and discuss various approaches, then collaborate together to share, develop and adapt short and simple science activities that could be done by students in their yard, neighborhood, or a deck, window, or balcony.
The course includes an introductory session, two small groups sessions to develop or adapt class and age appropriate materials and a final session for groups to share what they developed and explore additional topics.
Overview
In this online course we will be exploring together how we can provide students equitable place-based home science learning during the time of COVID-19. We will explore guidelines and discuss various approaches, then collaborate together to share, develop and adapt short and simple science activities that could be done by students in their yard, neighborhood, or a deck, window, or balcony.
The course includes an introductory session, two small groups sessions to develop or adapt class and age appropriate materials and a final session for groups to share what they developed and explore additional topics.
|
oercommons
|
2025-03-18T00:38:31.988932
|
Brad Street
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/69326/overview",
"title": "Online Course: Creating Resources for Equitable At-Home Science Learning",
"author": "Full Course"
}
|
https://oercommons.org/courseware/lesson/75386/overview
|
Journey North: Monarch Butterflies Citizen Science
Overview
Scientists rely on Citizen Scientists to track the migration of the monarch butterflies as they journey north from Mexico and back again. This amazing pollinator begins its fall migration from August to November and spring migration from March to June. Students can follow migration news, see the real-time mapping of the butterfly's movements, and report their own sightings with this amazing project from the University of Wisconsin - Madison Arboretum.
Journey North: Monarch Butterfly Citizen Science
|
oercommons
|
2025-03-18T00:38:32.008435
|
Environmental Science
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/75386/overview",
"title": "Journey North: Monarch Butterflies Citizen Science",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/99082/overview
|
Google Slides - Part 2
Worksheet - Part 2
Eureka 7 Module 1 Lesson 20
Overview
This is a two-part lesson, with two sets of Slides. See "notes" for more info.
Eureka 7 Module 1 Lesson 20
This is a two-part lesson, to span over two class periods. Google slides and worksheets are attached.
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oercommons
|
2025-03-18T00:38:32.025896
|
11/26/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/99082/overview",
"title": "Eureka 7 Module 1 Lesson 20",
"author": "Tasha Christensen"
}
|
https://oercommons.org/courseware/lesson/99081/overview
|
Worksheet
Eureka 7 Module 1 Lesson 18
Overview
Google slides and worksheet for Eureka 1 Module 1 Lesson 18
Eureka 7 Module 1 Lesson 18
Google slides and the corresponding worksheet for Eureka 7 Module 1 Lesson 18. See "notes" on the slides for more info
|
oercommons
|
2025-03-18T00:38:32.042150
|
11/26/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/99081/overview",
"title": "Eureka 7 Module 1 Lesson 18",
"author": "Tasha Christensen"
}
|
https://oercommons.org/courseware/lesson/112968/overview
|
Education Standards
Electromagnetic waves
Overview
An introduction to EMW for FYUGP students of RU
Introduction
Electromagnetic waves are changing magnetic and electric fields. An electric field is produced by a charged particle. A force is exerted by this electric field on other charged particles. The Magnetic field is produced by a moving charged particle. A force is exerted by this magnetic field on other moving particles. The electromagnetic field is produced by an accelerating charged particle. If the frequency of oscillation of the charged particle is f, then it produces an electromagnetic wave with frequency f. Electromagnetic waves transfer energy through space.
About EMW
- Electromagnetic waves are nothing but changing magnetic and electric fields. These waves are solutions of Maxwell’s equations, which are the fundamental equations of electrodynamics.
- Wave equation governing the electromagnetic field in a uniform linear medium with zero charge density: ∇2E-μσ∂E∂t-εμ∂2E∂t2=0 and ∇2H-μσ∂H∂t-εμ∂2H∂t2=0
- The wave equation is equally true for the conducting and non-conducting medium.
- A plane wave is a wave whose amplitude remains the same at any point of the space in a plane perpendicular to a direction.
- Electromagnetic wave propagates in free space with a speed equal to that of light in free space.
- Electromagnetic field vectors E and H are perpendicular to the direction of propagation of wave. i.e. electromagnetic waves are transverse in character.
- Field vectors are mutually perpendicular to each other and, also perpendicular to the direction of propagation of wave.
- The field vectors propagate in phase in free space.
- The electromagnetic energy density is equally divided into electrostatic energy density and magnetostatic energy density.
- An isotropic medium is the one which has same properties in all directions.
- Electromagnetic wave propagates in non-conducting or dielectric medium with a speed less than that of electromagnetic wave in free space.
- Electromagnetic field vectors E and H are perpendicular to the direction of propagation of wave. i.e. electromagnetic waves in isotropic dielectric medium are transverse in character.
- Field vectors are mutually perpendicular to each other and, also perpendicular to the direction of propagation of wave.
- Field vectors experience an impedance of equal to that of wave in free space times μrϵr while propagating through the free space. Further, since the wave impedance value is real and positive, it means that the field vectors propagate in phase in dielectric space.
- Poynting vector is directed along the direction of propagation of wave i.e. energy flow in a plane electromagnetic wave in free space is along the direction of wave. Also, the Poynting vector in a dielectric medium is ϵrμrtimes that in free space. The electromagnetic energy density is equally divided into electrostatic energy density and magnetostatic energy density.
- The field vectors are spatially attenuated while propagating through a conducting medium and the attenuation being e-βn.r. The quantity β measures the attenuation and is known as absorption co-efficient. Greater the value of β, greater is the absorption.
- Skin depth or penetration depth (δ) is defined as that depth inside the conducting medium at which wave amplitude falls to 37% its amplitude at the surface of conductor.
- Skin depth decreases with the frequency of electromagnetic wave. At very high frequency, electromagnetic waves do not penetrate much into the conductor, rather flows along the surface of it. Skin depth helps to determine the thickness of conducting sheet used to carry high frequency electromagnetic wave.
- Electromagnetic waves have the usual transverse character in conducting medium too. The ratio of field vectors is a complex number, hence E and H are not in phase.
- The energy density of the wave is divided unequally among the electrostatic field and magnetostatic field, magnetostatic energy density is greater than that of electrostatic field.
- Electromagnetic wave travelling from rarer to denser medium, refracted wave is deviated towards the normal.
- An electromagnetic wave reflected from a denser medium suffers a phase change of π radians.
An OER video
MULTIPLE CHOICE QUESTIONS Self-assess your understanding
1. Free space offers an impedance of ___________ ohm to the flow of electromagnetic wave
a) 300 b) 376.6 c) 352.6 d) 400
2. The ratio of electrostatic energy density to the magnetostatic energy density for a free space propagation of electromagnetic wave is
a) 0.1 b) 2 c) 0.5 d) 1
3.At the polarizing angle, θp the radiation with its electric vector perpendicular to the plane of incidence is reflected as
a) an elliptically polarized beam in the plane of incidence
b) a plane polarized beam in the plane of incidence
c) a plane polarized beam in the plane perpendicular to plane of incidence
d) a circularly polarized beam in the plane of incidence
4. Electromagnetic field is produced by
a) an accelerating/deaccelerating charged particle
b) a stationary charged particle
c) a charge particle moving with constant speed
d) None of these
5. Energy of electromagnetic wave is due to
a) the wavelength b) the frequency
c) the electric and magnetic field d) None of these
6. In free space electromagnetic waves travel with
a) Speed of light b) Speed of sound
c) Speed of supersonic d) Speed of ether
ANSWER KEY
1-b
2-d
3-c
4-a
5-c
6-a
|
oercommons
|
2025-03-18T00:38:32.094324
|
02/17/2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/112968/overview",
"title": "Electromagnetic waves",
"author": "raj singh"
}
|
https://oercommons.org/courseware/lesson/105083/overview
|
PROCESS-BASED ASSESSMENT
Overview
Process-based assessment in education involves evaluating the learning process rather than solely focusing on the final product or outcome. Process-based assessment encourages students to embrace challenges, learn from mistakes, and persist in their pursuit of knowledge.
PROCESS-BASED AUTHENTIC ASSESSMENT
Subject: Technology and Livelihood Education: Home Economics
Grade Level: Grade 8
Topic: Household Services
INTENDED LEARNING OUTCOMES:
At the end of the lesson the students with 80% of accuracy should have:
- Understand the different types of cleaning equipment and supplies commonly used in cleaning tasks, including their functions and proper use.
- Comprehend the step-by-step procedures involved in cleaning a room.
- Demonstrate the ability to use and handling cleaning equipment correctly.
ASSESSMENT TASK:
Demonstrate appropriate cleaning and proper use and handling of cleaning equipment and supplies in a simulated room
INSTRUCTIONS:
Materials: Cleaning equipment such as mops, brooms, and dusters. (Cleaning Equipment and Supplies.
Process/ Mechanics:
- Bring your students in a simulated room and let them familiarize the cleaning equipment and supplies, as well as cleaning procedures
- Prepare the cleaning equipment and supplies and let the students demonstrate the proper cleaning of the room applying the proper use and handling of equipment and supplies.
Tips & Reminders:
- Follow safety guidelines: Prioritize safety throughout the cleaning process.
- Ask questions and seek clarification: If you’re unsure about any aspect of the cleaning process, don’t hesitate to ask questions.
- Practice proper posture and movements: Pay attention to your body positioning to avoid fatigue and injuries.
- Take your time and be thorough
Time frame: 60-90 minutes (can be split to multiple sessions if needed)
Submission: The submission due date will be communicated by the teacher or facilitator.
RUBRICS:
Instructions: Teachers or facilitators will use this rubric to assess and provide feedback on students’ performance in demonstrating appropriate cleaning and handling of cleaning equipment and supplies.
- The rubric should be shared with the students before the assessment begin, so they are aware of the criteria on which they will be evaluated.
- Teachers/Facilitator can change the scoring or ratings to each component of the rubric.
- The scores or rating can be compiled to calculate an overall score or rating for the students’ performance in this objective.
- The submission due date will be communicated by the teacher or facilitator.
- Teachers should introduce the rubric and explain its components and criteria to the students
- Students should familiarize themselves with the rubric, understanding the criteria and expectations for each component.
SCORING RUBRIC
CRITERIA | EXCELLENT (5) | FAIR (3) | POOR (1) | SCORE |
Content Accuracy | The infographic accurately presents information about the do’s and don’ts of social media use. All claims are supported by credible source. | Most information is accurate but not supported by reliable sources. | Infographic contains inaccurate information or irrelevant to the topic. |
|
Clarity of Message | The infographic is clear, concise, and effectively communicated and presents (10) do’s and don’ts of social media use. | The infographic is presented in an easy to follow manner but only gives maximum of (8) do’s and don’ts of social media use. | The infographic fails to communicate the do’s and don’ts of social media. |
|
Use of evidence | The infographic uses reliable sources to support claims. All sources are properly cited and credible. | The infographic uses reliable evidence to support claims. However, sources are not properly cited. | The infographic uses no evidence. |
|
Visual Appeal | The infographic is visually stunning, with attractive colors, fonts, and images that draw the eyes and enhance the message. The layout is easy to follow and visually appealing. | The infographic is usually appealing, but may lack consistently in the use of design elements. The layout may be somewhat cluttered or difficult to follow. | The infographic is poorly designed with little no use of colors, fonts, or images. |
|
REFERENCES:
(APA, categorized, alphabetical)
Jhnlry (2011).CHAPTER II: Process-Oriented Performance-Based Assessment. Stodocu.
Mallari, AJ. (2022). TLE 8 Housekeeping Mod. Study Document. https://www.studocu.com/ph/document/central-luzon-state-university/management/tle-8-housekeeping-mod/17636828
Journals:
PREPARED BY:
AMAD, ASHLEY MAE (ashleymae.amad@ctu.edu.ph)
May 2023
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.
|
oercommons
|
2025-03-18T00:38:32.145169
|
06/12/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105083/overview",
"title": "PROCESS-BASED ASSESSMENT",
"author": "Ashley Mae Amad"
}
|
https://oercommons.org/courseware/lesson/82216/overview
|
South Orange and Maplewood School District OER Evaluation Checklist
Overview
This checklist is in development to be used across South Orange and Maplewood School District to assess and evaluate resources used in teaching.
Resource Evaluation Checklist
| Evaluation Criteria | Description | Does this resource meet the criteria? Yes / No | If no, is there an opportunity to improve this resource so it meets the criteria? |
| Aligned to standards | questions/tasks are strongly aligned to the stated objectives/outcomes/standards and are appropriately engaging/rigorous | ||
| Clear learning objectives | Clear learning objectives | ||
| Provides Assessment Tools | provides assessment tools that will measure student mastery of the specified standards | ||
| Includes various types of media | Such as primary sources, historic images, videos, simulations | ||
| Clear Scope and Sequence |
| ||
| Overall Clarity of the Resource |
| ||
| Rigor of the Resource |
| ||
| Promotes Diverse & Inclusive Perspectives | Promotes perspectives, images, books that authentically and realistically portray the diversity of all students, from both historical and contemporary perspectives | ||
| Offers Accessibility Supports | accessibility of the text (esp. visual) for a range of learners | ||
| Relevance of the Resource | The resource is up to date and includes current and relevant information | ||
|
oercommons
|
2025-03-18T00:38:32.163925
|
Jameel Misbahuddin
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/82216/overview",
"title": "South Orange and Maplewood School District OER Evaluation Checklist",
"author": "Megan Simmons"
}
|
https://oercommons.org/courseware/lesson/99062/overview
|
Introduction to Vibration
Overview
A short introduction on Vibration
Introduction to Vibration
Introduction
|
oercommons
|
2025-03-18T00:38:32.179437
|
11/24/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/99062/overview",
"title": "Introduction to Vibration",
"author": "Farid Mahboubi Nasrekani"
}
|
https://oercommons.org/courseware/lesson/91392/overview
|
Rhinoceros 3D Modelling Basics
Overview
Starting with 3D Modeling
Introduction
Basic understanding should be tought in classroom.
Title image: Rhinoceros, Wendy Seltzer under CC BY 2.0 from Flickr
The principles of the interface
Talking about Rhinoceros 3D it is very important to understand what 3D Modeling is about. Here is a short video about it:
Video: Intro to Maya: Lesson 1 / 10 - Basic Skills, Maya Learning Channel unter CC BY 3.0 auf Youtube.
Work in progress
This ressource will be updated soon....
|
oercommons
|
2025-03-18T00:38:32.198385
|
Assessment
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/91392/overview",
"title": "Rhinoceros 3D Modelling Basics",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/107615/overview
|
BRACELET from 2 threads
BRACELET from 3 threads
Candy-striped BRACELET
Chevron BRACELET
Heart BRACELET
Sliding Knot
Friendship Bracelets (Video Tutorials)
Overview
Video Tutorials for different friendship bracelets of varying difficulty. Using the tutorials, the children can tie the bracelets by themselves. Contains 6 worksheets with bracelets in different colors and styles.
All worksheets
Video Tutorials for different friendship bracelets of varying difficulty. Using the tutorials, the children can tie the bracelets by themselves. Contains 6 worksheets with bracelets in different colors and styles.
BRACELET from 2 threads
In this video I show you how to tie an friendship bracelet from two threads.
BRACELET from 3 threads
In this video I show you how to tie a friendship bracelet from three threads.
Candy-striped BRACELET
In this video I show you how to tie a friendship bracelet with candy stripes in rainbow colors.
Chevron BRACELET
In this video I show you how to tie a friendship bracelet with a chevron / zigzag pattern.
Heart BRACELET
In this video I show you how to tie a friendship bracelet with a heart pattern.
Sliding Knot
In this video I show you how to make a sliding knot.
|
oercommons
|
2025-03-18T00:38:32.224235
|
08/11/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/107615/overview",
"title": "Friendship Bracelets (Video Tutorials)",
"author": "Maria Bänziger"
}
|
https://oercommons.org/courseware/lesson/99067/overview
|
CAD Basics with Siemens NX
Virutal Product Development and CAD Basics
Overview
This resource contains a short presentation on virtual product development and a video example on the basics of CAD using Siemens NX
Virutal Product Development and CAD Basics
This presentation shows a brief introduction into virtual product development and the attached video shows an example visualizing some CAD basics.
|
oercommons
|
2025-03-18T00:38:32.241231
|
11/25/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/99067/overview",
"title": "Virutal Product Development and CAD Basics",
"author": "Yevgeni Paliyenko"
}
|
https://oercommons.org/courseware/lesson/77724/overview
|
IB DP: Extended Essay Kick-Off Lesson
Overview
This lesson provides an overview and serves as an introduction of the exteneded essay (EE). The EE is one component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the and is mandatory for all students.
Read about the extended essay in greater detail.
What is the extended essay
The extended essay is a required component of the International Baccalaureate® (IB) Diploma Programme (DP).
It is an independent piece of research, culminating with a 4,000-word paper.
What is the significance of the extended essay?
The extended essay provides:
- practical preparation for undergraduate research
- an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.
Through the research process for the extended essay, students develop skills in:
- formulating an appropriate research question
- engaging in a personal exploration of the topic
- communicating ideas
- developing an argument.
Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.
An extended essay can also be undertaken in world studies, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.
How is study of the extended essay structured?
Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.
Students are required to have three mandatory reflection sessions with their supervisors. The final session, a concluding interview, is also known as viva voce.
The extended essay and reflection sessions can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.
How is the extended essay assessed?
All extended essays are externally assessed by examiners appointed by the IB. They are marked on a scale from 0 to 34.
The score a student receives relates to a band. The bands are:
- A – work of an excellent standard.
- B – work of a good standard.
- C –work of a satisfactory standard.
- D – work of a mediocre standard.
- E – work of an elementary standard.
Find out how points awarded for the extended essay contribute to a student’s overall diploma score.
Source: "Not all questions..." by ☺ Lee J Haywood is licensed under CC BY-SA 2.0
Source: "What is the extended essay" by IBO. https://www.ibo.org/programmes/diploma-programme/curriculum/extended-essay/what-is-the-extended-essay/
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oercommons
|
2025-03-18T00:38:32.257242
|
03/01/2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/77724/overview",
"title": "IB DP: Extended Essay Kick-Off Lesson",
"author": "Michelle Andis"
}
|
https://oercommons.org/courseware/lesson/52323/overview
|
Building Collaborative Open Educational Resources
Overview
In this OER we will demonstrate how to collaborate on various general educational resources applicable for educators at all grade levels.
Participants can either find an existing OER or create a new resource.
Topics for this Module include:
- How to set up learning/student outcomes using Bloom's taxonomy verbs
- Setting up alignment matrices alignments (example: learning/student outcomes, various professional standards, and assignments to be used for artifacts for assessment of student learning)
- Creating objective measurable rubrics
- How to Differentiate lessons
- Interactive in-class work options
- Ways to give genuine professional feedback to students' work to scaffold skills
- Ways to teach students self-assessment skills
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oercommons
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2025-03-18T00:38:32.270105
|
Casey Olson
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/52323/overview",
"title": "Building Collaborative Open Educational Resources",
"author": "Katie Olson"
}
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https://oercommons.org/courseware/lesson/122522/overview
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Models of Information seeking behaviour
Overview
There is all information about models of information seeking behaviour
Models of Information seeking behaviour
There is all information about models of information seeking behaviour
Models of Information seeking behaviour
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oercommons
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2025-03-18T00:38:32.284769
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12/03/2024
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/122522/overview",
"title": "Models of Information seeking behaviour",
"author": "RUMKI AKHTAR"
}
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https://oercommons.org/courseware/lesson/123857/overview
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Education Standards
ORDER OF OPERATIONS
Overview
In this resource, students will watch a video from Math Antics to learn how to complete mathematical problems using the order of operations. After the video students will work will a visit a website in which they can review and complete practice problems.
WHAT IS THE ORDER OF OPERATIONS?
Practice what you learned
Practice what you have learned by clicking on the following link:
CC licensed content, Shared previously
- Ex: Evaluate an Expression Using the Order of Operations. Authored by: James Sousa (Mathispower4u.com). Located at: https://youtu.be/qFUvF5-w9o0. License: CC BY: Attribution
- Example 3: Evaluate An Expression Using The Order of Operation. Authored by: James Sousa (Mathispower4u.com). Located at: https://youtu.be/8b-rf2AW3Ac. License: CC BY: Attribution
- Question ID: 144748, 144751, 144756, 144758, 144759, 144762. Authored by: Alyson Day. License: CC BY: Attribution. License Terms: IMathAS Community License CC-BY + GPL
CC licensed content, Specific attribution
- Prealgebra. Provided by: OpenStax. License: CC BY: Attribution. License Terms: Download for free at http://cnx.org/contents/caa57dab-41c7-455e-bd6f-f443cda5519c@9.757
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oercommons
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2025-03-18T00:38:32.312101
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01/17/2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/123857/overview",
"title": "ORDER OF OPERATIONS",
"author": "Kendra Spencer"
}
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https://oercommons.org/courseware/lesson/113657/overview
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Exploring New Horizons: Teacher Professional Development in the Age of AI – Insights from Thematic Seminar and Report
Overview
This report from European Schoolnet Academy explores how professional development for teachers needs to change in the age of AI. From fostering an understanding of AI applications in education to equipping teachers with the requisite skills to leverage these technologies, our analysis aims to provide insights into how professional development can empower teachers to navigate the complexities of the changes brought about by AI.
Introduction
In an age marked by rapid technological advancements, teachers stand at the forefront of a revolution that necessitates not just a reconsideration of teaching methods but also an ongoing dedication to professional growth. As artificial intelligence (AI) tools, such as ChatGPT, become more prevalent in classrooms, there arises a pressing need for teacher professional development to adapt, enhance skills, and seize the teaching and learning opportunities presented.
This blog post, published on February 8, 2024, by the European Schoolnet Academy, summarizes a recently concluded Thematic Seminar, which was presented as a series of three webinars and culminated in a report titled "Professional Development in the Age of AI."
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oercommons
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2025-03-18T00:38:32.324814
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03/02/2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113657/overview",
"title": "Exploring New Horizons: Teacher Professional Development in the Age of AI – Insights from Thematic Seminar and Report",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/82178/overview
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Google Slides Unit 2
Google Slides Unit 3
Trauma-informed Teaching_Unit 1 PDF
Trauma-informed Teaching_Unit 1 PPT
Trauma-informed Teaching_Unit 2 PDF
Trauma-informed Teaching_Unit 2 PPT
Trauma-informed Teaching_Unit 3 PDF
Trauma-informed Teaching_Unit 3 PPT
Trauma-informed Teaching: Young Adult Fiction Informs Reality
Overview
This is a module developed for the Branch Aliance for Educator Diversity Summer Institute to be used as OER/instructional materials for Teacher Education classes. This module provides teacher education course instructors content, activities, and assessments to develop teacher candidates' strategies for supporting students who may have faced or be facing trauma.
Introduction to the Module
Introduction to the module: This module is part of a larger Differentiated Instruction course, which explores various students who might be in our Teacher Candidates' future classrooms. The focus of the three units in this module is students who have experienced trauma in their lives. The Teacher Candidates will use the life of a fictional student to explore trauma and trauma-informed teaching strategies. Teacher Candidates will practice and apply these strategies in order to support actual students.
Audience: The intended audience of this course is adults, instructors and educators who work with adults, in higher education/teacher education instructing Teacher Candidates (e.g., student teachers).
NOTE: This unit covers some intense material. For some this may be the first time you are hearing information about trauma, for others it may trigger memories from your professional or your persaonal lives. It is very important that you take care of yourself. Please take breaks when you need to, check-in with each other as needed and think about what works for you in terms of debriefing, de-stressing, and getting support both during this unit and in your day-to-day work.
Length of course: This resource has been designed to supplement an 8-week course on differentiated instruction. Content, activities, and assessments may be selected to meet the needs of a specific course. Taught as a standalone module, this resource would encompass 30+ instructional hours.
Unit-level outcomes: While engaging in this module, Teacher Candidates will be able to:
- Identify types of trauma and their sources, grounded in cultural humility.
- Connect types of trauma and sources to a fictional student and one's personal life.
- Research to identify strategies to support students who have faced or are facing trauma.
- Design strategies to support resilience in a fictional student.
- Critique student support strategies.
- Apply trauma-informed teaching strategies.
Technology Requirements: This module requires the following technology be available if taught in a physical classroom:
Instructor: access to a computer in class
Each student or student group: access to a computer in and out of class
Each student: access to a computer with internet out of class (if assignments completed outside of class time)
Projector with speakers
Internet access with high bandwidth
Unit 1 Content
Unit 1
Cultural Humility and Types of Trauma
Impacts of Trauma
Content: Unit 1 of this module is contained in its entirety in presentation slides. Key items are described below.
Unit 1 Objectives: Teacher Candidates Will Be Able To a) Identify types of trauma and their sources, grounded in cultural humility and b) Connect types of trauma and sources to a fictional student and one's personal life.
Most training on trauma-informed care is geared toward school counselors and social workers. Let’s start by making a connection to teachers: Why is it important to understand trauma as a teacher? How can teachers collaborate with school counselors and social workers to support students? Begin your self-reflection journal...will not be turned in - for your reference only.
o Gather 2-3 quick responses from the participants. Limit to 2 minutes. If they don’t mention it, here are some examples you can mention: Trauma impacts all of them; Trauma impacts their agencies; Trauma impacts their relationships with each other; Trauma impacts how they function.
Throughout the training, we will be looking at concrete skills and strategies to be more trauma-informed and increase your effectiveness in working with children and families, whether you work with them directly, answer phones or file paperwork, provide transportation, or supervise others.
Individually, what you do matters; and, collectively, you can make an even bigger difference.
Culture, Race, Trauma: Who am I? Cultural Intersectionality - Cultural Humility - Who are You? This is not a training about race or culture, but understanding an individual’s unique life history is a critical part of being trauma- informed. Concepts related to culture and to race will be discussed throughout the training series. It is important to be aware of how they intersect with trauma.
Race is defined in the dictionary as “common ancestry, distinguished from others by physical characteristics, such as hair type, color of eyes and skin, stature.” Culture is defined in the dictionary as, “the customs, arts, social institutions, and achievements of a particular nation, people, or other social group.” This encompasses many aspects of one’s identity including religion, sexual orientation, gender identity, being a foster child, a member of the military, etc. Cultural intersectionality or the idea of multiple intersecting identities.
New concept: Cultural humility pertains to the ability and willingness of a person to have self- awareness about biases and to embrace the notion that one is never done learning about culture. Much like being trauma-informed, cultural humility is an ongoing journey, not a checklist that you can complete. Understanding the dynamics between culture, race, and trauma will help you tailor the way you engage and interact with the populations you serve. Culture and race are also strengths and can bring positives to the table for an individual, such as the support and the nurturance they receive from their community, traditions, etc.
Trauma vs Stressful Experiences: Trauma occurs when an individual experiences an intense, recurring, and/or prolonged event (or events) that threatens or causes harm to their emotional and/or physical well-being. An event that threatens or causes harm to another, including a loved one or someone close to the child, is also a trauma. Let’s differentiate stressful experiences from traumatic ones. For instance, playing in the big football game when a college scout is watching you can be stressful, but that stress might actually be positive in that it makes you play a great game. Or having to get up and present at a conference may be stressful, but knowing that sharing that information is important and will be done within an hour makes that stress tolerable. In neither of these situations do you perceive that your life or someone else’s is in danger. In other words, they are stressful, but not traumatic.
Ask: Without sharing a lot of graphic detail, can someone give an example of a traumatic event? Gather 2-3 quick responses from the participants. Limit to 2 minutes. Listen to the participants’ examples and feel free to give some of these if they are not brought up by the participants: Being in a car accident; Witnessing someone being seriously hurt or killed; Being abused; Being kidnapped; Experiencing a natural disaster
Acute and Chronic Trauma
To understand the impact of trauma on children, youth, and families, it can be helpful to think about trauma as acute or chronic. Acute trauma is a single traumatic event that is limited in time. Examples include: a natural disaster, a serious accident, sudden or violent loss of a loved one, and a physical or sexual assault. This is not to say that the impact of an acute traumatic event is short- lived. It may take months or even years for a person to recover from an acute trauma. Chronic trauma refers repeated assaults on a person’s body and/or mind. They may be varied and/or longstanding events. For instance, experiencing or witnessing domestic violence, being in a war zone, living in a neighborhood with frequent violence, longstanding emotional or physical neglect, or sexual, physical, or emotional abuse that is ongoing.
Jigsaw types of trauma: Group 1 Complex Trauma
Complex trauma can occur simultaneously or sequentially, and is often perpetrated by one or more primary caregivers. Child maltreatment, including neglect and physical, emotional, or psychological abuse, at the hands of a parent or other trusted adult is a fundamental breach of the child’s most important relationship. It is so traumatizing that, if severe ongoing, or frequent, can affect a child in a multitude of ways, including forming healthy attachments, regulating emotions, and focusing. Many children involved in child welfare have complex trauma histories stemming from child maltreatment. A Children’s Bureau report on child maltreatment that occurred across the U.S. in 2017 indicated that over 91% of substantiated cases of child maltreatment were at the hands of one or both parents. Exposure to complex trauma can act as a catalyst for subsequent traumatic experiences or events if the child is not removed from the unsafe environment and provided with adequate protective factors and supports.
Jigsaw types of trauma: Group 2 Cultural Trauma
An attack on the fabric of a society, affecting the essence of a community and its members. Cultural Trauma creates a legacy of poverty, poor mental health, physical health and a pervasive senses of hopelessness in some communities. The impact of Racism and Institutional Racism, prejudice, discriminatino and health disparities persist in many ethnic minority communities. Multi-generational/Intergenerational Trauma occurs when trauma is not resolved and is subsequently internalized and passed from one generation to the next.
Jigsaw types of trauma: Group 3 Historical Trauma
An example of historical trauma in the U.S. is the former use of American Indian Boarding Schools where native children were forcibly removed from their families to be “civilized” into Euro-American culture. The children were stripped of their culture, including their food, clothing, rituals, and language while being physically disconnected from their communities. Children of historical trauma survivors can experience symptoms similar to their parents despite having never been directly exposed to the traumatic experiences or events. Studies of the children of Holocaust survivors and descendants of Japanese Americans interned during World War II indicate that historical trauma may negatively impact confidence, self-esteem, assertiveness, shame, and family communication, while also increasing the likelihood of experiencing subsequent trauma.
Jigsaw types of trauma: Group 4 Racial Trauma
There are a lot of subtle, and not so subtle, ways in which discrimination is practiced. Sometimes it is so ingrained in a person, they may not even recognize that they are behaving in ways or have beliefs that influence their behavior toward people of certain races, religions, ethnicities, national origins, cultures, etc. Microaggressions are one form of racism and discrimination. They are the everyday verbal, nonverbal, and environmental slights, snubs, or insults (whether intentional or unintentional) that target individuals of marginalized groups. For instance, being asked “What are you?” in regard to your race, ethnicity, or nationality can be a microaggression. Although it seems benign, questions like this are a form of microaggressions and can cause a person to question their sense of identity and belonging. For more examples of microaggressions, refer to the information sheet named Examples of Racial Microaggressions: https://drive.google.com/file/d/16xmJmPXJSPBl8N9Yji4lFX2qsXIT9-pd/view?usp=sharing
It is important to keep in mind that both historical trauma and racial trauma may be experienced not only by the children and families you work with, but also by you and your own family, friends, colleagues and community. Your own experiences or the experiences of those around you may impact your perception of other’s experiences.
Jigsaw types of trauma: Group 5 Intergenerational Trauma
Though sometimes used interchangeably with historical trauma, intergenerational trauma typically affects one family (vs. a group or community) across multiple generations. Trauma experienced in childhood or adulthood can have an impact on an individual’s parenting and can be transmitted through things like family norms, beliefs, habits, and socioeconomic status.
Jigsaw types of trauma: Group 6 Childhood Bereavement Trauma
Childhood bereavement is one of the most common, and most stressful, types of trauma in childhood and adolescence. The death of an important person to that child may be either sudden or unexpected and can impair a child’s ability to grieve. For instance, the child may view the deceased as all good or all bad, and may have difficulty reflecting on memories of the individual.
Jigsaw types of trauma: Group 7 Traumatic Separation
Traumatic separations can be sudden, unexpected, and prolonged. They can be accompanied by additional stressful events. For children and youth involved in child welfare, their removal from the home or their parent’s removal, incarceration, deportation, or termination of rights are some of the situations in which traumatic separation may occur. Traumatic separation can also apply to other relationships, such as those with grandparents and siblings. Traumatic separation may have an impact on parents and caregivers as well. Though similar in nature, traumatic separation differs from childhood bereavement in that the child may spend a great deal of time hoping for reunification, even if it cannot occur for years, if at all. This can impede the child’s ability to cope effectively.
Jigsaw types of trauma: Group 8 System-Induced Trauma & Retraumatization
In the event a child has experienced multiple traumas, their ability to overcome future trauma is compromised, creating a cycle of loss. This reinforces a child’s beliefs that they are worthless, that people are untrustworthy, and that the world is unpredictable and hostile. Some studies have shown that up to 30% of youth in foster care experience additional maltreatment while a dependent or ward of the court. Some racial and cultural minority groups may experience trauma at higher rates due to exposure to violence, mental health disparities, and substance use issues. It is important to realize that how you approach a case and what you communicate to a child, resource parent, or other caregiver can have either a positive or negative impact for that child and family. There are many circumstances that are out of your control, but if each one of you approaches the children and families that you work with in a trauma-informed way, you can make a difference.
Why Cultural Humility is Important...Whole class/instructor-led discussion
There is importance of knowing your students...and considering their backgrounds. When you look at this image, what thoughts or feelings come to mind? Gather 2-3 quick responses from the participants. Limit to 2 minutes. Listen to the participants’ examples and feel free to give some of these if they are not brought up by the participants: Peace; Serenity; Relaxation; The feeling of sand between one’s toes.
Now, what if I told you that before I was born, my mom survived a tsunami, but lost the home she grew up in and many of her friends and family members died. How do you think I feel when looking at the same image above? Gather 4-5 quick responses from the participants. Limit to 3 minutes. Listen to the participants’ examples and feel free to give some of these if they are not brought up by the participants: Scared; Triggered; Anxious.
Introduce the Traumatic Stress Response Cycle: Traumatic Event to The Body's Alarm System to Stress Hormones to either Return to Calm or Traumatic Stress
Let’s use the snake as an example of a traumatic experience to illustrate the traumatic response cycle or what happens in your brain and body when you are exposed to something traumatic. When faced with a threat or traumatic event like the snake, the body has an automatic response, the fight, flight or freeze response which is the body’s alarm system. The area of the brain that prompts the response is the primitive brain (which remember is the survival part of the brain and is the earliest to develop). More advanced centers of the brain, like the prefrontal cortex, are responsible for thinking, reasoning, and consciously processing the information. As these develop, they help to analyze the threat and signal the primitive brain to stop pumping out stress hormones so the body’s system can return to normal. When you realize that you’re looking at a stick and not a snake and you feel yourself relax, these higher centers have done their job and helped you to return to calm! Exposure to chronic trauma tends to cause people to overreact to perceived threats and be on constant alert for danger. The emergency response system can get stuck in the “on position” for traumatic stress.
Ask: What do you think might be some of the impacts of having one’s response system stuck in the on position for traumatic stress? How did Melinda in Speak excerpt respond to her stress? Gather quick responses from the participants. Limit to 2 minutes. Feel free to give some of these if they are not brought up by the participants: Stress hormones can keep flowing and make it harder for the prefrontal part of the brain to think and plan and work efficiently; Stress hormones, and related brain chemical that are generated, get in the way of rational thinking; Increased aggressiveness; Numb to danger; Fearful; Difficulty concentrating
Variability in Responses to Stressors and Traumatic Events: It is important to understand that trauma reactions are not the same for all children or adults. You need to look at each person as a unique individual with unique experiences.Don’t assume that a youth is traumatized simply because they were a part of an event that was traumatic. You need to rely on mental health screening and/or assessment and the youth or caregiver report about how they are functioning. We will be talking more about this in the trauma-informed child welfare trainings. It is also important to note that it is easier to identify when a youth is traumatized when their response is acting out with overt behaviors; however, some youth tend to internalize their symptoms and they may be overlooked because they are described as a quiet or compliant child.
Variability in Responses to Stressors and Traumatic Events: Think of how many different combinations there are with all of these factors. It is easy to see how there may be many different responses to a similar traumatic event. This sometimes plays out within families when siblings are all exposed to the same trauma but have differing reactions.
Remember the earlier discussion about cultural intersectionality? A person’s racial and cultural background influence how trauma is defined, their response to a traumatic event, and how trauma is treated. Historical and intergenerational trauma are also important here in terms of how a caretaker or a community responds to trauma.
Ask: Reflect upon these factors as they pertain to Melinda (from Speak). Who was Melinda’s adult-support person in the story?
Adverse Childhood Experiences (ACEs) lead to Impact on Child Development then Long-Term Consequences
Another way to understand some of the long- term impacts of trauma is by looking at data from the Adverse Childhood Experiences or ACE study. The ACE Study looked at adverse childhood experiences and long-term health outcomes found many consequences related to disease as well as to social problems.
Relationship Between Early Childhood Trauma and Health and Well-Being Later in Life: Show the ACES Primer video (length 4:59): https://vimeo.com/139998006 . To emphasize what was said in the video: “What is predictable is preventable. ACES are not destiny; they are a tool for helping and understanding the impacts of adversity.” We will be talking a bit more about resilience later today and ways that you can help prevent and mitigate the impacts of childhood adversity.
Ask: Consider how teachers can break this trajectory...add to your journal
Unit 1 content adapted from
Anderson, L. H. (2011). Speak. Square Fish.
University of Buffalo. (2021). Conversations about culture: video and lesson plan. http://socialwork.buffalo.edu/resources/conversations-about-culture.html#title_2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Wohltmann, T., & Drabble, L. (2016, September 19). Trauma Informed Curriculum. OER Commons. Retrieved June 17, 2021, from https://www.oercommons.org/authoring/15643-trauma-informed-curriculum.
Child Welfare Trauma Training Toolkit
Unit 1 Activities
Unit 1
Cultural Humility and Types of Trauma
Impacts of Trauma
Activities: Unit 1 of this module is contained in its entirety in presentation slides. All activities are provided below.
Activity: Cultural Humility
Review the video defining cultural humility. https://youtu.be/_Mbu8bvKb_U
Lifelong learning
Critical self-reflection
Recognize and mitigate power imbalances
Consider the fourteen personal competencies identified by Hogan (2007). https://docs.google.com/document/d/1GNTiIxq5aZwWgLcEbmY_w6hlQ01XrX7FF6PJTIGbBIs/edit?usp=sharing
In your journal,
Rate yourself on a scale of 1 (low) to 5 (high) in each of these areas.
Add up the points: 61-70=high; 51-60=moderate, 0-50 needs more practice.
Reflect upon why you scored as you did and how this activity will inform your practice.
Activity: Types of Trauma Jigsaw
Create Types of Trauma table (see second slide)
In your Jigsaw Group (8 groups)
Review your assigned Type of Trauma: slide and slide notes (if provided)
Fill in your row
Designate spokesperson to share out description
Share with entire class
Add other groups’ descriptions to your table
Descriptions of the types of trauma are included in Unit 1 Content
https://drive.google.com/file/d/11-gPhgXKpXKZMO_5U-xa96rJLRdxU7YM/view?usp=sharing
A Window into One Student’s Life: Trauma
https://drive.google.com/file/d/11-gPhgXKpXKZMO_5U-xa96rJLRdxU7YM/view?usp=sharing
https://drive.google.com/file/d/1tlOhjgYiKq4NkjeI8Qwzd6GvGeWjAmz0/view?usp=sharing
Journal and discuss in small groups
What were the student’s challenges?
What were the student’s strengths and assets?
Unit 1 content adapted from
Anderson, L. H. (2011). Speak. Square Fish.
University of Buffalo. (2021). Conversations about culture: video and lesson plan. http://socialwork.buffalo.edu/resources/conversations-about-culture.html#title_2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Wohltmann, T., & Drabble, L. (2016, September 19). Trauma Informed Curriculum. OER Commons. Retrieved June 17, 2021, from https://www.oercommons.org/authoring/15643-trauma-informed-curriculum.
Child Welfare Trauma Training Toolkit
Unit 1 Assessment
Unit 1
Cultural Humility and Types of Trauma
Impacts of Trauma
Assessment: Unit 1 of this module is contained in its entirety in presentation slides. All assessments are included below.
Introduction to Trauma Sources Pre-Assessment: Types of Trauma
Complete the Pre-assessment (Google Quiz, Zoom Poll, Nearpod matching, etc. https://forms.gle/JCQz3mQRRLb34j1P7
Take this pre-assessment to self-assess what you already know about types of trauma and their source. To view your answers on the Google Quiz, click “View Accuracy” after submitting.
To create other assessments, here are the questions and answers (highlighted green and marked with X):
Pre-Assessment Trauma Definitions
Prior to reviewing the various trauma sources, we want to assess what you already know. This is a non-graded quiz. Select the best definition for each type of trauma. Your results will be provided when quiz is submitted. Please note in your journal, the trauma type(s) that were not correct and any questions you have about any trauma source.
Childhood Bereavement Trauma
Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
Children's experiences of multiple traumatic events that occur within the primary caregiving system
Results from prolonged events or experiences that have an impact across generations within a group or community
Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
X Refers to when someone important to the child dies
Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
Losses continue to accumulate due to impermanence, fears of rejection, and uncertainty
Historical Trauma
Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
Children's experiences of multiple traumatic events that occur within the primary caregiving system
X Results from prolonged events or experiences that have an impact across generations within a group or community
Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
Refers to when someone important to the child dies
Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
Losses continue to accumulate due to impermanence, fears of rejection, and uncertainty
Racial Trauma
Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
Children's experiences of multiple traumatic events that occur within the primary caregiving system
Results from prolonged events or experiences that have an impact across generations within a group or community
X Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
Refers to when someone important to the child dies
Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
Complex Trauma
Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
X Children's experiences of multiple traumatic events that occur within the primary caregiving system
Results from prolonged events or experiences that have an impact across generations within a group or community
Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
Refers to when someone important to the child dies
Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
Losses continue to accumulate due to impermanence, fears of rejection, and uncertainty
System-Induced Trauma & Retraumatization
Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
Children's experiences of multiple traumatic events that occur within the primary caregiving system
Results from prolonged events or experiences that have an impact across generations within a group or community
Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
Refers to when someone important to the child dies
Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
X Losses continue to accumulate due to impermanence, fears of rejection, and uncertainty
Cultural Trauma
X Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
Children's experiences of multiple traumatic events that occur within the primary caregiving system
Results from prolonged events or experiences that have an impact across generations within a group or community
Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
Refers to when someone important to the child dies
Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
Losses continue to accumulate due to impermanence, fears of rejection, and uncertainty
Traumatic Separation
Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
Children's experiences of multiple traumatic events that occur within the primary caregiving system
Results from prolonged events or experiences that have an impact across generations within a group or community
Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
Refers to when someone important to the child dies
X Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
Losses continue to accumulate due to impermanence, fears of rejection, and uncertainty
Intergenerational Trauma
Creates a legacy of poverty, poor mental health, physical health and a pervasive sense of hopelessness in some communities
Children's experiences of multiple traumatic events that occur within the primary caregiving system
Results from prolonged events or experiences that have an impact across generations within a group or community
Refers to the stressful impact or emotional pain experienced as a result of witnessing or experiencing racism, discrimination, or structural prejudice
X Results from events or experiences that affect one family across two or more generations and are transmitted through family norms, beliefs, habits, and genetics
Refers to when someone important to the child dies
Refers to the loss of a caregiver for varying lengths of time due to circumstances other than death
Losses continue to accumulate due to impermanence, fears of rejection, and uncertainty
Unit 1
Assessment 1: Cultural Humility and Types of Trauma
View video The Importance of Cultural Humility through the lens of a teacher rather than a social worker. http://www.youtube.com/watch?v=cVmOXVIF8wc
Select and respond one of the following prompts.
How will you focus your own personal and professional development to develop your personal competencies further to support students facing trauma?
How will you grow your cultural humility to better support your students during Clinical Practice (e.g., student teaching) and in your future classrooms?
Why is it important to know your students’ histories in order to develop an understanding of their possible traumas?
Journal prompt responses in a Google Doc or other shareable document.
Add to your table of the Types of Trauma Comment column in your journal.
Comments?
Questions?
Real-life examples?
Unit 1
Assessment 2: Impacts of Trauma
Consider the various trauma sources we have discussed (i.e., Type of Trauma table)
Respond to each of the following prompts in your journal:
What type of trauma did Melinda (in Speak) experience (e.g., Complex, Cultural)?
Why do you select this type?
What was Melinda’s response to this trauma?
Consider a personal impact trauma has had on your life (e.g., own, friends, students). Include in your journal:
What is the type?
What has helped and what has not helped?
Unit 1 content adapted from
Anderson, L. H. (2011). Speak. Square Fish.
University of Buffalo. (2021). Conversations about culture: video and lesson plan. http://socialwork.buffalo.edu/resources/conversations-about-culture.html#title_2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Wohltmann, T., & Drabble, L. (2016, September 19). Trauma Informed Curriculum. OER Commons. Retrieved June 17, 2021, from https://www.oercommons.org/authoring/15643-trauma-informed-curriculum.
Child Welfare Trauma Training Toolkit
Unit 2 Content
Unit 2
Researched Support Strategies
Support Strategy Design
Content: Unit 2 of this module is contained in its entirety in presentation slides. Key items are described below.
Unit 2 Objectives
TCWBAT... a) Research to identify strategies to support students who have faced or are facing trauma and Design strategies to support resilience in a fictional student
Show 5 minute-video https://www.youtube.com/watch?v=dF20FaQzYUI
Discuss ideas/concepts raised in video - what specific ways could you support Melinda (from Speak)? For example: build relationships, love, ask what happened to you NOT what is wrong with you
Childhood Trauma: What can teachers do to support?
Be aware of the experiences your students may be facing or may have faced
Traumatic
Protective
Be the protective/positive influence in a child’s life
Research has shown that reflection upon on the protective (Resilience) experiences may help protect people with four or more ACEs from developing negative outcomes
“Protective factors and resilience can be nurtured in all children no matter their risk or ACEs” and that “no child or adult is without hope for healing”
(Debbie Alleyne, Devereux Advanced Behavioral Health)
It is important to understand that with all of trauma’s impacts, there are ways that you can help foster healing. Read the Thurgood Marshall quote on the slide or ask for a volunteer to do so. "None of us got where we are solely by pulling ourselves up by our bootstraps. We got there because somebody-a parent, a tacher, an Ivy League crony, or a few nuns-bent down and helped us pick up our boots." As the Thurgood Marshall quote indicates, the process of recovering from trauma and developing resilience is largely dependent on supportive and enduring relationships. Think back on a time that you went through some tough challenges. What helped you get through? Gather 2-3 quick responses from the participants. Limit to 1 minute.
Before talking about resilience, let’s spend some time exploring neuroplasticity, which is the brain’s ability to adapt to new ways of thinking, feeling, and doing. A great example of this comes from Dr. Michael Merzenich, one of the foremost researchers on neuroplasticity, who wrote, “...each time we learn a new dance step, it reflects a change in our physical brains: new ’wires‘ (neural pathways) that give instructions to our bodies on how to perform the step. Each time we forget someone’s name, it also reflects brain change - ‘wires‘ that once connected to the memory have been degraded, or even severed.” As these examples show, changes in the brain can result in improved skills (a new dance step) or a weakening of skills (a forgotten name). Over time and with repetition, neural pathways can be forged or refined, and long lasting functional changes in the brain can occur. Has anyone here ever learned a new language or skill later in life or changed a habit? Gather 2-3 quick responses from the participants. They can either shout them out or raise their hands. Limit to 1 minute.
The video you are about to watch demonstrates how pathways in the brain can be strengthened or weakened over time so people can learn to speak French or dance Samba. Show the Neuroplasticity video (length=2:03) by clicking on the video icon on the slide or typing this into the browser: https://youtu.be/ELpfYCZa87g
Because of neuroplasticity, experts now know that human brains aren’t, in fact, set in stone like it was once believed. There is a lot a person can do to change their brain functioning, and, in turn, the way they think, feel, and behave. This is particularly important to understand when talking about resilience. Figuring out what resilience actually is and how to define it is challenging. Social scientists have explored the phenomena of resilience for nearly 50 years and with a variety of populations, including refugees, cancer patients, and even Fortune 500 companies. You can imagine how different resilience might look for Microsoft than it would for a child or youth in foster care.
Before delving into the definition of resilience, let’s spend some time addressing common misconceptions. First, resilience is not something someone does or does not have. It is not a single strength, characteristic, or attribute. Instead, it is a culmination of factors, both internal and external (we’ll touch more on that later). Additionally, resilience is not an outcome. It ebbs and flows across the lifespan. In fact, someone who demonstrates resilience today may not in 5 or 10 years, and vice versa. Lastly, it is unrealistic to think children and youth can bounce right back when faced with serious life challenges and hardships. More often, suffering and struggle are experienced in forging resilience, so it should not be mischaracterized as breezing through trauma unscathed or bouncing back to the original state before the trauma occurred.
Resilience is a dynamic developmental process that occurs over time, resulting from a culmination of both internal and external influences, as well as past trauma, genetic makeup, and individual capacities. These factors enable people to positively adapt and function despite facing acute or chronic trauma.
Positive adaptation has been defined differently over the years, but there is growing consensus that it is marked by the achievement of age-appropriate developmental milestones. For younger children, this could include learning to walk and talk while for older adolescents it may be completing school and engaging in a romantic relationship.To understand how multidimensional resilience can be, consider two children who’ve experienced the same trauma. Sam is an 8-year-old boy who lives with his mom and dad in an affluent community. He is an above average student who enjoys playing soccer and spending time with friends. Roger is also an 8-year-old boy, but unlike Sam, he has spent the past two and a half years in foster care where he moved placements 3 times. He just started at a new school and joined a soccer team, which he is enjoying, however, he is still having difficulty making friends, keeping up his grades, and connecting with his classmates. Now imagine that Sam and Roger both break their leg after falling from a tree. How might their past experiences, current environments, and connections to others influence their resilience? Gather 2-3 quick responses from the participants. They can either shout them out or raise their hands. Limit to 3 minutes.
All people have protective factors that help them overcome and respond to traumatic events. They can come from internal and external factors that aid in coping and processing stressful or traumatic events. Internal factors include problem-solving skills, hope, and the ability to regulate their emotions. External factors can include support from a network of family, friends, and the community. There is no formula or one-size-fits-all combination of factors that can guarantee healthy adaptation. However, these are some of the internal and external factors or influences known to aid in coping with trauma and developing or strengthening resilience. Internal protective factors include personal strengths and characteristics that influence a person’s behavior. While many of them may sound like biologically determined traits that one either has or does not have, research now indicates they can be learned. For instance, research shows that individuals who have a deeper sense of gratitude have a higher likelihood of demonstrating resilience since it helps develop and maintain relationships. However, it’s the act of saying “thank you” to someone who has done something kind, rather than an actual deep or genuine feeling of thankfulness, that helps you have positive social interactions.
Read what is on the slide on the Internal Factors column or ask for a volunteer to do so. External factors are the resources and supports that are present in the child or youth’s life, and range from intimate family relationships to the broader environment, like school and the community. Young children are especially dependent on external protective factors as they continue to develop internal abilities like problem-solving skills and self-regulation.
Read what is on the slide on the External Factors column or ask for a volunteer to do so. No single internal or external factor can yield resilience on its own. The interaction among the different factors, and the degree to which they are present, are critical in understanding someone’s response and recovery after trauma. It’s important to note that some factors have a larger impact on positive adaptation and healing. Research has demonstrated that a stable relationship with a caring and supportive adult is one of the greatest indicators of a child or youth’s recovery following a traumatic event.
Make sure the speakers are on and the laptop is connected to the Internet.
The video you are about to watch illustrates the idea of how resilience can be formed and changes over time.
Show Brains: Journey to Resilience video (length=7:44) by clicking on the video icon on the slide or typing this into the browser: https://vimeo.com/245310333
Facilitate a large group discussion by having folks shout out key words or descriptors that help to conceptualize or define resilience. Allow up to 3 minutes for participants to answer.
Introduce three phases of TISP Tri-Phasic Model: Connecting - Coaching - Commencing
“Safety and security don’t just happen, they are the result of collective consensus and public investment. We owe our children, the most vulnerable citizens in our society, a life free of violence and fear.” — Nelson Mandela, Former President of South Africa
This is one model used for trauma-informed school practices. As we explore Phase I of this model, consider what you would like to try in your own classroom and how does it connect to the research you and your peers have conducted.
“The goal of TISP is to assist all elements of an academic environment in structuring its culture and processes according to trauma-informed school competencies to promote a student’s integrated neural functioning, which is foundational to academic success.”
The Trauma-Informed School Practices Tri-Phasic Model is a metaframe for developing educator competencies required to safely and effectively implement trauma-informed school practices. It is a universal-access approach to learning for use by teacher preparation and educator credentialing programs, mental health professionals working within educational settings, and districts, schools, and staff transitioning to trauma-informed practices. TISP also applies to higher education, both undergraduate and graduate settings. The model details the knowledge, skills, and dispositions congruent with trauma-informed educator expertise. It is based upon trauma-informed research integrating advancements in the neurobiology of stress and trauma, developmental theories, and best practices regarding how to help persons recover and resume development. This text emphasizes the application of these competencies within K-12 school systems, in individual classrooms, and in service to the Person of the Educator.
This phase model is both sequential and iterative. While each phase scaffolds a student’s ability to engage in the tasks of successive stages, students and the school environment are continually looping back around, cycling through each phase in both small, immediate cycles on some elements and large, long-term cycles for other elements.
Goal: Trauma-Informed School Practices recognize that developmental, social, and cultural pressures, in addition to unmitigated stress and trauma, disrupt the formation and integration of neural networks foundational to social, emotional, and cognitive developmental processes, impairing a student’s ability to be successful in academic environments. The goal of TISP is to assist all elements of an academic environment in structuring its culture and processes according to trauma-informed school competencies to promote a student’s integrated neural functioning, which is foundational to academic success.
There are four guiding principles to the model. We will introduce each one before looking at specific teaching strategies to use in your classroom.
Attachment-Focused. Attachment-focused developmental theories, further supported by advancements in neurobiology, provide concrete and practical insight into relational processes that either support or interrupt brain development. These knowledge components provide the rationale for the primacy of attunement and mentoring to promote neural integration, key to achieving success in the academic environment. Attachment theory also informs TISP’s embrace of a consistent ethic of care. It advocates for attuned, mentoring, and collaborative dispositions and practices with students, and between coworkers and community members. This value is evident in TISP’s community-driven emphasis on the Person of the Educator.
Neurobiology-Informed. Trauma-informed practitioners rely on advancements in our understanding of the neurobiology of development, stress, and trauma. This knowledge base informs the educator that students struggling in the school setting are often demonstrating unintegrated neural networks congruent with common and expected developmental challenges, often exacerbated by unmitigated stress and trauma.
Strengths-Based. A strengths-based trauma-informed approach trusts that when we create attachment-focused learning communities, our efforts are healing, allowing students to increase resilience and resume development. It also recognizes that there is a complex set of factors undermining safe, secure attachment across all levels of social relationships, with no one person or system to blame. Rather, each person and system is capable of becoming a secure attachment base for students, whether at home, at school, or in other community settings.
Community-Driven. This principle emphasizes community as a place of welcome and inclusion.
Ethic of Care. Trauma-informed practice is ultimately a commitment to being in community in a manner that provides a welcome and inclusive environment so that each person can thrive throughout the lifespan. This includes educator well-being, a central value expressed in Person of the Educator practices, a professional development standard that also promotes effective implementation of trauma-informed practice.
Participation by All Stakeholders. TISP requires a system-wide change in culture and practice implemented in a developmental process requiring collaboration among multiple stakeholders, all of whom have a voice in the trauma-informed transition process. This includes students and parents, who are crucial partners in building trauma-informed communities.
Multicultural Inclusion. Trauma-informed practice recognizes that significant stress and trauma are caused by implicit and explicit social values and mores related to aspects of our social identities that are either privileged or marginalized. TISP’s universal-access approach includes a commitment to understanding the influence of dominant worldviews, systems, and laws on marginalized populations and the added risk of stress and trauma this presents to students and staff.
As teachers, our dispositions are easily seen by our students. Trauma-informed dispositions help guide teachers to show that their classrooms are committed to their students and their student well-being. As we read each disposition, consider how a teacher - you - could demonstrate the disposition.
Disposition 1: Trauma-informed educators create environments that promote the neural integration of their members (students and educators) in order to maximize students’ academic and social success at each developmental stage.
Disposition 2: Trauma-informed educators commit to learning the knowledge, skills, and dispositions required to implement trauma-informed practices according to their role and context in order to promote safe and effective learning communities.
Disposition 3: Trauma-informed educators are committed to embedding trauma-informed rituals and practices within the daily, weekly, and seasonal routines of a school and classroom, providing a sense of repetition that deepens internal safety and stabilization. Repetition also emphasizes that basic TISP building blocks are continual and constant, not merely a phase that is completed in order to move to the next phase.
Disposition 4: Trauma-informed educators are aware of socio-cultural factors that increase student risk or resilience, and they are committed to creating an educational environment that is welcoming, safe, and inclusive of all persons.
Disposition 5: Trauma-informed educators are committed to a consistent ethic of care whereby the relational values offered to students are extended to self and one another.
Now we will go into detail on the first phase of the TISP Tri-Phasic Model. Consider these two definitions for Phase I and the following description.
Phase I: Connecting: Attachment Part 1: Attunement Description
“Connecting (attuning) is all about catching the immediate need state of a student, and as they feel held by your attunement, they are more apt to allow you to guide them accordingly, whether it is back on task or back on task through a process of practicing a self-regulation skill first. Attunement is capturing (Connecting), holding (Coaching), and guiding back to task (Commencing).”
“Attunement is all about you showing a welcoming stance with a student. You see them; you see all they have shared of themself thus far, and you see who they have the potential to become; you value them and are there to offer support and care. You believe in them, with all of their strengths and struggles. And with that, your eyes and ears are open to what they are bringing to you in this moment. You are tuning into their frequency as best as you are able, and you will keep attuning until they tell you through words or body language that you got it right.”
Both a Phase I goal and a foundational skill embedded in all aspects of TISP, Connecting addresses the primary need of students to experience adults attuning to their affective states, current needs, and successes in order to feel both emotionally and physically safe and welcome in the school environment. It reflects the recognition that until we feel seen, heard, and valued, key indicators of secure attachment leading to the thoughts, feelings, and sensations related to safety, we cannot self-regulate (stabilize). And until we establish a sense of safety and stabilization, we cannot resume growth or daily tasks, all of which require higher-order executive functioning.
On a systems level, Connecting includes District and School commitment to creating trauma-informed learning environments as a prerequisite to academic and social success for all students. In response, District and School personnel attune to the needs of Educators (all employees), subsystems, and the interfacing of subsystems to develop TISP competencies and offer support in the training and implementation processes. Districts also take the lead to include Community members (board members and parents) in TISP orientation processes. With this greater system support, Educators are then able to begin implementation strategies with Classrooms.
Build Community: More than the words...Classroom Motto or Mission Statement
What do you want your students to know about you and the classroom that communicates they are safe and welcome? Many of our students are unmotivated and not nearly as excited as we are. So, we decorate our walls with enticing images of that adventure, we give impassioned speeches, and we create engaging, entertaining introductory lessons. All of that is logical and good, but in due time, not as the first agenda item of the day or the class. This is very contrary to school systems that expect you to bombard each student with learning objectives and then expect each child to cite chapter and verse regarding what was accomplished in that past time slot.
Think of your classroom as an invitation over to your place for a picnic. Rarely do we sit our guests down and begin plating the meal as soon as they arrive. We greet each other, gently checking in and connecting before we sit down and dig in. How do you want to invite your students into that space and ease them into the adventures of that meal?
For most of our students, the expectations of the classroom are challenging, if not terrifying. Students may fear being unable to follow along and keep up with academic demands, or fear being disliked and perhaps picked on. If you lead with a narrative about the wonders of everything students are going to learn this year, we promise you that only those students who are excited to learn will experience the energizing, hopeful, adventurous benefits of a norepinephrine surge. For students who fear math, think they can never learn to spell, struggle to read, are shamed by imperfect grades, or are just overwhelmed, placing academics at the bottom of their list, that inspiring speech about what they are going to learn will push them into a flight, fight, or freeze response within the first few minutes of your picnic.
No doubt most classroom teachers feel fear that they will not be able to cover lesson plans and keep all students on task and up to speed within the allotted instructional time of a given day, week, or term. Time is of the essence. In Phase I, you get a chance to attune to your own anxiety about time pressures, as you relax into trusting that as you (and the greater school system) settle into the trauma-informed culture and cadence, learning will advance with fewer impediments; the time you spend on Connecting is banking instructional time and efficacy.
So, more specifically now, what is the attunement-focused goal for your classroom? Describe the ambiance you want to create that will guide the choices you make about all aspects of managing your classroom and the delivery of your lesson plans. As we think over our own classroom mission statements, they express that we strive to create a community.
Ask: What do you envision your classroom looking and feeling like?
Catching the immediate need: Non-verbal and Verbal Cues
To create a caring classroom community as we just discussed, means being connected with the students. We need to be able to read their non-verbal and verbal cues. Consider the what the student may need if he or she is exhibiting these cues.
Student Nonverbal Cues. If you have had the opportunity to be around infants and toddlers, and certainly your own students, you know the telltale signs of slight agitation that indicate a potential meltdown. Attachment theorist John Bowlby (1976) called these signals separation anxiety, meaning that the child’s sense of calm was dissipating as a need state was now on their radar. That need might be for comfort or adventure; it covers a range. The infant or toddler needs an attachment figure to read these cues and to warmly and openly communicate “I see you and hear you, let’s figure this out.” Sometimes that acknowledgement is all that is needed, often referred to by attachment theorists as a quick “refueling”; the child just needs to know you are there so they can manage the anxiety, returning to an inner sense of safety, and then confidently proceeding back to sleep or adventure-seeking. Other times they need more, such as being held or help fixing a problem. The more a preschool child receives this type of attunement, the more they can tolerate mini-deserts when the adults around them cannot attune as often.
Historic classroom-teacher-student schemas expect school students to enter class with a growing ability to need less of this type of attuning, refueling in little moments during the school day, and then refueling in extended ways after returning home. We know that many of our students are not coming to school with the ability to manage these mini-deserts very well, and hence we need to build in more routines of attunement to help them self-regulate and focus on learning.
Obvious nonverbal cues are behaviors a student displays indicating that they cannot focus on the class activity, whether they are distracting others or withdrawing. You would see a lack of focus in their eyes, an emotional expression captured in facial muscles that communicate being bored, angry, overwhelmed, tired, annoyed, disinterested, or preoccupied. Psychomotor agitation through foot tapping or squirming is common.
The underlying need state yanking their attention can be anything from being stuck on the academic task to a limited ability to access working memory, distraction due to noise and visual overstimulation in the classroom, or a frustrating interaction they had earlier in the day. Their limbic systems and implicit memory circuits may be pulsating with underlying anxiety due to unmitigated stress or trauma currently present in their life, further eroding attention span.
Student Verbal Responses. When a child is leaving that optimum state of arousal—a little of which is needed to focus—and headed toward overload, you will hear it in their voice as well, whether in tone, volume, and pitch, or in statements revealing a perplexing attitude or perception. A student not able to return to focus when redirected says “No,” or “Make me,” or flies into a rage. A dismissive eye-roll combined with “Whatever” is a very effective message telling you that anxiety has placed the student in a fight-or-flight mode. Our goal, in that immediate moment, is to decenter however we feel when we are mocked, belittled, or disrespected (by first compassionately acknowledging how this activates us at times), and see a student presenting with a wonderful opportunity to experience attunement on the way to self-regulation. They cannot self-regulate in that moment, so their belligerent behavior is their only weapon of protection. Look past it and reach out to them as we explore below.
“I see you and hear you, let’s figure this out.”
If you don’t have your journal out...it is time to get it out. We will begin discussing specific actions teachers can take to support students who need us.
Verbal and nonverbal cues require a response, but not always of the same type or intensity. Let’s imagine a three-level approach: Level 1 (think “green light means all is still OK) is just watching with a caring eye to see if the student can summon their own self-regulation skills and then return to task on their own. You do this every day, and most often students are able to squirm a little and find their way back. As you begin scaffolding self-awareness and response strategies in the classroom, on this level (slight agitation or distraction) you would be looking to see if they are using any of these skills, such as putting their head down for a moment to focus on breathing and other mindfulness or thought-focusing exercises. Your attunement response might be a smile, a warm head nod, a gentle cue that says you see them and are cheering them on and all is safe and OK. This allows them to relax and breathe into using their coping resources. Meanwhile, internally, you are beaming with joy watching this young person tracking and responding to their internal need states.
“I SEE YOU” (from across the room)
A Level 2 response (a yellow light signaling “proceed with cautious attention”) is when a clear touch point will be helpful in anchoring the student so they can summon the internal reserves to return to homeostasis, that sense of calm needed to return to task. It’s the equivalent of warmly and encouragingly saying “I see you” loud enough to be seen across a crowded room. Classroom teachers do this all the time! Each time you redirect a student, you are providing an anchoring touch point. When you try to rope a student’s attention back to an activity, you are saying, “I see you floating away. I’ve got you. Come on back.” Here is where your voice tone, pitch, and level need to convey calm, confidence, and clarity within a spirit of care.
“I SEE the entire class”
Another substitute for the anchoring that comes through safe touch is a virtual hug through a relaxation and focusing exercise. If you see other students also off task, take it as an opportunity to invite everyone to take a quick break for this exercise. Planned ahead of time so you can pull it out when appropriate, it would likely begin by asking students to close their eyes, take a few deep belly breaths (diaphragmatic breathing), and scan their bodies, thoughts, and feelings, as all of them are working so hard and it’s a good moment to pay attention to what that feels like. What does it feel like using so much brain power? Where is it hard? Where is it fun? You are increasing their awareness of their domains of neural integration (see Figure 2.5) while also giving them a chance to calm anxiety responses creeping through the room.
“I see you need a life raft - quickly!”
A Level 3 response (red light—”Stop the business as usual and help me!”) is where you see the student no longer able to control their response. Ideally, trauma-informed practices prevent many Level 3 responses. As you see agitation building, your TISP strategies work, especially as the student trusts the process and lets you guide them through a rough moment. But there will still be plenty of times when your student will be overrun by a cascade of neurochemicals driving thoughts, feelings, and behavioral responses. They need a life raft, and quick. Attunement says they need safety and containment before they hurt themselves or someone else.
The initial connecting skills of Psychological First Aid are a direct match with the way water rescue teams are trained. Have you ever watched promotional videos for the amazing men and women who rescue people caught in stormy seas? These professionals, dressed in all-weather ocean gear, descend into treacherous waters, and as they approach a victim, they greet that person with an upbeat, positive “Hello, my name is ____. How are you today?” (We can only imagine how we’d respond!). But it is quickly followed by “I’m going to help you get out of here, but you need to follow my direction. Can you do that?” Of course we want out of danger, so of course we are going to do whatever they say! In Psychological First Aid, it is the same thing: When we see someone overly dysregulated due to the fear and trauma of the precipitating event, and they are unable to receive and respond to comfort from caring others around them, we walk on over and begin by getting through loud and clear that we are here to help. It is the same three-step process: (a) approach and warmly greet; (b) mirror their current predicament, the “I see you are having a tough time and I’m here to help”; and (c) provide clear instructions on how they need to help you help them, the “I need you to work with me to help you get to a better place.” This is what Phase I Connecting means by providing safety and stabilization, and the Level 3 Code Red is the place it is most vividly practiced.
“I see you may need more help than I can give you.”
When a student is in a red zone, threatening harm to self or others, throwing verbal assault bombs like their life is in jeopardy and you are their mortal enemy, you can practice approaching that student and using their name as you say in your own words, “I see you are having a hard time; how can I help you? OK, just watch me for a second; take a breath and trust we can figure this out. Do you want to use _____ (a space you may have designated as a calming, private area), or step outside with me for a few minutes, or visit _____ (a designated person or office at their disposal when needed)?” You are giving them choices, as you already do, but with a spirit of helping them use their coping resources in partnership with you at that moment.
If a student is so dysregulated that they need physical help to prevent harm to themselves or others, you and/or the staff trained in those techniques are carrying out that intervention process with the same spirit.
Unit 2 content adapted from
Anderson, L. H. (2011). Speak. Square Fish.
Bernardi & Morton. (2019). Trauma-informed school practices. https://www.oercommons.org/courses/trauma-informed-school-practices-building-expertise-to-transform-schools/view
Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
University of Buffalo. (2021). Conversations about culture: video and lesson plan. http://socialwork.buffalo.edu/resources/conversations-about-culture.html#title_2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Wohltmann, T., & Drabble, L. (2016, September 19). Trauma Informed Curriculum. OER Commons. Retrieved June 17, 2021, from https://www.oercommons.org/authoring/15643-trauma-informed-curriculum.
Unit 2 Activities
Unit 2
Researched Support Strategies
Support Strategy Design
Activities: Unit 2 of this module is contained in its entirety in presentation slides. All activities are provided below.
ACE and Resilience Questionnaires
Read both questionnaires (do not need to complete based upon your personal life)
Purpose is to gain an understanding of the types of trauma your students could be facing (not to get your personal score)
Focuses on 10 types of childhood trauma
Most commonly identified in a group of 300 Kaiser members
Several addressed in Window discussions
Developed in 2006 (updated 2013) by medical professionals
Modeled after ACE Study questions
Purpose limited to parenting education
Small Group Discussion
Any questions surprise you?
Thoughts, comments, questions?
How do the protective (resilience) experiences relate to the classroom and school?
What specific strategies could you use to support resilience in Melinda (from Speak)?
Document Strategies in your journal
Instructor may read questionnaires so all start discussing at same time
Followed by discussion (20 min)
Any questions surprise you?
Thoughts, comments, questions?
How do the protective (resilience) experiences relate to the classroom and school?
What specific strategies could you use to support resilience in Melinda (from Speak)?
Document Strategies in your journal
Jigsaw: 7 groups How Can the Child Welfare Workforce - including teachers - Influence Resilience? Read the first strategy listed on the slide out loud - model how this would look in a classroom.How would you as a teacher make this happen?
Small Groups discuss their response to their assigned strategy. 2) Foster healthy, enduring relationships between children and caregivers, 3) Help children and youth make meaning of their experiences, 4) Promote positive coping skills and self-regulation in children and caregivers, 5) Helpf children and yout strengthen self-efficacy and perceived control, 6) Connect children and caregivers to formal trauma-focused sevices and supports, 7) Mobilize sources of faith, hope, and cultural traditions in the children's and cargivers' lives.
Assigned groups spend one minute sharing their ideas with the large group.
Unit 2 content adapted from
Anderson, L. H. (2011). Speak. Square Fish.
Bernardi & Morton. (2019). Trauma-informed school practices. https://www.oercommons.org/courses/trauma-informed-school-practices-building-expertise-to-transform-schools/view
Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
University of Buffalo. (2021). Conversations about culture: video and lesson plan. http://socialwork.buffalo.edu/resources/conversations-about-culture.html#title_2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Wohltmann, T., & Drabble, L. (2016, September 19). Trauma Informed Curriculum. OER Commons. Retrieved June 17, 2021, from https://www.oercommons.org/authoring/15643-trauma-informed-curriculum.
Unit 2 Assessment
Unit 2
Researched Support Strategies
Support Strategy Design
Assessment: Unit 2 of this module is contained in its entirety in presentation slides. All assessments are included below.
Unit 2
Assessment 1: Research
Locate four (4) articles on trauma-informed teaching strategies to influence resilience in Melinda (from Speak) and your future students facing trauma
2012 - present
Google Scholar (tutorial on next slides) or other research search engine
Suggested keywords
Resilience in students
Trauma-informed School Practices
Tri-Phasic Model of Recovery
Core Actions of Psychological First Aid
ARC Treatment Framework
Complete annotated bibliography (instructions on next slides)
Complete template
Example (other topic) on next slides
Note in your journal strategies you would like to try to support Melinda (from Speak) and your future students
Google Scholar screenshots from https://libguides.com.edu/c.php?g=649172&p=4554037
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Template screenshot
Unit 2
Assessment 2: Supporting Fictional Student’s Resilience
Review excerpt of Speak by Laurie Halse Anderson (https://drive.google.com/file/d/11-gPhgXKpXKZMO_5U-xa96rJLRdxU7YM/view?usp=sharing)
Review identified trauma-informed teaching strategies and TISP
Select one of the following prompts for your Journal
How could I, as a teacher, provide support to a student similar to this student?
How could I, as a teacher, draw on strengths and assets for my students similar to this student?
What advice would you offer a teacher who has this student in his/her class?
Base your responses on your research/annotated bibliography (i.e., provide citations for each strategy) and class notes
Discuss at least three strategies via presentation (e.g., Google Slide) or video (e.g., Flipgrid)
Describe strategy
Discuss how strategy will support Melinda (from Speak)
State why you chose strategy
Unit 2 content adapted from
Anderson, L. H. (2011). Speak. Square Fish.
Bernardi & Morton. (2019). Trauma-informed school practices. https://www.oercommons.org/courses/trauma-informed-school-practices-building-expertise-to-transform-schools/view
Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
University of Buffalo. (2021). Conversations about culture: video and lesson plan. http://socialwork.buffalo.edu/resources/conversations-about-culture.html#title_2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Wohltmann, T., & Drabble, L. (2016, September 19). Trauma Informed Curriculum. OER Commons. Retrieved June 17, 2021, from https://www.oercommons.org/authoring/15643-trauma-informed-curriculum.
Unit 3 Content
Unit 3
Student Support Strategy Critique
Trauma-informed Teaching Strategy Application
Content: Unit 3 of this module is contained in its entirety in presentation slides. This unit wraps-up the module so consists of activities and assessments.
Unit 3 Objectives
TCWBAT...a) Critique student support strategies, b) Apply trauma-informed teaching strategies
Unit 3 content adapted from
Bernardi & Morton. (2019). Trauma-informed school practices. https://www.oercommons.org/courses/trauma-informed-school-practices-building-expertise-to-transform-schools/view
Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
Unit 3 Activities
Unit 3
Student Support Strategy Critique
Trauma-informed Teaching Strategy Application
Activities: Unit 3 of this module is contained in its entirety in presentation slides. All activities are provided below.
Strategy Presentations
From Unit 2, share your presentation of your three selected strategies
Take notes in journal on different strategies
Consider how they could support future students in your classroom
Critique challenges you might face when implementing
Reflect how you could overcome the challenges
We are pulling together the ideas and strategies from the first two units and learning from each other.
As you work in small groups, present your three strategies from Unit 2. (Note: we will be working with the whole class after this activity)
As you listen to your peers, take notes on the presentations based upon the three prompts.
Small Group Strategy Roleplay
Review each group member’s list of strategies
Consider the strengths and challenges of each strategy
Select one strategy
Develop a short (less than 5 minute) scenario to portray the strategy
Record scenario (e.g., Zoom/Google Meet recording, Flipgrip) to share with class
View each group’s roleplay
Note in journal new ideas from roleplays
Now we will “apply” our strategies. In groups of 2 - 3, develop a script/scenario to roleplay one selected strategy. Record your scenario to present to the whole class.
Unit 3 content adapted from
Bernardi & Morton. (2019). Trauma-informed school practices. https://www.oercommons.org/courses/trauma-informed-school-practices-building-expertise-to-transform-schools/view
Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
Unit 3 Assessment
Unit 3
Student Support Strategy Critique
Trauma-informed Teaching Strategy Application
Assessment: Unit 3 of this module is contained in its entirety in presentation slides. All assessments are included below.
Unit 3
Assessment 1: Analyzing Trauma-informed Teaching
How will the strategies presented
move students to self-regulation?
scaffold students to be in charge of their thoughts, feelings, physical sensations, and actions?
What other support may be necessary?
Journal your thoughts and add to your list of trauma-informed teaching strategies you would like to implement in your classroom.
Now that we have shared our strategies, consider how they may work in your classroom. Journal your thoughts on the provided prompts.
Unit 3
Assessment 2:
Trauma-informed Teaching Supporting YOUR Students / Mini-book Final Assignment
Select six (6) teacher actions/strategies for your future classroom
Compose a mini-book (instructions/template)
Describe teacher action/strategy
State strengths (benefits to students)
Provide possible challenges in implementation
Provide references on back cover
Cover + 6 teacher actions/strategies + References
In this module, we have considered how cultural humility impacts trauma-informed teaching and the various types of trauma. You then connected the types of trauma and their sources to Melinda (from Speak). After researching and discovering trauma-informed teaching strategies and resilience support strategies, you began critiquing and determining strategies that you would like to use in your own classroom. Now is the time to document your efforts in your own book! Select six teacher actions/strategies from the many we have explored to create a mini-book. You may create manually or electronically - either way, I hope this exercise not only cements these ideas for future use but also you learn an assessment that you could use in your own classroom.
Unit 3 content adapted from
Bernardi & Morton. (2019). Trauma-informed school practices. https://www.oercommons.org/courses/trauma-informed-school-practices-building-expertise-to-transform-schools/view
Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
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oercommons
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2025-03-18T00:38:32.447475
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Homework/Assignment
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https://oercommons.org/courseware/lesson/82602/overview
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Experience of the Neophyte Science Teachers Through Their Eyes
GFRP_GamingTheorytoPractice
https://www.oercommons.org/courses/wellbeing-freedom-and-social-justice-the-capability-approach-re-examined
Texas Educator Standards
Texas Teacher Dispositions
Unit 2 Asssessment
BranchED Survey of Content Knowledge and Experience Texas Educators
Overview
This work has been created to supplement a beginning teacher educator course entitled Survey of Content and Experience for Texas Educators. These units provide an understanding of the teacher candidates’ content, discipline, and related pedagogy inclusive of state standards and certification requirements. Students will engage in tasks that will assess their aptitude, skill, knowledge, and experience.
Unit 1 Content Objective 1 Maintain the dignity of the profession
Introduction to the Course: This goal of this course is to provide an understanding of the teacher candidates’ content, discipline, and related pedagogy inclusive of state standards and certification requirements. Students will engage in tasks that will assess their aptitude, skills, knowledge, and experience. Students will apply to admission for the College of Education during this course. Students will engage in a field-based experience.
Audience: The intended audience for this course will be undergraduate students who are interested in gaining admission to the College of Education.
Length of course: This course will be a 14 week couse that will meet twice a week for 1 hour.
Unit-level outcomes: The unit level outcomes are displayed below and the instructor has used these course learning outcomes to build the first three course units.
- The students will demonstrate knowledge of content specific competencies and the roles and responsibilities of the teaching profession.
- The teacher candidate understands the state and program certification requirements pertinent to their area of certification.
- Designs and implements engaging learner-centered instruction that reflects proficiency of content and evidenced-based, discipline specific, instructional strategies to meet the needs of EC-12 learners.
Technology requirements: Teacher candidates in this course are expected to demonstrate skills of using technologies (e.g. special software, programs, and online resources).
Unit 1 Introduction: The students will demonstrate knowledge of content specific competencies and the roles and responsibilities of the teaching profession.
Unit 1 Content Objective 1 Maintain the dignity of the profession
Reading Assignment: The learner will read pages 26-33 of the Stories of Beginning Teachers by David Thornton and answer the following questions:
Introductory Assignment- The purpose of this assignment is to gauge teachers' candidates knowledge about the Educators' Code of Ethics and society's high expectations for educators.
1. Are you aware of any support structures available for beginning teachers?
2. In your opinion what university courses have you taken that will help you handle students' classroom management?
The learner will view the following Maxine Greene's To New Teachers Video and work with a partner and respond to the following prompt:
1. Think about why you want to become a teacher and share your thoughts with your peer.
Unit 1 Objective 2-
Comply with standard practices and ethical conduct toward students, professional colleagues school officials, parents, and members of the community.
The learner will read about the various types of ethics and discuss the descriptions or explanations for the following basic ethical principles:
• Ancient Greek Ethics
• Normative Ethics
• Meta-Ethics
• Descriptive Ethics
• Applied Ethics
After you complete researching, share your ideas with your group on googledocs. Make sure that all of you have a common understanding of the basic principles of your topic. You will all be responsible for sharing what you found with other students during the next class meeting.
As a group, develop an ethical dilemma that highlights the unique traits of your school of philosophy. Make sure everyone in your group knows the ethical dilemma and can be an expert on the ethical philosphy and will teach the ethical philosophy to other students.
The next step will be to break into new groups and share out our concepts to others. You will share your ethical dilemma with your group and discuss HOW and WHY a follower of your ethical philosophy would respond to the situation. You are responsible for making sure everyone in our class understands your ethical philosophy as well as you do!
Unit 1 Objective 3
Safeguard academic freedom
The learner will view the following webinar and complete the discussion questions: CCCOER Webinar Cultural Shift to Academic Freedom
Assignment Discussion Questions:
1. What is academic freedon?
2. As a future teacher how can you ensure the protection of academic freedom for public school students?
Unit1 Objective 4
Maintaining the dignity of the profession, and respect and obey the law.
The learner will complete the Human Services Code of Ethics and Professional Ethical Issues (Standards 10 and 11): Key Term Overview and Self-Assessment and complete the Self-Assessment Quiz.
Unit1 Objective 5 & 6
Demonstrate personal integrity, and exemplify honesty and good moral character & Exemplify ethical relations with colleagues, and extend just and equitable treatment to all members of the profession.
This activity Morality and Values for Teachers and Students by Randall Vail is scheduled to last for two weeks due to the nature of its importance and the activities provided in this lesson. The primary goal of the lesson is to promote good behavior, academic integrity, and social responsbility in students.
Assignment-
1. Introduction (one hour)
We will begin with brief personal and professional introductory remarks by the instructor and participants. The rules and requirements of salary point classes will be presented. (If online, the parameters and guidelines for participation will be presented.)
Because of the potentially volatile nature of the topic and the potential for disagreement among participants, certain guidelines regarding respect and tolerance as well as techniques for non-violent communication will be presented.
Reading:
Definitions and discussion of “morality” and “virtue ethics”…
http://plato.stanford.edu/entries/morality-definition/
http://plato.stanford.edu/entries/ethics-virtue/
Supplemental sites explaining non-violent communication…
http://www.nonviolentcommunication.com/
Writing Prompts: Summarize the reading and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. Describe one or more of your earliest memories in learning about right and wrong. How do you relate to the experiences of your colleagues?
Activity: Rules! Participants will make and discuss classroom rules, personal rules, and exceptions to rules.
2. Philosophy (one hour)
A brief introduction to ethics and morality in philosophy will be presented, and the ethical theories of various philosophers will be discussed.
Readings:
From the Internet Encyclopedia of Philosophy (by James Fieser). In particular, focus on the section on applied ethics…
http://www.utm.edu/research/iep/e/ethics.htm
Sources for important philosopher’s work regarding Ethics. Choose at least two philosophers to compare…
http://www-personal.umich.edu/~sdarwall/Phil361.html
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify a passage with which you most relate, or identify a philosopher with whom you most relate. With what philosophical ideas to you most agree or disagree? Why? Your assignment will be graded using the Unit 1 Writing Prompt Rubric
Activity: Participants will be asked to explain and evaluate a variety of proverbs and maxims on ethics, morality, and values. They may also share their own favorites. (Potential source: http://www.valuequotes.net/) Examples include:
“We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly.” Aristotle
“A long habit of not thinking a thing wrong gives it a superficial appearance of being right.” Thomas Pain
“Do not be too moral. You may cheat yourself out of much life so. Aim above morality. Be not simply good, be good for something.” Henry David Thoreau
“Always do right--this will gratify some and astonish the rest.” Mark Twain
“The highest form of treason: to do the right thing for the wrong reason.” T.S. Eliot
“Never let your sense of morals get in the way of doing what's right.” Isaac Asimov
3. Religion (one hour)
A very general discussion of general ethical guidelines of the world’s great religions will be presented, including the Ten Commandments of the Hebrew Bible, the Beatitudes or the New Testament, The Five Pillars of Islam, the Eightfold Path of Buddhism, the concepts of Karma and Dharma in Hinduism, among others. Aspects of Secular Humanism will also be discussed in an attempt present all aspects of the religion debate.
Reading:
Exploring Religious Ethics is Daily Life, adapted from Religion for Dummies. Also, read at least three of the “related articles” which you can link to near the bottom of the page.
http://www.dummies.com/WileyCDA/DummiesArticle/id-977.html
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify a passage with which you most relate. While various religions have their own variation on The Golden Rule, what other ethical tenets do different religions share? Or, where is there a fundamental disagreement? How do different religions handle the concept of “sin”?
Activity: Create your own religion (or variation on an existing religion) or secular ethical movement. What are its moral guidelines? What is the nature mankind, the nature of salvation or self-fulfillment, and what are tenets of a virtuous life in your system of belief?
4. Educational Practice (two hours)
As teachers, we face a variety of ethically charged scenarios. Dealing with the behavior of our students, implementing fair rules, and grading are just a few. Also, academic integrity and intellectual honesty are challenged by the looming specter of cheating and plagiarism. Strategies for detecting and avoiding plagiarism will be presented. Additionally, there will be a discussion of a variety of ethical problems in society, e.g. casual lying, illegally downloading music and movies, corporate malfeasance and white collar crime.
“Teaching Ethics in the classroom” by Peter Hart…
http://www.pitt.edu/utimes/issues/34/020418/09.html
“Ethics in the Science Classroom” by Kenneth Abbott & William Leacock http://onlineethics.org/edu/precol/classroom/lesson2.html
“The Ethics Classroom was developed as an interactive forum for individuals interested in current issues involving values, morals, and ethics across American society”…
http://www.ethicsclassroom.info/
Sources on academic integrity or a lack thereof…
http://www.cheatingculture.com/
http://tlt.suny.edu/cheating.htm
http://www.web-miner.com/plagiarism
http://www.virtualsalt.com/antiplag.htm
More Moral Dilemmas…
http://www.friesian.com/valley/dilemmas.htm
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. When is lying appropriate? Explain the importance of academic integrity and/or intellectual honesty. Choose another moral dilemma to analyze.
Activity 1: Share your best practices in classroom management and behavior modification. Describe how you handle grading and cheating in your classroom.
5. Being Polite: Manners, Etiquette and Classroom Behavior (one hour)
Proper behavior in a variety of contexts is important for students to know. However, “home training” is not always as thorough as teachers would like. This discussion on manners and etiquette is meant to be instructive, and it will include reference to the book “Multicultural Manners,” about appropriate behaviors across different cultures.
Readings:
Classroom Management: Manners and Etiquette – from the NEA
http://www.nea.org/classmanagement/ifc040113.html
Manners and Etiquette: Teaching Essential Ingredients for Success – from Education World…
http://www.education-world.com/a_curr/profdev/profdev087.shtml
Articles on Social Skills and Classroom Behavior…
http://www.politechild.com/rss-articles.htm
Children’s Etiquette Resources from Parenting Experts…
http://www.rudebusters.com/etikid.htm
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. Your prioritized etiquette list. Pet peeves in class? Should we be training the children or their parents?
Activity: The manners game. Participants will critique each other in various role-played encounters, e.g. eating dinner, a job interview, meeting another’s family, hosting a party, etc.
6. Subject Areas, Grade Levels, and Content Standards (two hours)
There are several places in the Texas Content Standards for K-12 education where ethics and morality are a part of the curriculum. In History, Social Studies, the development of the US Constitution, the notion of rights, and the historical treatment of various groups and cultures all have a moral component. In Science, the ethical treatment of experiment subjects and the importance of the integrity of scientific research are fundamental to a discussion on ethics. And in the Language Arts, from the vocabulary of values to the use of rhetoric to persuade an audience, there is much for students to write about what is right.
And there is this from the Texas Education Code, Chapter 47: Ethical Conduct Toward Students.
(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.
(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.
(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.
Readings:
From the CDE, an annotated bibliography on “Character Education”…
http://www.cde.ca.gov/ls/yd/ce/bibliography.asp
From the CDE, Character Education “supports the core values of trustworthiness, respect, responsibility, fairness, caring and citizenship”…
http://www.cde.ca.gov/ls/yd/ce/
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. Using the link to the content standards, identify at least two specific standards you use in your class related to the teaching of ethics and morality.
Activity: Develop at least one lesson plan based on Character Education. What are your specific instructional objectives, what materials will you use, what activities will the students do, and how will you evaluate your lesson?
The lesons will help learners develop their moral intelligence. Vail, R. (2014, January 09). Classroom Ethics. OER Commons. Retrieved June 21, 2021, from https://www.oercommons.org/authoring/4693-classroom-ethics.
Unit 1 Objective 7 & 8
Accept a position of public trust, which will be measured by the success and progress of each student toward realization of his or her potential as an effective citizen. Fulfill the responsibilities in the community; cooperate with parents and others to improve the public schools of the community
Reading- The learner will read Chapter 2 of the Wellbeing Freedom and Social Justice Book by Ingrid Robeyns and complete a self-reflection essay.
Assignment - The learner will read the follwing journal article Parent–Teacher–Student Discrepancies in Academic Ability Beliefs: Influences on Parent Involvement by Nimisha Patel and Sharon Stevens and complete the parent invovlement activities in the Family Engagement Game
Unit 1 Assessment Assessment
UNIT 1 Assessment
Assessment: The learners will have an option of completing one of these two asssements:
View the Every kid needs a champion | Rita Pierson Rita and reflect on all the Units' 1-8 activities and complete one of the two assessements:
Complete the Every Kid Needs a Champion Essay Questions.
Unit 2 Content There are five requirements to become a certified teacher in Texas.
Introduction to the unit: The goal of this unit is to introduce the teacher candidate to state and program certification requirements pertinent to their area of teacher certification.
Audience: The intended audience of this course is undergraduate students who are interested in gaining admission to the College of Education.
Length of course: This course will be a 14 week couse that will meet twice a week for 1 hour.
Technology requirements: Teacher candidates in this course are expected to demonstrate skills of using technologies (e.g. special software, programs, and online resources).
Unit 2 Objective 1- Obtain a Bachelor’s Degree -
You must earn a bachelor’s degree from an accredited college or university.
- The Texas Administrative Code requires that candidates completing a Texas program must have a degree from a university that is accredited by an accrediting agency recognized by the Texas Higher Education Coordinating Board (THECB)
- U.S. Department of Education Database for Accredited Colleges and Universities (outside source)
- Health Science Technology and Trades & Industrial Education certifications are exempt from the Bachelor's degree requirement.
Assignment- Reflect on why it is important to have have caring teachers in the State of Texas. Observe the Teacher Voices video Erica Carter video and begin to draft your teaching philosphy 100 words. Address the following attributes: caring, flexible, culturally responsive
Unit 2 Objective 2 Complete and Educator Preparation Program
You must complete an Approved Educator Preparation Program. If you do not hold a degree you must complete a university program. If you hold a degree you may contact an Alternative Certification Program or Post Baccalaureate program.
Before we continue with the State of Texas requirements to become a teacher let us pause and enjoy this Texas Proud video about honoring teachers and why this career choice is so important for the future of Texas students. Meet Texas Heroes - Strong Communities in Support of Texas Teachers and Public Schools
Assignment - Now for this assignment let us explore one Texas Educator Preparation Program's recommendations for success in becoming a Texas certified public school teacher. After previewing this information you will be divided into 4-5 groups and you will create a career plan to be followed by you and your future fellow educators. This career plan will serve as a goal(s) checklist as you accomplish each of the milestone in your educational journey.
SAMPLE Texas Teacher Certification Checklist
Assignment - Preview the checklist and familiarize yourself with the steps in the process to become a Texas Teacher. Jot down any questions that you might have and present your question to the professor or advisor.
Unit 2 Objective 3 - Pass Certification Exams
Pass Certification Exams – You must pass the appropriate teacher certification exams. Contact your program for exam approval.
Review of the Texas Educator Testing Resources
Assignment - Review the Texas Education Educator Testing Resources and download your specific content's study guide. Complete the Practice test found at the end of the study guide and discuss your results with your professor. This part of the assignment will be done privately and by appointment.
Unit 2 Objective 4 Submit a State Application
Steps to Setting up your TEAL account
Assignment- We will coordinate this activity with a campus computer lab so that all the future educators can create their TEAL account together.
Unit 2 Objective 5- Complete Fingerprinting
Texas House Bill 3 Safety and Welfare of Texas Students
Assignment - A special speaker from one of the local school district's and the university's certification office will visit the class and present the steps involved with this process. The State of Texas follows the following steps to ensure the safety of Texas students.
Unit 2 Assessment
This assessment will evaluate your knowledge and application of the Texas Educator certification process. Open the document entitled Unit 2 Assessment and complete the assessment.
Unit 3 Content Instructional Strategies for Diverse Learners
Introduction to the unit: The goal of this unit is to present teacher candidates with the designs and implementation strategies to engaging- learner-centered instruction that reflects proficiency of content and evidenced-based, discipline specific, instructional strategies to meet the needs of EC-12 learner
Audience: The intended audience of this course is undergraduate students who are interested in gaining admission to the College of Education.
Length of course: This course will be a 14 week couse that will meet twice a week for 1 hour.
Technology requirements: Teacher candidates in this course are expected to demonstrate skills of using technologies (e.g. special software, programs, and online resources).
Unit 3 Objective 1
Engage in the process of learning more about the students’ families, languages, cultures, and educational backgrounds to engage them in class and prepare and deliver lessons more effectively.
The students will read chapter 3 The Capability Approach Versus Capability Theories of the Social Wellbeing book by Ingrid Robeyns:
Assignment- Explain the meaning of this statement, capability approach is that persons have different abilities to convert resources into functionings. These are called conversion factors: the factors which determine the degree to which a person can transform a resource into a functioning (Robeyns, pg. 45, 2017).
Unit 3 Objective 2-
Create a classroom culture so students fecomfortable by making deliberate and culturally inclusive decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.
Unit 3 Objective 2-
Create a classroom culture so students feel comfortable by making deliberate and culturally inclusive decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.
The students will reaad Chapter 4 of the Social Wellbeing book by Robeyns, 2017 and the Culturally Responsive Teaching article by Ohio State University, 2009 and complete the Venn Diagram Assignment.
Assignment - Create a venn diagram to compare both of these academic resources.
Unit 3 Objective 3-
Promote language learning and help students develop learning strategies and critical thinking skills by planning meaningful lessons that evolve from the learning objectives.
To complete this assignment you will need to link to the following lesson What Culture has to do with it Lesson pgs. 1-5 and view the Victor Rios Ted Talk and submit a one page summary of your thoughts about this presentation.
Assignment -Submit your thoughts about the Victor Rios Ted Talk
Unit 3 Objective 4-
Continually assess students as they teach by observing and reflecting on learners’ responses to determine whether the students are reaching the learning objectives.
- Continue working on Complete What Culture has to do with it Lesson pgs. 6-10
- Listen to Kandice Sumner Ted Talk
- Assignment- Submit a summary to describe what Kandice Sumner means by being a caring and flexible educator. Please use 300-500 words.
Unit 3 Objective 5-
Acknowledge that language learners learn at different rates, by regularly monitoring and assessing their language development in order to advance their learning efficiently.
- Complete the Cultural and Linguistic Diffences: What Teachers Should Know Module Cultural and Linguistic found in this link Cultural and Linguistic Differences: What Teachers Should Know
- Complete the Cultural and Linguistic Differences: What Teachers Should Know Assessment
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
- Why is it important for teachers to reflect on cultural and linguistic diversity?
- Explain the difference between BICS and CALP. Why is it necessary for teachers to understand the distinction between these two types of language proficiency?
- In the Challenge, Mr. Bennett wrote notes home to Maria’s family. Why might this have proved problematic? What other options might you recommend to Mr. Bennett for communicating with Maria’s parents?
- Mr. Stone, a teacher from a rural community where all the students share similar cultural backgrounds, relocates to a large city where the students come from a wide variety of cultural groups. He notices that many of his students are not performing well in class. Upon self-reflection, he realizes that because of cultural differences these students may not relate to his style of teaching or to the stories and examples he uses in class. What can Mr. Stone do to become more culturally responsive and meet the diverse needs of these students?
Unit 3 Objective 6-
Collaborate with others in the profession to provide the best support for their learners with respect to programming, instruction, and advocacy.
- Review the Cultural Competence and Trauma, Part 1 PPT
- Discuss its contents with a classmate
Assignment - Summit your summary thoughts in a collaboratively created one page summary
Unit 3 Assessment
For the Unit 3 Assessment - you will complete the following tasks:
1. Select a partner to work with for this assessment;
2. Download a copy of the Texas Teacher Disposition Worksheet;
3. Read through each one of the dispositions very carefully;
4. Complete the disposition sheet for yourself and discuss the results with your partner;
5. Meet with the professor individually to discuss your self-analysys and areas for professional growth.
|
oercommons
|
2025-03-18T00:38:32.539331
|
06/21/2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/82602/overview",
"title": "BranchED Survey of Content Knowledge and Experience Texas Educators",
"author": "Lourdes Viloria"
}
|
https://oercommons.org/courseware/lesson/71917/overview
|
https://en.wikipedia.org/wiki/Vacuum
https://vacaero.com/information-resources/the-heat-treat-doctor/1347-a-brief-history-of-vacuum-technology.html#:~:text=Early%20History,atomos%2C%20Greek%3A%20undividable).
Vacuum - An Introduction
Overview
In order to get introduced with Vacuum, this module has been designed for the undergraduate students studying Physics. The content has been taken form the Online resources. The purpose of this module is to learn how to prepare a module. Hence, it may not be a professional one.
Introduction to Vacuum
Vacuum
Vacuum is space (Links to an external site.) devoid of matter (Links to an external site.). The word stems from the Latin adjective vacuus for "vacant" or "void". An approximation to such vacuum is a region with a gaseous pressure (Links to an external site.) much less than atmospheric pressure (Links to an external site.). Physicists often discuss ideal test results that would occur in a perfect vacuum, which they sometimes simply call "vacuum" or free space, and use the term partial vacuum to refer to an actual imperfect vacuum as one might have in a laboratory (Links to an external site.) or in space (Links to an external site.). In engineering and applied physics on the other hand, vacuum refers to any space in which the pressure is considerably lower than atmospheric pressure. The Latin term in vacuo is used to describe an object that is surrounded by a vacuum.
Quality of Vacuum
The quality of a partial vacuum refers to how closely it approaches a perfect vacuum. Other things equal, lower gas pressure (Links to an external site.) means higher-quality vacuum. But higher-quality vacuums are possible. Ultra-high vacuum (Links to an external site.) chambers, common in chemistry, physics, and engineering, operate below one trillionth (10−12) of atmospheric pressure (100 nPa), and can reach around 100 particles/cm3. Outer space (Links to an external site.) is an even higher-quality vacuum, with the equivalent of just a few hydrogen atoms per cubic meter on average in intergalactic space. According to modern understanding, even if all matter could be removed from a volume, it would still not be "empty" due to vacuum fluctuations (Links to an external site.), dark energy (Links to an external site.), transiting gamma rays (Links to an external site.), cosmic rays (Links to an external site.), neutrinos (Links to an external site.), and other phenomena in quantum physics. (Links to an external site.) In the study of electromagnetism (Links to an external site.) in the 19th century, vacuum was thought to be filled with a medium called aether (Links to an external site.). In modern particle physics, the vacuum state (Links to an external site.) is considered the ground state (Links to an external site.) of a field (Links to an external site.). Vacuum has been a frequent topic of philosophical (Links to an external site.) debate since ancient Greek (Links to an external site.) times, but was not studied empirically until the 17th century.
Evangelista Torricelli (Links to an external site.) produced the first laboratory vacuum in 1643, and other experimental techniques were developed as a result of his theories of atmospheric pressure (Links to an external site.). A torricellian vacuum is created by filling a tall glass container closed at one end with mercury, and then inverting it in a bowl contain the mercury (see in the figure).
.
Vacuum became a valuable industrial tool in the 20th century with the introduction of incandescent light bulbs (Links to an external site.) and vacuum tubes (Links to an external site.), and a wide array of vacuum technologies has since become available. The recent development of human spaceflight (Links to an external site.) has raised interest in the impact of vacuum on human health, and on life forms in general.
History of Vacuum Technology
A breif history of Vacuum Technology has been provided in the following link.
Measurement of Vacuum
The quality of a vacuum is indicated by the amount of matter remaining in the system, so that a high quality vacuum is one with very little matter left in it. Vacuum is primarily measured by its absolute pressure (Links to an external site.), but a complete characterization requires further parameters, such as temperature (Links to an external site.) and chemical composition. One of the most important parameters is the mean free path (Links to an external site.) (MFP) of residual gases, which indicates the average distance that molecules will travel between collisions with each other. As the gas density decreases, the MFP increases, and when the MFP is longer than the chamber, pump, spacecraft, or other objects present, the continuum assumptions of fluid mechanics (Links to an external site.) do not apply. This vacuum state is called high vacuum, and the study of fluid flows in this regime is called particle gas dynamics. The MFP of air at atmospheric pressure is very short, 70 nm (Links to an external site.), but at 100 mPa (Links to an external site.) (~1×10−3 Torr (Links to an external site.)) the MFP of room temperature air is roughly 100 mm, which is on the order of everyday objects such as vacuum tubes (Links to an external site.). The Crookes radiometer (Links to an external site.) turns when the MFP is larger than the size of the vanes. Vacuum quality is subdivided into ranges according to the technology required to achieve it or measure it. These ranges do not have universally agreed definitions, but a typical distribution is shown in the following table. As we travel into orbit, outer space and ultimately intergalactic space, the pressure varies by several orders of magnitude (Links to an external site.).
Atmospheric pressure is variable but standardized at 101.325 kPa (760 Torr).
Low vacuum, also called rough vacuum or coarse vacuum, is vacuum that can be achieved or measured with rudimentary equipment such as a vacuum cleaner (Links to an external site.) and a liquid column manometer (Links to an external site.).
Medium vacuum is vacuum that can be achieved with a single pump, but the pressure is too low to measure with a liquid or mechanical manometer. It can be measured with a McLeod gauge (Links to an external site.), thermal gauge or a capacitive gauge.
High vacuum is vacuum where the MFP (Links to an external site.) of residual gases is longer than the size of the chamber or of the object under test. High vacuum usually requires multi-stage pumping and ion gauge measurement. Some texts differentiate between high vacuum and very high vacuum.
Ultra high vacuum requires baking the chamber to remove trace gases, and other special procedures. British and German standards define ultra high vacuum as pressures below 10−6 Pa (10−8 Torr).
Deep space is generally much more empty than any artificial vacuum. It may or may not meet the definition of high vacuum above, depending on what region of space and astronomical bodies are being considered. For example, the MFP of interplanetary space is smaller than the size of the Solar System, but larger than small planets and moons.
As a result, solar winds exhibit continuum flow on the scale of the Solar System, but must be considered a bombardment of particles with respect to the Earth and Moon.
Perfect vacuum is an ideal state of no particles at all. It cannot be achieved in a laboratory (Links to an external site.), although there may be small volumes which, for a brief moment, happen to have no particles of matter in them.
Even if all particles of matter were removed, there would still be photons (Links to an external site.) and gravitons (Links to an external site.), as well as dark energy (Links to an external site.), virtual particles (Links to an external site.), and other aspects of the quantum vacuum (Links to an external site.).
Hard vacuum and soft vacuum are terms that are defined with a dividing line defined differently by different sources, such as 1 Torr (Links to an external site.), or 0.1 Torr, the common denominator being that a hard vacuum is a higher vacuum than a soft one.
Vacuum quality | |||
760 | 1.013×105 | 1 | |
Low vacuum | 760 to 25 | 1×105 to 3×103 | 9.87×10−1 to 3×10−2 |
Medium vacuum | 25 to 1×10−3 | 3×103 to 1×10−1 | 3×10−2 to 9.87×10−7 |
High vacuum | 1×10−3 to 1×10−9 | 1×10−1 to 1×10−7 | 9.87×10−7 to 9.87×10−13 |
1×10−9 to 1×10−12 | 1×10−7 to 1×10−10 | 9.87×10−13 to 9.87×10−16 | |
Extremely high vacuum | < 1×10−12 | < 1×10−10 | < 9.87×10−16 |
1×10−6 to < 1×10−17 | 1×10−4 to < 3×10−15 | 9.87×10−10 to < 2.96×10−20 | |
Perfect vacuum | 0 | 0 | 0 |
Rotary Pump
The function of Rotary pump has been given in the following link
|
oercommons
|
2025-03-18T00:38:32.576703
|
08/30/2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/71917/overview",
"title": "Vacuum - An Introduction",
"author": "Anandan P"
}
|
https://oercommons.org/courseware/lesson/20748/overview
|
Teratogens
Overview
This is a handout which includes an assignment based on the topic of teratogen's exposure during pregnancy. This information has the purpose to create awareness to a pregnant woman about the harm her baby is experiencing in the womb when exposed to toxic substances. The letter is written from the baby's experience. Through this assignment, students will give voice to an unborn baby. They will assess two students' letters by completing two peer reviews
Section 1
This is a handout which includes an assignment based on the topic of teratogen's exposure during pregnancy. This information has the purpose to create awareness to a pregnant woman about the harm her baby is experiencing in the womb when exposed to toxic substances. The letter is written from the baby's experience. Through this assignment, students will give voice to an unborn baby. They will assess two students' letters by completing two peer reviews
|
oercommons
|
2025-03-18T00:38:32.594971
|
Special Education
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/20748/overview",
"title": "Teratogens",
"author": "Psychology"
}
|
https://oercommons.org/courseware/lesson/92262/overview
|
Myths
Overview
There are the myths of Beowulf and The Death of Baldr in the document.
Myths
Beowulf
The protagonist Beowulf, a hero of the Geats, comes to the aid of Hrothgar, king of the Danes, whose great hall, Heorot, is plagued by the monster Grendel. Beowulf kills Grendel with his bare hands, then kills Grendel's mother with a giant's sword that he found in her lair.
Later in his life, Beowulf becomes king of the Geats, and finds his realm terrorized by a dragon, some of whose treasure had been stolen from his hoard in a burial mound. He attacks the dragon with the help of his thegns or servants, but they do not succeed. Beowulf decides to follow the dragon to its lair at Earnanæs, but only his young Swedish relative Wiglaf, whose name means "remnant of valour", dares to join him. Beowulf finally slays the dragon, but is mortally wounded in the struggle. He is cremated and a burial mound by the sea is erected in his honour.
Beowulf is considered an epic poem in that the main character is a hero who travels great distances to prove his strength at impossible odds against supernatural demons and beasts. The poem begins in medias res or simply, "in the middle of things", a characteristic of the epics of antiquity. Although the poem begins with Beowulf's arrival, Grendel's attacks have been ongoing. An elaborate history of characters and their lineages is spoken of, as well as their interactions with each other, debts owed and repaid, and deeds of valour. The warriors form a brotherhood linked by loyalty to their lord. The poem begins and ends with funerals: at the beginning of the poem for Scyld Scefing and at the end for Beowulf.
The Death of Baldr
Other than his great courage and honor, he is known primarily for the myth about his death. It started when he had dreams about his death, which caused his mother, Frigg, to extract an oath from every object on Earth not to harm her son Baldr. All agreed that none of their kind would ever hurt or assist in hurting Baldr, and afterward the other gods used his seeming invincibility to practice throwing knives and shooting arrows at him.
This plan was almost perfect except that she had missed one thing that she had thought too insignificant, the weed mistletoe. The trickster God, Loki, took a disguise and asked Frigg if anything could harm Baldr. Thinking nothing of it, she told him about the mistletoe. Loki immediately left to gather some of the weed and make a dart out of it. At the same time, several of the gods were playing a game with Baldr where they were throwing projectiles at him in an attempt to strike him; however, since all objects had vowed to never harm Baldr, he could not be touched by the gods' attempts. Loki gave the dart of mistletoe to Baldr's blind twin brother, Höðr, so that he, too, could participate in the game. Not knowing what was in his hand, and having the aid of Loki's aim, he launched the dart into Baldr's chest, killing him on the spot. Although somewhat innocent, he was later slain by the new son of Óðinn and Rindr, Váli, whom had been born, and grew up in one day, for the single purpose of avenging Baldr's death.
The other gods lamented his death, and Óðinn sent Hermóðr to the goddess of death, Hel, to plead for Baldr's return to life. She said in reply that she would let him live again if everyone in the world, alive or dead, would weep for him. Loki had now disguised himself as the witch Thokk (in some versions he was a Giantess), and was the only one who would not weep for him, so Baldr stayed with Hel.
Now the gods began the funeral for the God of Light and placed his body, wrapped in crimson, upon his ship, the Hringhorni, as a funeral pyre. Alongside him on the pyre was his wife, Nanna, who died of heartache at his passing. Also on his pyre was all of his possessions and his horse. The ship was pushed out to sea by the giantess Hyrrokin.
Loki was punished for his integral role in the death of the most beloved of the gods. He was then hunted down, tied to three rocks, and a serpent was tied above his face, which would continuously drip venom onto his face until Ragnarök.
|
oercommons
|
2025-03-18T00:38:32.608571
|
04/24/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/92262/overview",
"title": "Myths",
"author": "Fatma Zehra Şahin"
}
|
https://oercommons.org/courseware/lesson/93210/overview
|
The Sociological Theory Reader
Overview
This reader brings together open-access excerpts of the writings of key figures in sociological theory. Excerpts from the works of Marx, Gilman, Addams, Durkheim, Cooley, Weber and DuBoise are included.
The Sociological Theory Reader
This reader brings together open-access excerpts of the writings of key figures in sociological theory. Excerpts from the works of Marx, Gilman, Addams, Durkheim, Cooley, Weber and DuBoise are included.
|
oercommons
|
2025-03-18T00:38:32.625246
|
05/31/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/93210/overview",
"title": "The Sociological Theory Reader",
"author": "Alecea Standlee"
}
|
https://oercommons.org/courseware/lesson/117720/overview
|
Cryptoeconomics and Programmable Economies
Overview
As we stand on the brink of this new era, the potential of cryptoeconomics and programmable economies is becoming increasingly clear. By leveraging blockchain technology and smart contracts, we can create a more efficient, equitable, and innovative economic system. This future, once a distant vision, is now within our reach, promising to transform the way we think about value, incentives, and economic interaction. The radical financial incentive transformation is not just a possibility—it is an impending reality that will reshape the economic landscape for the better.
The Vision of Programmable Economies
As we stand on the brink of this new era, the potential of cryptoeconomics and programmable economies is becoming increasingly clear. By leveraging blockchain technology and smart contracts, we can create a more efficient, equitable, and innovative economic system. This future, once a distant vision, is now within our reach, promising to transform the way we think about value, incentives, and economic interaction.
The Vision of Programmable Economies
In this envisioned future, programmable economies are ubiquitous, influencing how value is created, distributed, and consumed. At the core of these economies are blockchain technologies and smart contracts, which automate and enforce agreements without the need for intermediaries. These innovations ensure transparency, security, and efficiency in economic interactions, reducing costs and opening up new possibilities for economic collaboration and competition.
- Decentralized Finance (DeFi): In this future, DeFi platforms dominate the financial landscape, offering a broad range of services from lending and borrowing to trading and insurance. These platforms operate without traditional banks, using smart contracts to automate processes and provide financial services to anyone with internet access. This democratization of finance leads to greater financial inclusion, especially in underserved regions.
- Tokenized Assets and Markets: All types of assets, from real estate to intellectual property, are tokenized and traded on blockchain-based markets. This tokenization makes assets more liquid and accessible, enabling fractional ownership and allowing more people to invest in a variety of assets. The result is a more dynamic and inclusive market where value can be exchanged swiftly and securely.
- Autonomous Organizations: Decentralized Autonomous Organizations (DAOs) manage everything from companies to community projects. These DAOs are governed by smart contracts that encode rules and decision-making processes, ensuring transparency and reducing the risk of corruption. Members of DAOs can vote on proposals and share in the profits, fostering a sense of ownership and community engagement.
- Programmable Incentives: Economic incentives are precisely programmed to align with desired outcomes. For example, environmental sustainability can be encouraged through token rewards for reducing carbon footprints, or educational achievements can be incentivized with tokens that provide access to further learning resources. This ability to program incentives at a granular level leads to more effective and targeted economic policies.
- Enhanced Security and Trust: With cryptographic security at the foundation of these programmable economies, trust is no longer a barrier to economic interaction. Smart contracts execute transactions only when predefined conditions are met, eliminating the need for trust between parties. This enhances security and reduces fraud, leading to a more robust economic system.
Impact on Society and Humanity
The rise of programmable economies represents a significant shift in how economic systems operate, with profound implications for society:
- Increased Efficiency: By automating many economic processes, programmable economies reduce the time and cost associated with traditional economic activities. This efficiency frees up resources that can be used for innovation and development.
- Greater Equity: The accessibility and inclusiveness of programmable economies help to level the playing field, providing opportunities for those who have been historically marginalized by traditional financial systems.
- Dynamic Innovation: The ability to rapidly implement and test economic models through programmable contracts fosters a culture of continuous innovation. New business models and economic frameworks can be developed and iterated upon much faster than ever before.
- Global Collaboration: Programmable economies facilitate cross-border transactions and collaborations, breaking down geographical barriers and fostering a more interconnected global economy.
Radical Financial Incentive Transformation
Radical financial incentive transformation involves the use of powerful financial incentives to drive significant changes in behavior and outcomes within an organization or on a global scale. Here are some key aspects of this concept:
- Tying Incentives Directly to Transformation Outcomes: Effective radical financial incentive transformation programs tie incentives directly to specific outcomes that are within the control of participants. This could involve setting clear, measurable goals for individual initiatives and rewarding employees based on their direct contributions to achieving those goals.
- Encouraging Outperformance: Transformation requires incentives that encourage transformational performance, not just good performance. Payouts should be generous and focused on exceeding expectations. One structure that can support this is an S-curve payout model, where payouts increase more steeply for outcomes that significantly exceed targets.
- Democratizing Incentives: Transformation incentive plans should not be limited to senior executives. To drive greater participation and involvement, incentives should be extended to employees at all levels of the organization. Clarity and transparency around the metrics used to determine individual rewards are critical.
- Improving Terms of Lending: At a global level, radical financial transformation involves improving the terms of lending by multilateral development banks (MDBs) to developing countries. This includes longer-term lending, lower interest rates, more lending in local currencies, and the inclusion of all vulnerable countries in lending programs.
- Scaling Up Affordable Long-Term Financing: Massive scaling up of affordable long-term financing for development is needed to achieve the Sustainable Development Goals (SDGs). This can be achieved through increasing MDB capital bases, better leveraging of existing capital, and re-channeling Special Drawing Rights (SDRs) through MDBs.
Impact on Society and Humanity
The rise of programmable economies represents a significant shift in how economic systems operate, with profound implications for society:
- Increased Efficiency: By automating many economic processes, programmable economies reduce the time and cost associated with traditional economic activities. This efficiency frees up resources that can be used for innovation and development.
- Greater Equity: The accessibility and inclusiveness of programmable economies help to level the playing field, providing opportunities for those who have been historically marginalized by traditional financial systems.
- Dynamic Innovation: The ability to rapidly implement and test economic models through programmable contracts fosters a culture of continuous innovation. New business models and economic frameworks can be developed and iterated upon much faster than ever before.
- Global Collaboration: Programmable economies facilitate cross-border transactions and collaborations, breaking down geographical barriers and fostering a more interconnected global economy.
|
oercommons
|
2025-03-18T00:38:32.647617
|
07/09/2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/117720/overview",
"title": "Cryptoeconomics and Programmable Economies",
"author": "Joe Maristela"
}
|
https://oercommons.org/courseware/lesson/74906/overview
|
The Sustainability Contribution Project
Overview
Learning about sustainability requires systems-thinking and a curiosity to explore. In the COVID-19 edition of a sustainability course, there were many chances to create new learning opportunities not only from the course content, but also from the world around us, the media and news, and from each other.
Students in the course CIVE230: Engineering and Sustainable Development were tasked with making a contribution to sustainability efforts. They have been hard at work throughout the term to share a sustainability idea that were compiled in an e-book “The Sustainability Contribution Project” which showcases their ideas that cover all course topics as they apply to cities around the world. This activity encouraged students to explore sustainable cities, infrastructure, solutions and technologies globally to generate an enriched learning experience and create an opportunity for peer-to-peer learning. Together, they co-created content.
This e-book serves as a contribution by the class for the class, and for the wider engineering education community. I encourage you to have a look through.
Learning about sustainability requires systems-thinking and a curiosity to explore. In the COVID-19 edition of a sustainability course, there were many chances to create new learning opportunities not only from the course content, but also from the world around us, the media and news, and from each other.
Students in the course CIVE230: Engineering and Sustainable Development were tasked with making a contribution to sustainability efforts. They have been hard at work throughout the term to share a sustainability idea that were compiled in an e-book “The Sustainability Contribution Project” which showcases their ideas that cover all course topics as they apply to cities around the world. This activity encouraged students to explore sustainable cities, infrastructure, solutions and technologies globally to generate an enriched learning experience and create an opportunity for peer-to-peer learning. Together, they co-created content.
This e-book serves as a contribution by the class for the class, and for the wider engineering education community. I encourage you to have a look through.
|
oercommons
|
2025-03-18T00:38:32.665957
|
Unit of Study
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/74906/overview",
"title": "The Sustainability Contribution Project",
"author": "Textbook"
}
|
https://oercommons.org/courseware/lesson/57131/overview
|
Transformation from Distance Education to Digital Learning
Open Courseware initiatives in India
Overview
The revolution in Information and Communication Technology has bridged knowledge gap by providing free flow of information. It has provided wider opportunities in archiving accessing digitizing and preserving the traditional knowledge. The open source software movements added weightage in the proliferation of digital libraries worldwide. This module elaborates on initiatives taken towards open courseware in India.
OER: Open Courseware
Open Courseware initiatives in India
I. Objectives
The objective of this module is to discuss Open Courseware initiatives in India.
II. Learning Outcomes
After completion of this module, the students will gain knowledge on different Open Courseware initiatives so far taken and working in India.
III. Structure
1. Introduction
2. Online Courseware
2.1 NPTEL
2.2 e-Gyankosh
2.3 Learning Object Repository - CEC
2.4 ePG Pathshala
2.5 e-Content for Undergraduate
3. Summary
1. Introduction
The revolution in Information and Communication Technology has bridged knowledge gap by providing free flow of information. With this technology driven revolution, the delivery of information was started in digital format with greater speed and economy which triggered in development of digital library. It has provided wider opportunities in archiving accessing digitizing and preserving the traditional knowledge. The open source software movements added weightage in the proliferation of digital libraries worldwide. Traditional knowledge available in one and another form were being explored, documented, preserved, and made accessible through networks of digital archives. This module elaborates on initiatives taken towards open courseware in India.
2. Online Courseware
2.1 NPTEL (www.nptel.iitm.ac.in)
Implemented By: Indian Institute of Technology Madras (Web Coordinator); Indian Institute of Technology Delhi (Video Coordinator) Participating Institutions: Indian Institutes of Technology (seven IITs such as IIT Bombay, IIT Delhi, IIT Guwahati, IIT Kanpur, IIT Kharagpur, IIT Madras, and IIT Roorkee) and Indian Institute of Science (IISc), Bangalore
Supported By: Ministry of Human Resource Development (MHRD), Government of India
Description: The National Programme on Technology Enhanced Learning (NPTEL) (www.nptel.iitm.ac.in) is an open courseware initiative by seven Indian Institutes of Technology (IITs) and the Indian Institute of Science (IISc). This initiative is funded by the Ministry of Human Resource Development (MHRD). The main objective of this programme is to enhance the quality of engineering education in the country by developing more than 200 curricula-based video and web courses.
2.2 e-Gyankosh (www.egyankosh.ac.in)
Implemented By: Indira Gandhi National Open University (IGNOU), New Delhi
Partner Institutions: Distance Education Council; India EDUSAT
Supported By: Ministry of Human Resource Development, Government of India
Description: Indira Gandhi National Open University (IGNOU) is a mega open university that offers distance and open education to millions of learners in India and other countries. It produces self-instructional study materials for various programmes and also hosts a number of educational broadcasting channels. IGNOU has initiated the establishment of a National Digital Repository of learning resources eGyankosh. This repository envisages to store, index, preserve, distribute and share the digital learning resources of open and distance learning (ODL) institutions in the country: The repository supports seamless aggregation and integration of learning resources in different formats such as self-instructional study materials, audio-video programmes, and archives of radio and television-based live interactive sessions.
2.3 Learning Object Repository CEC (www.cec-lor.edu.in)
Implemented By: Consortium for Educational Communication (CEC), New Delhi
Partner Institutions: University Grants Commission (UGC), Educational Multimedia Research Centres (EM RC), Audio Visual Research Centre (AVRC), Vyas Channel on Gyan Darshan (24 hours Higher Educational Channel)
Supported By: UGC, Government of India
Alternative URL: www.cec-lor.edu.in
Description: Consortium for Educational Communication (CEC) is an inter-university centre on electronic media, established by the University Grants Commission (UGC). The CEC in coordination with its 17 Educational Multimedia Research Centres, has been producing television programmes in various subject categories in English, Hindi and regional languages. Some of the audio-visual programmes are based on syllabus-based topics at the school, polytechnic, college and university levels. CEC established the Learning Object Repository (LOR) and the Digital Video Repository (DVR) to provide worldwide access to these qualitative learning resources. The LOR is a bank of short duration reusable learning objects for special benefits to students and teachers for face to face learning as well as to other users globally. The streaming video technique is used for online viewing of these learning objects. The LOR portal can be searched by subject, topic, title of the learning object, and keywords. This portal can also be navigated through subject categories.
2.4 ePG Pathshala (http://epgp.inflibnet.ac.in)
Implemented By: UGC and INFLIBNET Centre
Supported By: NME-ICT, Ministry of Human Resource Development, Government of India
Description: The MHRD, under NME - ICT has allocated funds to the UGC for development of e-content in 77 subjects at postgraduate level. The INFLIBNET Centre is assigned the responsibility for technical and administrative coordination of the programme as per the guidelines of Standing Committee, e-PG Pathshala. High quality, curriculum-based, interactive content in different subjects across all disciplines of social sciences, arts, fine arts & humanities, natural & mathematical sciences, linguistics and languages is being developed under this initiative named e-PG Pathshala.
2.5 e-Content for Undergraduate (http://cec.nic.in/)
Implemented By: Consortium for Educational Communication (CEC), New Delhi
Partner Institutions: Educational Multimedia Research Centres (EM RC)
Supported By: NME-ICT, Ministry of Human Resource Development, Government of India
Description: MHRD, under NME-ICT has allocated funds to the CEC for development of e-content at undergraduate level. The content will be created in two phase. In Phase I, 19 subjects will be produced in collaboration with Media Centres and e-Content courseware and in Phase II 68 subjects will be produced with the assistance of production agencies other than Media Centres.
3. Summary
The module discussed major initiatives taken towards open courseware in India.
References
- Das, Anup Kumar. (2008). Open Access to Knowledge and Information: Scholarly Literature and Digital Library Initiatives,- the South Asian Scenario. (Eds: Bimal Kanti Sen and Jocelyne Josiah), UNESCO, New Delhi, 137.
- Jeevan, V.K.J. (2004). Digital library development: identifying sources of content for developing countries with special reference to India. The International Information & Library Review, 36: 185–197.
- Madalli, Devika P. (2003). Digital Libraries and Digital Library Initiatives, Digital Libraries: Theory and Practice, DRTC, Bangalore.
Websites:
www.nptel.iitm.ac.in
http://epgp.inflibnet.ac.in/about.php
|
oercommons
|
2025-03-18T00:38:32.715163
|
08/21/2019
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/57131/overview",
"title": "Open Courseware initiatives in India",
"author": "AVIJIT DUTTA"
}
|
https://oercommons.org/courseware/lesson/67854/overview
|
INDIAN ECONOMY
Overview
The economy of India is one of the fastest growing economies in the world.
The economy of India is one of the fastest growing economies in the world. Since its independence in the year 1947, a number of economic policies have been taken which have led to the gradual economic development of the country. On a broader scale, India economic reform has been a blend of both social democratic and liberalization policies.
INDIA was a latecomer to economic reforms embarking on the process in earnest only in 1991, in the wake of an exceptionally severe balance of payments crisis. The need for a policy shift had become evident much earlier, as many countries in east Asia achieved high growth and poverty reduction through policies which emphasized greater export orientation and encouragement of the private sector. India took some steps in this direction in the 1980s, but it was not until 1991 that the government signaled a systemic shift to a more open economy with greater reliance upon market forces, a larger role for the private sector including foreign investment, and a restructuring of the role of government
Economic reforms during the post independence period
The post independence period of India was marked by economic policies which tried to make the country self sufficient. Under the economic reform, stress was given more to development of defense, infrastructure and agricultural sectors.
Government companies were set up and investment was done more on the public sector. This was made to make the base of the country stronger. To strengthen the infrastructure, new roads, rail lines, bridges, dams and lots more were constructed.
During the Five Years Plans initiated in the 1950s, the economic reforms of India somewhat followed the democratic socialist principle with more emphasis on the growth of the public and rural sector.
Most of the policies were meant towards the increase of exports compared to imports, central planning, business regulation and also intervention of the state in the finance and labor markets. In the mid 50' s huge scale nationalization was done to industries like mining, telecommunications, electricity and so on.
|
oercommons
|
2025-03-18T00:38:32.728770
|
06/01/2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/67854/overview",
"title": "INDIAN ECONOMY",
"author": "RAJESH KUMAR YADAV"
}
|
https://oercommons.org/courseware/lesson/68230/overview
|
PLU Factorizaton
PLU Factorization
Overview
PLU Factorization
PLU Factorizaton
|
oercommons
|
2025-03-18T00:38:32.746390
|
06/07/2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/68230/overview",
"title": "PLU Factorization",
"author": "Leonardo Rolla"
}
|
https://oercommons.org/courseware/lesson/84356/overview
|
Lobes of the Brain
Overview
This purpose of this lesson is to teach students about the locations and functions of the lobes of the human brain.
Lobes of the Brain Lesson
You can assign the video for homework, then assess the students' retention of the material by giving the attached classwork assignment.
Watch the video below:
|
oercommons
|
2025-03-18T00:38:32.763837
|
07/30/2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/84356/overview",
"title": "Lobes of the Brain",
"author": "Haley Martin"
}
|
https://oercommons.org/courseware/lesson/103937/overview
|
Speech Components Checklist
Overview
This is a living document of a speech components checklist for a fundamentals of public speaking course. The list can act as a starting point to finalizing your speech ahead of submission.
Pay careful attention to each component assuring that you have the component and enough content to satify the category on the rubric.
Introduction:
- Open with an impact – quote, story, engaging facts that grab the audience’s attention (if needed cite the source).
- Clear thesis statement (central idea).
- When appropriate, clearly introduce or reveal the topic.
- Clear and concise preview of 3-4 main points.
- Transition into the body of speech.
Body of the speech:
- 3-4 balanced main points.
- Transitions or other connectives between main points.
- High quality source citations – (label on outline when to state each citation to assure you do not forget to cite them orally).
- Remember reliable sources are best! Use the Academic Database to locate high quality, reliable sources.
- Supporting material content that will assure you adequately meet the time required for the speech.
- See assignment page to check the speech time for each speech assignment.
Conclusion:
- Close with a clear note of finality.
- Restate and summarize the 3-4 main points.
- Reinforce the central idea.
- Close with any final additions or attention-grabbing content (if needed cite the source).
- Remember a successful way to close can be to revisit a piece of information presented in the introduction.
Consider the following:
This is a beginners list to the fundamental key speech components that should be included in a speech presented at the community college level.
Also, see the grading rubric in Canvas for a detailed explanation of the point distribution that will be used for evaluation of the speech.
**This list is not comprehensive of what needs to be in a speech, but it can serve as a general guide to help assure you maximize each category on the rubric.**
|
oercommons
|
2025-03-18T00:38:32.783798
|
05/16/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/103937/overview",
"title": "Speech Components Checklist",
"author": "Lily Penfold"
}
|
https://oercommons.org/courseware/lesson/58407/overview
|
Game Glossaries: Icon Set Design
Overview
Create 100 icons variations that fit a central theme for a Gameboy-style icon set, such foods, hero portraits, spells, enemies, or robots.
Background
This assignment was design using TILT as a module for Art 102 Design 1 at Lake Washington Institute of Technology. This is one of the earliest art classes students take for Lake Washington Institute of Technology's Game, Design, Illustration, and Gen Ed programs.
Links
Task
Create 151 (or 100) variations that fit a central theme for a Gameboy-style icon set, such foods, hero portraits
Purpose
An abundance of content is a central reward in many games and toys. Whether it’s food, weapons, trophies, or cute battling animals, it’s amazing how many hours users will invest just to unlock that final 240x160 sprite. And how many millions have been spent on collectible card games, just because people need a rare card, literally just piece of paper?
This assignment will teach you to iterate over many options while keeping them united under a single brand, art style, and quality. It will also teach you to manage the scope of a project; creating 151 options (152 if you count the missing number) means that if you get bogged down in the first 10 or mismanage your time, you’ll fall short. A Dex will also require developing a pipeline to minimize waste and maximize flexibility and modularity, such as layering outfit changes, reusing color palettes, and evolving icons over several stages.
Criteria for Success
Style: Icon sets should have a consistent style across all options. If two of your icons were chosen at random, a viewer should reasonably be able to guess if they’re related. Try and display them beautifully, utilizing gutters, labeling, titles, and that poster vibe you loved as a kid. Think of the pictorial glossaries in game guides. Think of the cardboard back of an action figure or figurine
Subject: Icon sets should belong to a single subject. 151 Battle Monsters, 151 special items, 151 baby robots, 151 enemy types, 151 character avatar portraits, 151 outfit changes, 151 crafting recipes, 151 space ships, 151 special ability buttons, 151 unlockable achievements. Although the term sprite sheet comes close to encapsulating this, these icon sets should NOT be animations, but they CAN be major poses, such as doing 4 levels of damage on spaceships, or 4 emotions on character portraits. Our goal is to brainstorm the full spectrum of a thematic option, not motion.
Scope: Don’t go overboard on any one item. If you spend 5 minutes on each item, that’s 12.5 hours. Limit the physical size of your options to prevent feature creep. Avoid heavy detailing, and limit your rendering of form; at most, only line art, flat colors, shadows, and highlights. The first pancake always comes out wrong!!! If your first two or three icons don’t inspire you, power through, and you’ll discover ways to simplify and standardize your process. Although 151 icons is the proper homage, 100 is the minimum.
Specifications: Digital assignments should be 240x160 maximum per option. Analog assignments should make options a maximum of post-it note size. Limit your modular re-use to 4 or so. For example, if you were making spell icons and re-coloring an icon for different energies (ice/fire/electric/poison), only do so 4 times.
Rubric
100 points total:
1 per icon!
Icons that are wrong in style or re-use too heavily can receive a reduction in points.
Knowledge
The Spriters Resource has many sprite sheets from gaming history, like this one. Good examples from games can often be found in glossaries, where every hero, spell, or bad guy in a game has their pictures right next to each other. At level 1, players are enticed into commitment with visions of a grayed out skill tree, promising astonishing power in your future. Toys often budget as much as 60% of their packaging to visions of the complete collection, advertising the importance of collecting the whole set.
Search for the following on the internet to find many such icon sets:
Game icon set
RPG icon set
Sprite Sheet
Spell icons
Bestiary
Specific games you loved
Of course, there’s also the boring version of this ideal:
App icons
User interface buttons
School posters about the alphabet or whatever
Skills
If working analog, research styles that replicate quickly while maintaining visual beauty, such as pen and ink, markers, and watercolor flood fills.
If working digitally, research icon design strategies for your software of choice, such as Illustrator, Photoshop, Blender, or Krita. Additionally, consider learning one of many software packages that were designed for a sprite-based workflow.
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oercommons
|
2025-03-18T00:38:32.802077
|
09/27/2019
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/58407/overview",
"title": "Game Glossaries: Icon Set Design",
"author": "Oscar Baechler"
}
|
https://oercommons.org/courseware/lesson/52840/overview
|
Template: Open Textbook Review Rubric
Overview
This rubric was developed by BCcampus. This work is licensed under a Creative Commons Attribution 3.0 Unported license.
The rubric allows reviewers to evaluate OER textbooks using a consistent set of criteria. Reviewers are encouraged to remix this rubric and add their review content within this tool. If you remix this rubric for an evaluation, please add the title to the evaluated content and link to it from your review.
Template image attribution: "layers" (CC BY-SA 2.0) by theilr
Comprehensiveness
The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary.
Content Accuracy
Content is accurate, error-free and unbiased.
Relevance Longevity
Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.
Clarity
The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used.
Consistency
The text is internally consistent in terms of terminology and framework.
Modularity
The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
Organization Structure Flow
The topics in the text are presented in a logical, clear fashion.
Interface
The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader.
Grammatical Errors
The text contains no grammatical errors.
Cultural Relevance
The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds.
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oercommons
|
2025-03-18T00:38:32.820903
|
03/29/2019
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/52840/overview",
"title": "Template: Open Textbook Review Rubric",
"author": "Melinda Newfarmer"
}
|
https://oercommons.org/courseware/lesson/61965/overview
|
Policy Papers vs Academic Research Articles
Overview
Students will learn about the differences between the two and can examine examples that help clarify how information can be packaged differently and how those choices impact how a product will be used.
Academic research vs policy reports and papers
Comparison chart of characteristics
Structure of Academic Research
Structure of a policy paper/report
1. Executive Summary/Purpose Statement (Most staffers will only read this part)
2. Body
- Background: What is the current policy? Why is it being conducted this way
- Analysis: Why is the policy not working? Why is it necessary to find an alternative? How does it impact them and their constituents?Policy Options: Discuss a few alternatives and their implications. Acknowledge potential downsides and how to limit those risks.
- Recommendation(s): Provide your recommendation and how it can be implemented
3. Conclusion: Summarize analysis and recommendation(s)
4. Appendix: Relevant figures, maps, graphics, etc.
Comparison of a research article and a policy paper based on that research
Society for the Psychological Study of Social Issues. (n.d.). Digital Gaming and Pediatric Obesity: At the Intersection of Science and Social Policy.* How can policy regulate the gaming environment to Promote healthy behaviors and reduce pediatric obesity? Retrieved from https://www.spssi.org/_data/n_0001/resources/live/SIPR%20policy%20summary%20on%20digital%20gaming%20and%20advertizing%20FINAL.pdf
Staiano, A. E., & Calvert, S. L. (2012). Digital gaming and pediatric obesity: At the intersection of science and social policy. Social issues and policy review, 6(1), 54-81. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3337684/
More examples of policy papers
Hooks Policy Papers on Social Justice Issues
Institute for Policy Research (IPR) Policy Research Briefs
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oercommons
|
2025-03-18T00:38:32.839033
|
Diagram/Illustration
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/61965/overview",
"title": "Policy Papers vs Academic Research Articles",
"author": "Social Science"
}
|
https://oercommons.org/courseware/lesson/93656/overview
|
Photosynthesis - Calvin Cycle
Overview
This illustration shows the Calvin Cycle for C3 plants.
Photosynthesis - Calvin Cycle
This illustration depicts the Calvin Cycle for C3 plants.
This illustration shows the Calvin Cycle for C3 plants.
This illustration depicts the Calvin Cycle for C3 plants.
|
oercommons
|
2025-03-18T00:38:32.854382
|
Diagram/Illustration
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/93656/overview",
"title": "Photosynthesis - Calvin Cycle",
"author": "Ecology"
}
|
https://oercommons.org/courseware/lesson/100300/overview
|
Identity Self
Overview
This photography project prepares the photography student to understand their subjects and the position a portrait photographer has to take to connect with his subjects by becoming the subject themselves.
Project 3.5
We spend a great deal of time looking at other people and objects.
This is an opportunity to explore the idea of self and how we present our constructed identity.
The subject of a photograph is often very self-conscious and nervous about having their picture taken; it is often the case that although we like to aim the camera at other people we are very shy about ourselves when we become subject. This assignment increases our sensitivity toward photographing people and we learn more about the problems involved in photographing others.
Notes:
You can use reflections such as mirrors, windows, puddles, ponds, automobiles, eyes.
Kitchens and bathrooms have many reflective surfaces.
Most cameras have self-timers that allow you to trip the shutter from a distance, but many of you may need assistance with capturing an image of yourself. You may compose the shot and elements of the shot, in other words, set it up, and then ask another to press the shutter release.
Cable releases and bulb releases allow you to trip the shutter from a distance.
Framing can be a difficulty since we cannot be both in the picture and behind the camera at the same time. Don't worry about it. Experiment. It is an exercise in Play.
Wear costumes?
Move
A self-portrait can be made without being physically in the frame.
For this assignment, you are allowed to use your cell phone and or your DSLR
Shoot 30 images relating to your self -identity and at least 5 must have your face visible.
Be ready to share your top 3 in class.
Submit a shared link or a contact sheet of all 30 images in Google File listed P3.5 and Canvas and 3 favorite images on Canvas.
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oercommons
|
2025-03-18T00:38:32.868974
|
01/29/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/100300/overview",
"title": "Identity Self",
"author": "Chau Marie Griffiths"
}
|
https://oercommons.org/courseware/lesson/120451/overview
|
S. Smith 8-week OER Medical Terminology For Patient Care Syllabus
Overview
OER Fundamentals Academy participants are invited to remix this sharing template to design and share their OER project plans, course information, any related resources and syllabus, and reflection.
S. Smith OER Medical Terminology For Patient Care Syllabus
The syllabus is for a basic introductory 8-week course. The 16-week Medical Terminology For Patient Care course has been adapted to fit a 8-week course schedule.
The instructor will need to update the syllabus with their information and their school information. As well as document their own college's policies.
The instructor's school's software will dictate how the tables will appear in the final product. The tables will most likely need to be adjusted, as you will see below my tables are not in alignment. I have attached the PDF version of the syllabus above.
My OER Goals & Purpose: My goal is to share an 8-week syllabus for a basic introductory Medical Terminology for Patient Care course.
My Audience: Basic medical terminology students, community college level
My Team: Director of the Allied Health Department, Teachers in the Allied Health Department.
Existing Resources: Multiple resources Openstax (Bettes et al), OER Medical Terminology Course I have have worked on. Resourses within OER commons.
New Resources: Calendar for the course, rubrics
Supports Needed: Unsure
Our Timeline: Complete the syllabus by next week.
Syllabus: 8-week Medical Terminology for Patient Care
The syllabus is for a basic introductory 8-week course. The 16-week Medical Terminology For Patient Care course has been adapted to fit a 8-week course schedule.
The instructor will need to update the syllabus with their information and their school information. As well as document their own college's policies.
The instructor's school's software will dictate how the tables will appear in the final product. The tables will most likely need to be adjusted, as you will see below my tables are not in alignment. I have attached the PDF version of the syllabus above.
Medical Terminology for Patient Care Syllabus
Created October 1, 2024
AHS 130 (36580)
Fall 2024
10/16/2024 - 12/14/2024
3 Credit Hours
To print this page, select "ctrl + P" for Windows users or "command + P" for Mac users.
Course Information
Contact Information
Instructor: Susan Smith BSN, PHN
Email: Ssmith5@yc.edu
Phone: (928) XXX-XXXX (this is the main Allied Health Department phone number)
Office: Yavapai College Prescott Valley Location, Allied Health
Hours: This course is online; I am happy to set up time to meet as needed. I will be reviewing and grading your work on Tuesdays and Thursday evenings from 6:00 PM to 7:00PM and am available to speak with you then and other times as needed.
Course Description
AHS 130 - Medical Terminology for Patient Care
Description: Medical terminology used in direct patient care, with special care populations and in special services. Building and analyzing terms using word parts. Body-systems approach to terms related to structure and function, pathologies, and diagnostic procedures. Spelling and pronunciation of terms, medical abbreviations and symbols.
Course Materials
This Yavapai College Z-class uses zero-cost OER (Open Educational Resources) textbook(s). All materials are provided within the modules.
Course Content and Learning Outcomes
Course Content
Course Content from Course Outlines page
- Introduction of Medical Terminology
- Integumentary System
- Digestive System
- Musculoskeletal System
- Lymphatic System
- Special Sensory Organs: Eye and Ear
- Nervous System
- Male and Female Reproductive System
- Respiratory System
- Cardiovascular System
- Endocrine System
- Urinary System
Learning Outcomes
Course Content from Course Outlines page
- Break down medical terms related to the body into their component parts.
- Define the meaning of basic combining forms, suffixes, and prefixes related to the body.
- Build medical terms from combining forms, suffixes, and prefixes related to the body.
- Describe anatomical positions, planes, directions, and locations.
- Identify structures and describe functions of the body.
- Describe disease processes and disorders that affect the body.
- Describe common medical procedures and treatments related to the body.
- Spell and pronounce medical terms related to the body.
- Identify common abbreviations of medical terms related to the body.
- Convert medical terms from singular to plural forms.
Course Schedule
ASSIGNMENT CALENDAR |
WEEK 1 Getting Started and Chapter 1 Word Parts |
Syllabus Acknowledgement (due no later than October 18, 11:59PM or you will be dropped from the class) | Due: October 18 |
Respondus Practice Quiz | Due: October 18 |
| Introduction Netiquette Discussion Board (With responses to 2 classmates) | Due: October 21 |
| Chapter 1 Quiz | Due: October 22 |
| Chapter 1 Terms and Word Parts Lists | Due: October 22 |
WEEK 2 Chapters 2 & 3 Integumentary and DIgestive Systems |
| Week 2 Discussion Board | Due: October 25 |
| Discussion Board Responses to 2 Classmates | Due: October 28 |
| Quiz Chapter 2 | Due: October 29 |
| Quiz Chapter 3 | Due: October 29 |
| Chapters 2 & 3 Word Part Lists | Due: October 29 |
WEEK 3 Chapters 4 & 5 Musculoskeletal, Lymphatic and Immune Systems |
| Week 3 Discussion Board | Due: November 1 |
| Discussion Board Responses to 2 Classmates | Due: November 4 |
| Quiz Chapter 4 | Due: November 5 |
| Quiz Chapter 5 | Due: November 5 |
| Chapters 4 & 5 Word Part Lists | Due: November 5 |
WEEK 4 Chapters 6 & 7 Special Sensory Organs Eye and Ear and the Nervous SystemHoliday No School on November 11 |
| Week 4 Discussion Board | Due: November 8 |
| Discussion Board Responses to 2 Classmates | Due: November 12 |
| Quiz Chapter 6 | Due: November 12 |
| Quiz Chapter 7 | Due: November 12 |
| Chapters 6 & 7 Word Part Lists | Due: November 12 |
| Disease Process PowerPoint Plan | Due: November 12 |
WEEK 5 Mid-Term Exam and Chapter 8 Male and Female Reproductive Systems |
Mid-Term Exam Chapters 1-7, Requires Respondus Lock-Down Browser + Webcam | Due: November 15 |
| Week 5 Discussion Board | Due: November 15 |
| Discussion Board Responses to 2 Classmates | Due: November 18 |
| Chapter 8 Quiz | Due: November 19 |
| Chapter 8 Word Part Lists | Due: November 19 |
| Disease Process PowerPoint Reference List | Due: November 19 |
WEEK 6 Chapters 9 & 10 Respiratory and Cardiovascular SystemsHoliday No School November 27-30 |
| Week 6 Discussion Board | Due: November 22 |
| Discussion Board Responses to 2 Classmates | Due: November 26 |
| Chapter 9 Quiz | Due: November 26 |
| Chapter 10 Quzi | Due: November 26 |
| Chapters 9 & 10 Word Part Lists | Due: November 26 |
WEEK 7 Chapters 11 & 12 Endocrine and Urinary Systems |
| Week 7 Discussion Board | Due: December 3 |
| Discussion Board Responses to 2 Classmates | Due: December 5 |
| Chatper 11 Quiz | Due: December 6 |
| Chapter 12 Quiz | Due: December 6 |
| Chapter 11 & 12 Word Part Lists | Due: December 6 |
WEEK 8 PowerPoint Presentation and Final Exam |
| Disease Process PowerPoint Audio/Visual Presentation | Due: December 10 |
| Disease Process PowerPoint | Due: December 11 |
| Final Exam Chapter 8-12 | Due: December 13 |
Grading Policy
Methods of Evaluation
ASSIGNMENT |
DESCRIPTION | POINTS |
| Discussion Questions and Responses | 20% |
| Quizzes | 20% |
| Medical Terminology Word Part Lists | 20% |
| PowerPoint Presentation | 20% |
| Mid-Term and Final Exams | 20% |
TOTAL: | 100% |
Extra Credit not included in Total Points Possible
Midterm & Final Exam
- NO TEXTBOOK, and NO OTHER RESOURCES allowed. NO cell phones. The exams are to be done by yourself without the help of any other person. Deviation of this will result in a zero on exam.
- IMPORTANT: If an exam is not taken by the posted due date and time, the student will receive a “zero” for that exam unless PRIOR arrangements were made with the instructor. If extenuating circumstances occur, please contact the instructor by phone, email, or in person, BEFORE the due date and time. You must have a valid reason to request an extension. An extension for an exam, if given, will be no longer than two days after the initial due date.
- The Midterm Exam will cover Chapter 1-7. The Final Exam will cover chapters 8-12.
- You may print out and use your word part lists, which must be shown to the webcam at the beginning of the exams (see below), but you may not use the TEXTBOOK, and NO OTHER RESOURCES. NO cell phones. This exam is to be done by yourself without the help of any other person. Deviation of this will result in a zero on exam.
- Exams are timed so that you can demonstrate that you have studied and are proficient in the content. Therefore, you must be very familiar with the assigned material to finish the exam within the allotted time.
- RESPONDUS LOCKDOWN BROWSER: It is required for students to access the online proctoring tool Respondus LockDown Browser via Canvas. Internet access, webcam and a computer/tablet are needed (no cell phone access).
- If you do not have reliable internet with your home computer, you should plan on taking exams at the Computer Commons on the Prescott, Prescott Valley, or Verde Campuses.
- Please do not enter an exam until you are ready to take it. Do wait until one hour before the exam is due to begin taking it. When you open an exam, the timer begins. You will not be able to return to the exam if you exit from it. Allow adequate time, and make sure your equipment is functioning properly so you may complete the exam within your allotted time.
- If a circumstance occurs where a student is “kicked out” of an exam in progress or it does not submit properly due to a computer or some other issue, he or she may be allowed to re-enter the exam after discussion and review with the instructor. Please contact the instructor as soon as this happens. If a second attempt is granted, 10% will be deducted from whatever exam grade the student earns on that attempt. For example, if the student earns a 90%, the student will be given an 80% on exam. The first attempt score, even if higher than the second, will NOT be counted.
- You must show your “words parts” printouts to the webcam at the start of the exam. Your webcam must remain on for the duration of the exam, otherwise you will receive a zero for that exam.
- If you have technical issues during the exam, you must notify the instructor immediately.
Makeup Exam Policy
Due dates and specific assignments for each week are posted on the Canvas
Navigation Menu under SYLLABUS also, they can be found in each of the MODULES.
• Students must complete each assignment by the posted due dates and times
• NO LATE ASSIGNMENTS ACCEPTED UNLESS PRIOR NOTICE WITH
EXTENUATING CIRCUMSTANCE APPROVED BY INSTRUCTOR
• Students may complete assignments, if available, before the due dates
Grading Timeframes
Grades and feedback will be posted within 48-72 hours of the due date
Letter Grade Assignment
Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follows:
Final Grades |
Letter Grade | Percentage |
| A | 89.5%-100% |
| B | 79.5%-89.49% |
| C | 74.5%-79.49% |
| D | 64.5%-74.49% |
| F | Below 64.49% |
Faculty Response Time
Grades and feedback will be posted within 48-72 hours of the due date
• If a student fails to achieve a passing grade in an Allied Health course, a grade of “U” (Unsatisfactory) will not be assigned, unless it is specifically requested by the student. A “U” may be an issue for students who receive all types of financial aid, including government loans. If the student requests a “U”, this decision is final and an acknowledgement form will be signed by the student. The Unsatisfactory grade cannot, at any time, be changed to a letter
Regular and Substantive Interaction
In this course, I will be available for students during scheduled student hours as stated in my course syllabus. I will also spend time each week facilitating discussions about course content, providing substantive feedback on assignments, responding to questions about the course, and posting announcements pertaining to the course content.
Generative Artificial Intelligence (AI)
The World Economic Forum defines generative AI as “a category of artificial intelligence (AI) algorithms that generate new outputs based on the data they have been trained on. Unlike traditional AI systems that are designed to recognize patterns and make predictions, generative AI creates new content in the form of images, text, audio, and more.”
Some examples of generative AI tools include but are not limited to: ChatGPT, Google Gemini, Microsoft Copilot, Stable Diffusion, Grammarly AI Writing Assistant, and Adobe Firefly.
The World Economic Forum defines generative AI as “a category of artificial intelligence (AI) algorithms that generate new outputs based on the data they have been trained on. Unlike traditional AI systems that are designed to recognize patterns and make predictions, generative AI creates new content in the form of images, text, audio, and more.”
Some examples of generative AI tools include but are not limited to: ChatGPT, Google Gemini, Microsoft Copilot, Stable Diffusion, Grammarly AI Writing Assistant, and Adobe Firefly.
No Generative Artificial Intelligence (AI) Allowed
In this class, all work submitted must be your own. The use of generative AI tools will be considered academic misconduct and will be treated as such. If you are unsure if the tool or website you are using is a generative AI tool, please contact the instructor for further clarification before using the tool or website.
If you are unsure about the AI policy in your course, contact your instructor.
Institutional Policies
Student Email
Yavapai College provides enrolled students with an official username@scholar.yc.edu email address. Yavapai College requires enrolled students to utilize the YC email system for official college-related communications. Students are expected to check their Yavapai College email account as directed by their instructor. If you need assistance, go to Information Technology Services or 928.776.2168.
Attendance
Students are expected to attend and participate in all class meetings, laboratories, and field trips. A student who expects to be absent due to a school-sponsored activity must make prior arrangements with the instructor.
Course Withdrawal
A student-initiated withdrawal deadline is established by the college. If a student has not withdrawn from a class by the deadline, the student will receive the letter grade earned in the course at the end of the semester; earned grades will be posted on the student’s permanent record. Academic Calendar
Active participation in an online class is a measurable activity that requires a student to engage in materials and complete and submit some type of assignment.
Academic Integrity
Honesty in academic work is a central element of the learning environment. It is expected that students will submit their own work. The presentation of work not created by the student as one's own or the act of seeking unfair academic advantage through cheating, plagiarism, the prohibited use of generative AI, or other dishonest means are violations of the college’s Student Code of Conduct.
Definitions of plagiarism, cheating, and violation of copyright and penalties for violation are available in the Yavapai College Student Code of Conduct.
Student Code of Conduct
Respect for the rights of others and for the college and its property are fundamental expectations for every student.
The Student Code of Conduct outlines behavioral expectations and explains the process for responding to allegations of student misconduct.
Students are expected to respond and write in a respectful, professional, and appropriate manner in all forms of communication and when activities are assigned to create scenarios, discuss opinions, present on a selected subject, or post to the web board. Inappropriate language or objectionable material will not be tolerated and could result in disciplinary measures and/or a failing grade for the class.
Civil Dialogue Statement
Regardless of venue or delivery method, faculty must ensure and maintain an environment appropriate for higher education. To promote a positive educational experience, appropriate and civil communication is an expectation of all students. All communication must remain respectful. Language or behavior that is threatening, intimidating, harassing, defamatory, libelous, or obscene is unacceptable. Hate speech is prohibited. Failure to abide by these standards may result in disciplinary measures. Please see Public Access and Expression on College Property (10.10)Links to an external site. for further detail.
Academic Complaints
A student may appeal an academic or instructional decision by faculty if s/he deems the decision to be made in error. The appeal must be made in a timely manner in accordance with established procedures. Academic Complaints (3.16).
Student Basic Needs
Yavapai College recognizes that access to basic needs such as food and safe shelter are vital to a successful academic experience. Students who have difficulty affording groceries or accessing sufficient food to eat, lack a safe and stable place to live, have difficulty affording required items for classes, or are without health insurance may contact the Strong Foundations program for basic needs support services.
Acceptable Use
Yavapai College's technological equipment and resources must be used in accordance with the Technology Resource Standards (5.27)Links to an external site., Copyright Use (2.28)Links to an external site., and Peer-to-Peer (P2P) File Sharing (5.26)Links to an external site. policies. Use of Yavapai College equipment and resources to illegally copy, download, access, print, or store copyrighted material or download pornographic material is strictly prohibited. For example, file-swapping of copyrighted material, such as music or movies, is strictly prohibited. Users found to violate this policy will have their privileges to use Yavapai College's technological equipment and resources revoked.
Mobile Devices
Yavapai College is committed to providing a quality learning environment. All cell phones and mobile devices must be placed in silent mode while in classrooms, computer labs, libraries, learning centers, and testing areas. Cell phones must be used outside these facilities.
Smoking and Tobacco Use
Yavapai College is committed to limiting exposure to the harmful effects of primary and secondary smoke to campus students, visitors, and employees. In order to reduce the harmful effects of tobacco use and to maintain a healthful working and learning environment, the college prohibits smoking, including vaping, on all campuses except in designated smoking areas as per Smoking & Tobacco Use (10.09). Links to an external site.
Drug-Free Environment
Yavapai College’s policy is to provide an environment free of drugs and alcohol. The use of illegal drugs and abuse of alcohol pose significant threats to health and can be detrimental to the physical, psychological, and social well-being of the user and the entire Yavapai College community and is prohibited. Campus Safety will be notified if a student exhibits an impaired state in the classroom environment.
Title IX – Notice of Nondiscrimination
Yavapai College does not discriminate on the basis of sex and prohibits sex discrimination in any education program or activity that it operates, as required by Title IX and its regulations, including in admissions and employment.
To report information about conduct that may constitute sex discrimination or make a complaint about sex-based harassment, which also includes acts of sexual violence such as rape, sexual assault, sexual battery, sexual coercion, unwanted touching, dating/relationship violence, and stalking, please refer to Title IX and Preventing Sexual Harassment.
Disability Resources
Disability Resources ensures qualified students with disabilities equal access and reasonable accommodations in all Yavapai College academic programs and activities. YC supports disability and accessibility awareness and promotes a welcoming environment for all. The Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability and requires Yavapai College to make reasonable accommodations for those otherwise qualified individuals with a disability who request accommodations.
Yavapai College is committed to providing educational support services to students with documented disabilities. Accommodations for a student must be arranged by the student through Disability Resources by phone at 928.776.2085 or email disabilityresources@yc.edu.
Revised September, 2024
*Syllabus is subject to change, as deemed appropriate by the instructor. Necessary revisions will be in writing and posted in Canvas with fair prior notice.
This Yavapai College Z-class uses zero-cost OER (Open Educational Resources) Syllabus. It is licensed CC-BY-NC (About CC LicensesLinks to an external site.) This Syllabus was written by Susan Smith, BSN, PHN, (October 9, 2024).
Reflection
I had some difficulty navigating this page, particularly the tools to make the tables. My hope is that it is put together well enough that it will be useful for any instructor.
Perhaps tables are not good to paste in and should be redone.
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oercommons
|
2025-03-18T00:38:32.937504
|
10/04/2024
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"url": "https://oercommons.org/courseware/lesson/120451/overview",
"title": "S. Smith 8-week OER Medical Terminology For Patient Care Syllabus",
"author": "Susan Smith"
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https://oercommons.org/courseware/lesson/79305/overview
|
Basic Intro to Rubik's Cube, 1st 2 layers
Overview
A very basic introduction to solving the Rubik's Cube.
This is part of a demonstration of various design features that can improve learning. This version has none of those features! It's just text, so it would presumably be very difficult to learn from it.
I hit some (secret) limit on the number of characters in the description, so I couldn't include the learning objectives. I'll put them in the first section instead.
Introduction
This tutorial will teach how to solve the first two layers of the Rubik's Cube.
Solving the last layer is more complicated. It will be covered in a future tutorial.
1 Learning outcomes
1.1 Engish
By the end of this module, learners should be able to:
- remember and recognize the different types of Rubik's Cube (RC) pieces,
- know the different terms describing the entire cube,
- know how to make the white cross to start solving,
- know how to insert the corners and edges to complete solving of the first two layers.
1.2 Bloom's
By the end of this module, learners should be able to:
- remember and recognize the different types of Rubik's Cube (RC) pieces,
retrieving (1.2) Knowledge of terminology (Aa)
identifying (1.1) Knowledge of specific details and elements (Ab)
(but close to classifying based on on conceptual knowledge)
- know the different terms describing the entire cube,
retrieving (1.2) Knowledge of terminology (Aa)
- (More about understanding how they're used in sentences)
- know how to make the white cross to start solving,
retrieving (1.2) and executing (3.1) knowledge of subject-specific skills and algorithms (Ca)
- know how to insert the corners and edges to complete solving of the first two layers.
retrieving (1.2) and executing (3.1) knowledge of subject-specific skills and algorithms (Ca)
classifying (2.3) based on knowledge of classifications and categories (Ba)
- because you have to recognize different situations
- This becomes more important for the later stages of solving.
Preliminary survey
(I haven't really implemented a pre-test, but let's pretend I did. Some possible questions:)
- On a Rubik's Cube, what's the difference between a "face" and a "layer".
- What kind of piece is shown here? (with picture of a piece from a cube.) Corner, edge, middle, reverse.
- True or false: When solving a cube, the first task is to get all the pieces on one side of the cube to be the same color.
- Which of the following is the right set of steps to insert a corner piece into the right position? …
Terminology
Here are three key terms: face, layer, and piece
- Face
- A face is one of the 6 sides of the cube. If a cube is on the table, the top face is the side of it that is facing the ceiling. Faces are also often named with the color of their middle piece, for example, the blue face, or the red face.
- Layer
- This includes the face and the other side of each of the pieces that form the top layer. For example, the top layer of a cube is the top third of the cube.
- Pieces
- The pieces of the cube are the individual parts that can be switched around to "solve" (make each of the six faces a single color) the cube. Pieces have 1, 2, or 3 visible colors. The different pieces are:
- Middles: the 6 pieces in the middle of each face.
- Edges: the 12 pieces directly adjacent to each middle.
- Corners: the 8 pieces on the corners of the cube.
Visualization
The first step in learning how to solve a Rubik's Cube is visualization. The key to visualization is to focus on the layers of the cube, not on the faces.
For example, to "solve" the blue layer, it's not enough to have all the pieces with blue sides on the same side. Their other sides have to be on the correct faces as well.
Making the white cross
In this section, you will learn out to start solving the cube by beginning with the white face and its edges.
Review of the Pieces
The centers on each face never move in relation to the others. For example, white will always be across from yellow, red will always be across from orange, and blue across from green.
Next, there are the edges which have two faces and can move on two axes.
And lastly, the corners, with three faces that can move on three axes.
Solving the white cross
The first step to actually solving a Rubik's Cube is called the White Cross. In the White Cross, the edges with one white face are next to the white center but also, the non-white face of the edge is adjacent to the middle of its color.
Most people can figure out how to solve the white cross on their own. If it is necessary to move one of the edges that is already in place to get another one, then do so, but move it back in place after twisting the second edge out of the way. If a white edge is on the "yellow face", it can be put in place by aligning its other side with the corresponding middle, and then twisting that side twice.
The white corners
Next up are the white corners. First, rotate the cube so that the white cross is on the bottom. In order to insert a corner into where it is supposed to be, take it and put it above where it should go in and then move the side so that the white face will be pointing down in its slot. Then move the other edge away, move the first side back, and the second side back. Then it should be in.
Another case is if the white face of the corner is facing up. Then, no matter which way you turn it in, the white face won't be facing down. In this case, just twist one of the sides, move it away from that side, move the side back down, and then the corner will have the white face facing either right or left, but not up. Then just insert it as described above. Move it so that the white face is facing down, move the other edge away, move the first edge back, and move the edge back.
You can repeat this process for all of the corners.
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oercommons
|
2025-03-18T00:38:32.962541
|
04/14/2021
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"url": "https://oercommons.org/courseware/lesson/79305/overview",
"title": "Basic Intro to Rubik's Cube, 1st 2 layers",
"author": "Peter Hastings"
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https://oercommons.org/courseware/lesson/88821/overview
|
Modern-World-Literature-Ebook
Modern World Literature Volume 5: Modernism
Overview
Modern World LIterature textbook that covers the Modernism period with works from selected authors.
Modern World Literature Volume 5: Modernism
This is volume 5 of a 5 volume set for Modern World Literature that covers the Modernism period.
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oercommons
|
2025-03-18T00:38:32.982860
|
12/16/2021
|
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"url": "https://oercommons.org/courseware/lesson/88821/overview",
"title": "Modern World Literature Volume 5: Modernism",
"author": "Colleen McCready"
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|
https://oercommons.org/courseware/lesson/26281/overview
|
Constitution of the Republic of Texas (1836)
Overview
Constitution of the Republic of Texas (1836)
Constitution of the Republic of Texas 1836
Constitution of the Republic of Texas 1836
The Constitution of the Republic of Texas (1836), the first Anglo-American constitution to govern Texas, was drafted by a convention of fifty-nine delegates who assembled at Washington-on-the-Brazos on March 1, 1836. A constitution was adopted by the convention fifteen days later and ratified by a vote of the people of the republic on the first Monday in September 1836.
The ever-present threat of attack by Mexican cavalry tended to stifle originality in the document. Almost of necessity the haste to complete their task led delegates to lift portions from the Constitution of the United States and from several contemporary state constitutions. The use of such models produced a document embodying some familiar features. Like the United States Constitution it was admirably brief (less than 6,500 words) and contained generous grants of power to state officials, especially the chief executive. Furthermore, great numbers of specific limitations and restrictions upon government often found in state constitutions of the time were avoided. Finally, the well-known words and phrases of older American constitutions were preserved, making understanding easier.
Typical American features included a short preamble; separation of the powers of government into three branches-legislative, executive, and judicial; checks and balances; slavery; citizenship, with “Africans, the descendents of Africans, and Indians excepted”; a Bill of Rights; male suffrage; and method of amendment. The legislature was bicameral, the two houses being the Senate and the House of Representatives. The executive resembled the American presidency, and the four-tiered judiciary system comprised justice, county, district, and supreme courts, of which the district courts were the most important.
Some of the constitution’s atypical provisions undoubtedly reflected Jacksonian ideas current in the states from which many delegates had come; fourteen, for example, came from Tennessee. Ministers and priests were declared ineligible to hold public office. Imprisonment for debt was abolished, and monopolies, primogeniture, and entailment were prohibited. Terms of office were short, ranging from one year for representatives to four years for some judges. Annual elections were required.
Among the most important provisions adapted from Spanish-Mexican law were community property, homestead exemptions and protections, and debtor relief. Contrary to common-law practice in the American states, Texas courts were not separated into distinct courts of law and equity.
The amending process was so complex that, although in the ten-year life span of the constitution several amendments were suggested, none was ever adopted. Amendments could be proposed in one session of Congress, referred to the next session for a second approval, and then submitted to a popular vote.
Of nearly paramount importance at the time of adoption were provisions relating to land. The document sought in many ways to protect the rights of people in the unoccupied lands of the republic, lands that were the main attraction to the immigrants who had come to Texas. In its “Schedule,” for example, the constitution affirmed “that all laws now in force in Texas…shall remain in full force.” Later, in the “General Provisions,” a citizen who had not received his land grant was guaranteed “one league and one labor of land” if the head of a family; single men over seventeen years were assured of “the third part of one league of land”; and orphan children “whose parents were entitled to land” were declared eligible for all property rights of their deceased parents. The constitution also sought to void all “unjust and fraudulent claims.”
Preference of the predominantly Anglo-American settlers for the legal system they had known “back in the states” is apparent in a provision that called for the introduction of the common law of England as early as practicable and declared it the rule to be used in deciding all criminal cases. Although the constitution of 1836 was a revolutionary document written and adopted in haste, it was a product of the social and economic conditions of the time as well as of the constitutional and legal heritage of Texas, the southern and western states, and the United States. Therefore, Anglo-Americans immigrating to the Republic of Texas found institutions of law and government in accord with their experience.
For More Information
For More Information
More information on the Constitution of the Republic of Texas (1836) may be found at the Texas Constitutions 1824-1876 project of the Tarlton Law Library, Jamail Center for Legal Research at the University of Texas School of Law, The University of Texas at Austin.
The project includes digitized images and searchable text versions of the constitutions.
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oercommons
|
2025-03-18T00:38:33.042848
|
07/26/2018
|
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"url": "https://oercommons.org/courseware/lesson/26281/overview",
"title": "Texas Government 1.0, Texas' Constitution, Constitution of the Republic of Texas (1836)",
"author": "Kris Seago"
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|
https://oercommons.org/courseware/lesson/26293/overview
|
Voting
Overview
Voting
Introduction
Introduction
A vote is a formal expression of an individual's choice for or against some motion (for example, a proposed resolution); for or against some ballot question; or for a certain candidate, selection of candidates, or political party. This section explores voting in Texas.
Learning Objectives
By the end of this section, students will be able to:
- Identify ways the U.S. government has promoted voter rights and registration
- Summarize similarities and differences in states’ voter registration methods
- Analyze ways states increase voter registration and decrease fraud
- Discuss the voting requirements in Texas
- Understand the factors that affect voter turnout
- Analyze the factors that typically affect a voter’s decision
- Understand voter registration rates in Texas
- Understand voter turnout in Texas
By the end of this section, you will be able to:
- Identify ways the U.S. government has promoted voter rights and registration
- Summarize similarities and differences in states’ voter registration methods
- Analyze ways states increase voter registration and decrease fraud
- Discuss the voting requirements in Texas
- Understand the factors that affect voter turnout
- Analyze the factors that typically affect a voter’s decision
- Understand voter registration rates in Texas
- Understand voter turnout in Texas
Registration
Registration
Before most voters are allowed to cast a ballot, they must register to vote in their state. This process may be as simple as checking a box on a driver’s license application or as difficult as filling out a long form with complicated questions. Registration allows governments to determine which citizens are allowed to vote and, in some cases, from which list of candidates they may select a party nominee. Ironically, while government wants to increase voter turnout, the registration process may prevent various groups of citizens and non-citizens from participating in the electoral process.
Registration Across The United States
Registration Across The United States
Elections are state-by-state contests. They include general elections for president and statewide offices (e.g., governor and U.S. senator), and they are often organized and paid for by the states. Because political cultures vary from state to state, the process of voter registration similarly varies. For example, suppose an 85-year-old retiree with an expired driver’s license wants to register to vote. He or she might be able to register quickly in California or Florida, but a current government ID might be required prior to registration in Texas or Indiana.
The varied registration and voting laws across the United States have long caused controversy. In the aftermath of the Civil War, southern states enacted literacy tests, grandfather clauses, and other requirements intended to disenfranchise black voters in Alabama, Georgia, and Mississippi. Literacy tests were long and detailed exams on local and national politics, history, and more. They were often administered arbitrarily with more blacks required to take them than whites.[1]
Poll taxes required voters to pay a fee to vote. Grandfather clauses exempted individuals from taking literacy tests or paying poll taxes if they or their fathers or grandfathers had been permitted to vote prior to a certain point in time. While the Supreme Court determined that grandfather clauses were unconstitutional in 1915, states continued to use poll taxes and literacy tests to deter potential voters from registering.[2]
States also ignored instances of violence and intimidation against African Americans wanting to register or vote.[3]
The ratification of the Twenty-Fourth Amendment in 1964 ended poll taxes, but the passage of the Voting Rights Act (VRA) in 1965 had a more profound effect. The act protected the rights of minority voters by prohibiting state laws that denied voting rights based on race. The VRA gave the attorney general of the United States authority to order federal examiners to areas with a history of discrimination. These examiners had the power to oversee and monitor voter registration and elections. States found to violate provisions of the VRA were required to get any changes in their election laws approved by the U.S. attorney general or by going through the court system. However, in Shelby County v. Holder (2013), the Supreme Court, in a 5–4 decision, threw out the standards and process of the VRA, effectively gutting the landmark legislation.[4]
The effects of the VRA were visible almost immediately. In Mississippi, only 6.7 percent of blacks were registered to vote in 1965; however, by the fall of 1967, nearly 60 percent were registered. Alabama experienced similar effects, with African American registration increasing from 19.3 percent to 51.6 percent. Voter turnout across these two states similarly increased. Mississippi went from 33.9 percent turnout to 53.2 percent, while Alabama increased from 35.9 percent to 52.7 percent between the 1964 and 1968 presidential elections.[5]
Following the implementation of the VRA, many states have sought other methods of increasing voter registration. Several states make registering to vote relatively easy for citizens who have government documentation. Oregon has few requirements for registering and registers many of its voters automatically. North Dakota has no registration at all. In 2002, Arizona was the first state to offer online voter registration, which allowed citizens with a driver’s license to register to vote without any paper application or signature. The system matches the information on the application to information stored at the Department of Motor Vehicles, to ensure each citizen is registering to vote in the right precinct. Citizens without a driver’s license still need to file a paper application. More than eighteen states have moved to online registration or passed laws to begin doing so. The National Conference of State Legislatures estimates, however, that adopting an online voter registration system can initially cost a state between $250,000 and $750,000.[6]
Other states have decided against online registration due to concerns about voter fraud and security. Legislators also argue that online registration makes it difficult to ensure that only citizens are registering and that they are registering in the correct precincts. As technology continues to update other areas of state recordkeeping, online registration may become easier and safer. In some areas, citizens have pressured the states and pushed the process along. A bill to move registration online in Florida stalled for over a year in the legislature, based on security concerns. With strong citizen support, however, it was passed and signed in 2015, despite the governor’s lingering concerns. In other states, such as Texas, both the government and citizens are concerned about identity fraud, so traditional paper registration is still preferred.
How Does a Citizen Register to Vote?
How Does a Citizen Register to Vote?
The National Commission on Voting Rights completed a study in September 2015 that found state registration laws can either raise or reduce voter turnout rates, especially among citizens who are young or whose income falls below the poverty line. States with simple voter registration had more registered citizens.[7]
In all states except North Dakota, a citizen wishing to vote must complete an application. Whether the form is online or on paper, the prospective voter will list his or her name, residence address, and in many cases party identification (with Independent as an option) and affirm that he or she is competent to vote. States may also have a residency requirement, which establishes how long a citizen must live in a state before becoming eligible to register: it is often 30 days. Beyond these requirements, there may be an oath administered or more questions asked, such as felony convictions. If the application is completely online and the citizen has government documents (e.g., driver’s license or state identification card), the system will compare the application to other state records and accept an online signature or affidavit if everything matches up correctly. Citizens who do not have these state documents are often required to complete paper applications. States without online registration often allow a citizen to fill out an application on a website, but the citizen will receive a paper copy in the mail to sign and mail back to the state.
Another aspect of registering to vote is the timeline. States may require registration to take place as much as thirty days before voting, or they may allow same-day registration. Maine first implemented same-day registration in 1973. Fourteen states and the District of Columbia now allow voters to register the day of the election if they have proof of residency, such as a driver’s license or utility bill. Many of the more populous states (e.g., Michigan and Texas), require registration forms to be mailed thirty days before an election. Moving means citizens must re-register or update addresses. College students, for example, may have to re-register or update addresses each year as they move. States that use same-day registration had a 4 percent higher voter turnout in the 2012 presidential election than states that did not.[8]
Some attempts have been made to streamline voter registration. The National Voter Registration Act (1993), often referred to as Motor Voter, was enacted to expedite the registration process and make it as simple as possible for voters. The act required states to allow citizens to register to vote when they sign up for driver’s licenses and Social Security benefits. On each government form, the citizen need only mark an additional box to also register to vote. Unfortunately, while increasing registrations by 7 percent between 1992 and 2012, Motor Voter did not dramatically increase voter turnout.[9] In fact, for two years following the passage of the act, voter turnout decreased slightly.[10]
It appears that the main users of the expedited system were those already intending to vote. One study, however, found that preregistration may have a different effect on youth than on the overall voter pool; in Florida, it increased turnout of young voters by 13 percent.[11]
In 2015, Oregon made news when it took the concept of Motor Voter further. When citizens turn eighteen, the state now automatically registers most of them using driver’s license and state identification information. When a citizen moves, the voter rolls are updated when the license is updated. While this policy has been controversial, with some arguing that private information may become public or that Oregon is moving toward mandatory voting, automatic registration is consistent with the state’s efforts to increase registration and turnout.[12]
Oregon’s example offers a possible solution to a recurring problem for states—maintaining accurate voter registration rolls. During the 2000 election, in which George W. Bush won Florida’s electoral votes by a slim majority, attention turned to the state’s election procedures and voter registration rolls. Journalists found that many states, including Florida, had large numbers of phantom voters on their rolls, voters had moved or died but remained on the states’ voter registration rolls.[13]
The Help America Vote Act of 2002 (HAVA) was passed in order to reform voting across the states and reduce these problems. As part of the Act, states were required to update voting equipment, make voting more accessible to the disabled, and maintain computerized voter rolls that could be updated regularly.[14]
Over a decade later, there has been some progress. In Louisiana, voters are placed on ineligible lists if a voting registrar is notified that they have moved or become ineligible to vote. If the voter remains on this list for two general elections, his or her registration is cancelled. In Oklahoma, the registrar receives a list of deceased residents from the Department of Health.[15]
Twenty-nine states now participate in the Interstate Voter Registration Crosscheck Program, which allows states to check for duplicate registrations.[16]
At the same time, Florida’s use of the federal Systematic Alien Verification for Entitlements (SAVE) database has proven to be controversial, because county elections supervisors are allowed to remove voters deemed ineligible to vote.[17] Despite these efforts, a study commissioned by the Pew Charitable Trust found twenty-four million voter registrations nationwide were no longer valid. [18]
Pew is now working with eight states to update their voter registration rolls and encouraging more states to share their rolls in an effort to find duplicates.[19
Who Is Allowed To Register?
Who Is Allowed To Register?
In order to be eligible to vote in the United States, a person must be a citizen, resident, and eighteen years old. But states often place additional requirements on the right to vote. The most common requirement is that voters must be mentally competent and not currently serving time in jail. Some states enforce more stringent or unusual requirements on citizens who have committed crimes. Florida and Kentucky permanently bar felons and ex-felons from voting unless they obtain a pardon from the governor, while Mississippi and Nevada allow former felons to apply to have their voting rights restored.[20]
On the other end of the spectrum, Vermont does not limit voting based on incarceration unless the crime was election fraud.[21] Maine citizens serving in Maine prisons also may vote in elections.
Beyond those jailed, some citizens have additional expectations placed on them when they register to vote. Wisconsin requires that voters “not wager on an election,” and Vermont citizens must recite the “Voter’s Oath” before they register, swearing to cast votes with a conscience and “without fear or favor of any person.”[22]
Deciding How to Vote
Deciding How to Vote
When citizens do vote, how do they make their decisions? The election environment is complex and most voters don’t have time to research everything about the candidates and issues. Yet they will need to make a fully rational assessment of the choices for an elected office. To meet this goal, they tend to take shortcuts.
One popular shortcut is simply to vote using party affiliation. Many political scientists consider party-line voting to be rational behavior because citizens register for parties based upon either position preference or socialization. Similarly, candidates align with parties based upon their issue positions. A Democrat who votes for a Democrat is very likely selecting the candidate closest to his or her personal ideology. While party identification is a voting cue, it also makes for a logical decision.
Citizens also use party identification to make decisions via straight-ticket voting—choosing every Republican or Democratic Party member on the ballot. In some states, such as Texas or Michigan, selecting one box at the top of the ballot gives a single party all the votes on the ballot. Straight-ticket voting does cause problems in states that include non-partisan positions on the ballot. In Michigan, for example, the top of the ballot (presidential, gubernatorial, senatorial and representative seats) will be partisan, and a straight-ticket vote will give a vote to all the candidates in the selected party. But the middle or bottom of the ballot includes seats for local offices or judicial seats, which are non-partisan. These offices would receive no vote because the straight-ticket votes go only to partisan seats. In 2010, actors from the former political drama The West Wing came together to create an advertisement for Mary McCormack’s sister Bridget, who was running for a non-partisan seat on the Michigan Supreme Court. The ad reminded straight-ticket voters to cast a ballot for the court seats as well; otherwise, they would miss an important election. McCormack won the seat.
Straight-ticket voting does have the advantage of reducing ballot fatigue. Ballot fatigue occurs when someone votes only for the top or important ballot positions, such as president or governor, and stops voting rather than continue to the bottom of a long ballot. In 2012, for example, 70 percent of registered voters in Colorado cast a ballot for the presidential seat, yet only 54 percent voted yes or no on retaining Nathan B. Coats for the state supreme court.[23] Voters make decisions based upon candidates’ physical characteristics, such as attractiveness or facial features.[24]
They may also vote based on gender or race because they assume the elected official will make policy decisions based on a demographic shared with the voters. Candidates are very aware of voters’ focus on these non-political traits. In 2008, a sizable portion of the electorate wanted to vote for either Hillary Clinton or Barack Obama because they offered new demographics—either the first woman or the first black president. Demographics hurt John McCain that year because many people believed that at 71 he was too old to be president.[25]
Hillary Clinton was criticized in 2008 on the grounds that she had not aged gracefully and wore pantsuits. In essence, attractiveness can make a candidate appear more competent, which in turn can help him or her ultimately win.[26]
Aside from party identification and demographics, voters will also look at issues or the economy when making a decision. For some single-issue voters, a candidate’s stance on abortion rights will be a major factor, while other voters may look at the candidates’ beliefs on the Second Amendment and gun control. Single-issue voting may not require much more effort by the voter than simply using party identification; however, many voters are likely to seek out a candidate’s position on a multitude of issues before making a decision. They will use the information they find in several ways.
Retrospective voting occurs when the voter looks at the candidate’s past actions and the past economic climate and makes a decision only using these factors. This behavior may occur during economic downturns or after political scandals when voters hold politicians accountable and do not wish to give the representative a second chance. Pocketbook voting occurs when the voter looks at his or her personal finances and circumstances to decide how to vote. Someone having a harder time finding employment or seeing investments suffer during a particular candidate or party’s control of government will vote for a different candidate or party than the incumbent. Prospective voting occurs when the voter applies information about a candidate’s past behavior to decide how the candidate will act in the future. For example, will the candidate’s voting record or actions help the economy and better prepare him or her to be president during an economic downturn? The challenge of this voting method is that the voters must use a lot of information, which might be conflicting or unrelated, to make an educated guess about how the candidate will perform in the future. Voters do appear to rely on prospective and retrospective voting more often than on pocketbook voting.
In some cases, a voter may cast a ballot strategically. In these cases, a person may vote for a second- or third-choice candidate, either because his or her preferred candidate cannot win or in the hope of preventing another candidate from winning. This type of voting is likely to happen when there are multiple candidates for one position or multiple parties running for one seat.[27]
In Florida and Oregon, for example, Green Party voters (who tend to be liberal) may choose to vote for a Democrat if the Democrat might otherwise lose to a Republican. Similarly, in Georgia, while a Libertarian may be the preferred candidate, the voter would rather have the Republican candidate win over the Democrat and will vote accordingly.[28]
One other way voters make decisions is through incumbency. In essence, this is retrospective voting, but it requires little of the voter. In congressional and local elections, incumbents win reelection up to 90 percent of the time, a result called the incumbency advantage. What contributes to this advantage and often persuades competent challengers not to run? First, incumbents have name recognition and voting records. The media is more likely to interview them because they have advertised their name over several elections and have voted on legislation affecting the state or district. Incumbents also have won election before, which increases the odds that political action committees and interest groups will give them money; most interest groups will not give money to a candidate destined to lose.
Incumbents also have franking privileges, which allows them a limited amount of free mail to communicate with the voters in their district. While these mailings may not be sent in the days leading up to an election—sixty days for a senator and ninety days for a House member—congressional representatives are able to build a free relationship with voters through them.[29] Moreover, incumbents have exiting campaign organizations, while challengers must build new organizations from the ground up. Lastly, incumbents have more money in their war chests than most challengers.
Another incumbent advantage is gerrymandering, the drawing of district lines to guarantee a desired electoral outcome. Every ten years, following the U.S. Census, the number of House of Representatives members allotted to each state is determined based on a state’s population. If a state gains or loses seats in the House, the state must redraw districts to ensure each district has an equal number of citizens. States may also choose to redraw these districts at other times and for other reasons.[30] If the district is drawn to ensure that it includes a majority of Democratic or Republican Party members within its boundaries, for instance, then candidates from those parties will have an advantage.
Gerrymandering helps local legislative candidates and members of the House of Representatives, who win reelection over 90 percent of the time. Senators and presidents do not benefit from gerrymandering because they are not running in a district. Presidents and senators win states, so they benefit only from war chests and name recognition. This is one reason why senators running in 2014, for example, won reelection only 82 percent of the time.[31]
Texas' Voter Requirements
Texas' Voter Requirements
Texas voter requirements are:[32]
- Must be a U.S. citizen
- Must be a resident of the county
- Must be at least 18 years old (a person may register to vote at 17 years and 10 months)
- Not a convicted felon (Eligible to vote once the person’s sentence is complete)
- Not declared mentally incapacitated by a court of law
- Must present an acceptable form of photo identification
Texas also has absentee voting (where an individual does not need to be physically present at the poll to cast their ballot), and early voting (17 days before and 4 days until the regular election).
Voter Registration Rates In Texas
Voter Registration Rates In Texas
Texas fares poorly in recent comparisons of registration rates among states. In the 2016 elections, Texas ranked 46 out of 51 (including the District of Columbia) for the percentage of eligible population (excluding non-citizens for instance).
Voter Turnout In Texas
Voter Turnout In Texas
Similarly, Texas ranked 48 out of 51 for the percentage of eligible population who turned out to vote in the 2016 elections.
Notes
Notes
- Stephen Medvic. 2014. Campaigns and Elections: Players and Processes, 2nd ed. New York: Routledge. ↵
- Guinn v. United States, 238 U.S. 347 (1915). ↵
- Medvic, Campaigns and Elections. ↵
- Shelby County v. Holder, 570 U.S. ___ (2013). ↵
- Bernard Grofman, Lisa Handley, and Richard G. Niemi. 1992. Minority Representation and the Quest for Voting Equality. New York: Cambridge University Press, 25. ↵
- “The Canvass,” April 2014, Issue 48, http://www.ncsl.org/research/elections-and-campaigns/states-and-election-reform-the-canvass-april-2014.aspx. ↵
- Tova Wang and Maria Peralta. 22 September 2015. “New Report Released by National Commission on Voting Rights: More Work Needed to Improve Registration and Voting in the U.S.” http://votingrightstoday.org/ncvr/resources/electionadmin. ↵
- Ibid. ↵
- Royce Crocker, “The National Voter Registration Act of 1993: History, Implementation, and Effects,” Congressional Research Service, CRS Report R40609, September 18, 2013, https://www.fas.org/sgp/crs/misc/R40609.pdf. ↵
- “National General Election VEP Turnout Rates, 1789–Present,” http://www.electproject.org/national-1789-present (November 4, 2015). ↵
- John B. Holbein, D. Sunshine Hillygus. 2015. “Making Young Voters: The Impact of Preregistration on Youth Turnout.” American Journal of Political Science (March). doi:10.1111/ajps.12177. ↵
- Russell Berman, “Should Voter Registration Be Automatic?” Atlantic, 20 March 2015; Maria L. La Ganga, “Under New Oregon Law, All Eligible Voters are Registered Unless They Opt Out,” Los Angeles Times, 17 March 2015. ↵
- “‘Unusable’ Voter Rolls,” Wall Street Journal, 7 November 2000. ↵
- “One Hundred Seventh Congress of the United States of America at the Second Session,” 23 January 2002. http://www.eac.gov/assets/1/workflow_staging/Page/41.PDF. ↵
- “Voter List Accuracy,”11 February 2014. http://www.ncsl.org/research/elections-and-campaigns/voter-list-accuracy.aspx↵
- Brad Bryant and Kay Curtis, eds. December 2013. “Interstate Crosscheck Program Grows,” http://www.kssos.org/forms/communication/canvassing_kansas/dec13.pdf. ↵
- Troy Kinsey, “Proposed Bills Put Greater Scrutiny on Florida’s Voter Purges,” Bay News, 9 November 2015. ↵
- Pam Fessler, “Study: 1.8 Million Dead People Still Registered to Vote,” National Public Radio, 14 February 2013; “Report: Inaccurate, Costly, an Inefficient,” The Pew Charitable Trusts, February 14, 2012. ↵
- Fessler, “Study: 1.8 Million Dead People Still Registered to Vote.” ↵
- “Felon Voting Rights,” 15 July 2014. http://www.ncsl.org/research/elections-and-campaigns/felon-voting-rights.aspx. ↵
- Wilson Ring, “Vermont, Maine Only States to Let Inmates Vote,” Associated Press, 22 October 2008. ↵
- “Voter’s Qualifications and Oath,” https://votesmart.org/elections/ballot-measure/1583/voters-qualifications-and-oath#.VjQOJH6rS00 (November 12, 2015). ↵
- “Presidential Electors,” http://www.sos.state.co.us/pubs/elections/Results/Abstract/2012/general/president.html (July 15, 2015); “Judicial Retention–Supreme Court,” http://www.sos.state.co.us/pubs/elections/Results/Abstract/2012/general/retention/supremeCourt.html (July 15, 2015). ↵
- Lasse Laustsen. 2014. “Decomposing the Relationship Between Candidates’ Facial Appearance and Electoral Success,” Political Behavior 36, No. 4: 777–791. ↵
- Alan Silverleib. 15 June 2008. “Analysis: Age an Issue in the 2008 Campaign?” http://www.cnn.com/2008/POLITICS/06/15/mccain.age/index.html?iref=newssearch. ↵
- Laustsen. “Decomposing the Relationship,” 777–791. ↵
- R. Michael Alvarez and Jonathan Nagler. 2000. “A New Approach for Modelling Strategic Voting in Multiparty Elections,” British Journal of Political Science 30, No. 1: 57–75. ↵
- Nathan Thomburgh, “Could Third-Party Candidates Be Spoilers?” Time, 3 November 2008. ↵
- Matthew E. Glassman, “Congressional Franking Privilege: Background and Current Legislation,” Congressional Research Service, CRS Report RS22771, December 11, 2007, http://fas.org/sgp/crs/misc/RS22771.pdf. ↵
- League of United Latin American Citizens v. Perry, 548 U.S. 399 (2006). ↵
- “Reelection Rates of the Years,” https://www.opensecrets.org/bigpicture/reelect.php (November 2, 2015). ↵
- http://www.votetexas.gov/register-to-vote/need-id
CC LICENSED CONTENT, ORIGINAL
- Revision and Adaptation. License: CC BY: Attribution
- Texas Voter Requirements. Authored by: Daniel M. Regalado. License: CC BY: Attribution
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oercommons
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07/26/2018
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https://oercommons.org/courseware/lesson/26279/overview
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Federal Constitution of the United Mexican States (1824)
Overview
Federal Constitution of the United Mexican States (1824)
Federal Constitution of the United Mexican States (1824)
Federal Constitution of the United Mexican States (1824)
Constitutional government in Texas began with the Mexican federal Constitution of 1824, which, to some degree, was patterned after the United States Constitution but resembled more the Spanish Constitution of 1812. Congress was made the final interpreter of the document; the Catholic religion was made the state faith; and the church was supported by the public treasury. The president and vice president were elected for four-year terms by the legislative bodies of the states, the lower house of Congress to elect in case of a tie or lack of a majority. There were numerous limitations on the powers of the president. The Congress was composed of two houses meeting annually from January 1 to April 15. The president could prolong the regular session for an additional thirty days and could call extra sessions. Deputies in the lower house served two years, while senators were selected by their state legislatures for four-year terms. The judicial power was vested in a Supreme Court and superior courts of departments and districts. The Supreme Court was composed of eleven judges and the attorney general. There was no particular effort to define the rights of the states in the confederacy. They were required to separate executive, legislative, and judicial functions in their individual constitutions, which were to be in harmony with the national constitution, but local affairs were independent of the general government.
For More Information
For More Information
More information on the Federal Constitution of the United Mexican States (1824) may be found at the Texas Constitutions 1824-1876 project of the Tarlton Law Library, Jamail Center for Legal Research at the University of Texas School of Law, The University of Texas at Austin.
The project includes digitized images and searchable text versions of the constitutions.
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oercommons
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2025-03-18T00:38:33.099991
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07/26/2018
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https://oercommons.org/courseware/lesson/26284/overview
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Constitution of 1866
Overview
Texas Government: Constitution of 1866
Constitution of 1866
Constitution of 1866
The Constitutional Convention of 1866, in addition to other actions in compliance with presidential Reconstruction, proposed a series of amendments to the fundamental law, which came to be known as the Constitution of 1866. The governor’s term was increased to four years and his salary from $3,000 to $4,000 a year. He was prohibited from serving more than eight years in any twelve-year period. For the first time the governor was given the line-item veto on appropriations. He was empowered to convene the legislature at some place other than the state capital should the capital become dangerous “by reason of disease or the public enemy.” The comptroller and treasurer were elected by the voters to hold office for four years.
The Senate was set to number from nineteen to thirty-three members and the House from forty-five to ninety; legislators were required to be white men with a prior residence of five years in Texas. Terms of office were to remain the same as before, but salaries of legislators were raised from three dollars a day to eight dollars, and mileage was increased to eight dollars for each twenty-five miles. A census and reapportionment, based on the number of white citizens, was to be held every ten years.
The Supreme Court was increased from three judges to five, with a term of office of ten years and a salary of $4,500 a year. The chief justice was to be selected by the five justices on the court from their own number. District judges were elected for eight years at salaries of $3,500 a year. The attorney general was elected for four years with a salary of $3,000. Jurisdiction of all courts was specified in detail. A change was made in the method of constitutional revision in that a three-fourths majority of each house of the legislature was required to call a convention to propose changes in the constitution, and the approval of the governor was required.
Elaborate plans were made for a system of internal improvements and for a system of public education to be directed by a superintendent of public instruction. Separate schools were ordered organized for black children. Lands were set aside for the support of public schools, for the establishment and endowment of a university, and for the support of eleemosynary institutions. The legislature was empowered to levy a school tax. An election in June ratified the proposed amendments by a vote of 28,119 to 23,400; the small majority was attributed to dissatisfaction of many citizens with the increase in officials’ salaries.
For More Information
For More Information
More information on the Constitution of the State of Texas (1866) may be found at the Texas Constitutions 1824-1876 project of the Tarlton Law Library, Jamail Center for Legal Research at the University of Texas School of Law, The University of Texas at Austin.
The project includes digitized images and searchable text versions of the constitutions.
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oercommons
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2025-03-18T00:38:33.115546
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07/26/2018
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https://oercommons.org/courseware/lesson/26301/overview
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How A Bill Becomes a Law in Texas
Overview
How a bill becomes a law in Texas.
Learning Objectives
At the end of this section, students will be able to
- Understand the process for a bill becoming a law in Texas
- Understand the process for amending the Texas constitution
- Know when laws become enacted
At the end of this section, you’ll be able to
- Understand the process for a bill becoming a law in Texas
- Understand the process for amending the Texas constitution
- Know when laws become enacted
Preliminary Steps
Preliminary steps
The legislature meets every odd-numbered year to write new laws and to find solutions to the problems facing the state. This meeting time, which begins on the second Tuesday in January and lasts 140 days, is called the regular session. The governor can direct the legislature to meet at other times also. These meetings, called special sessions, can last no more than 30 days and deal only with issues chosen by the governor.
On the first day of each regular session, the 150 members of the house of representatives choose one of their members to be the speaker of the house. The speaker is the presiding officer of the house. He or she maintains order, recognizes members to speak during debate, and rules on procedural matters.
The speaker also appoints the chairs and vice chairs of the committees that study legislation and decides which other representatives will serve on those committees, subject to seniority rules. There are 31 committees, each of which deals with a different subject area, and five committees that deal with procedural or administrative matters for the house. Most members serve on two or three different committees.
In the senate, the presiding officer is the lieutenant governor, who is not actually a member of the senate. The lieutenant governor is the second-highest ranking officer of the executive branch of government and, like the governor, is chosen for a four-year term by popular vote in a statewide election.
The first thing that the speaker of the house and the lieutenant governor ask their respective houses of the legislature to do is to decide on the rules that the legislators will follow during the session. Some legislative procedures are provided for in the state constitution, but additional rules can be adopted by a house of the legislature if approved by a majority vote of its members.
Once rules have been adopted, the legislature begins to consider bills.
Introducing a Bill
Introducing a Bill
A representative or senator gets an idea for a bill by listening to the people he or she represents and then working to solve their problem. A bill may also grow out of the recommendations of an interim committee study conducted when the legislature is not in session. The idea is researched to determine what state law needs to be changed or created to best solve that problem. A bill is then written by the legislator, often with legal assistance from the Texas Legislative Council, a legislative agency which provides bill drafting services, research assistance, computer support, and other services for legislators.
Once a bill has been written, it is introduced by a member of the house or senate in the member’s own chamber. Sometimes, similar bills about a particular issue are introduced in both houses at the same time by a representative and senator working together. However, any bill increasing taxes or raising money for use by the state must start in the house of representatives.
House members and senators can introduce bills on any subject during the first 60 calendar days of a regular session. After 60 days, the introduction of any bill other than a local bill or a bill related to an emergency declared by the governor requires the consent of at least four-fifths of the members present and voting in the house or four-fifths of the membership in the senate.
After a bill has been introduced, a short description of the bill, called a caption, is read aloud while the chamber is in session so that all of the members are aware of the bill and its subject. This is called the first reading, and it is the point in the process where the presiding officer assigns the bill to a committee. This assignment is announced on the chamber floor during the first reading of the bill.
The Committee Process
The Committee Process
The chair of each committee decides when the committee will meet and which bills will be considered. The house rules permit a house committee or subcommittee to meet: (1) in a public hearing where testimony is heard and where official action may be taken on bills, resolutions, or other matters; (2) in a formal meeting where the members may discuss and take official action without hearing public testimony; or (3) in a work session for discussion of matters before the committee without taking formal action. In the senate, testimony may be heard and official action may be taken at any meeting of a senate committee or subcommittee. Public testimony is almost always solicited on bills, allowing citizens the opportunity to present arguments on different sides of an issue.
A house committee or subcommittee holding a public hearing during a legislative session must post notice of the hearing at least five calendar days before the hearing during a regular session and at least 24 hours in advance during a special session. For a formal meeting or a work session, written notice must be posted and sent to each member of the committee two hours in advance of the meeting or an announcement must be filed with the journal clerk and read while the house is in session. A senate committee or subcommittee must post notice of a meeting at least 24 hours before the meeting.
After considering a bill, a committee may choose to take no action or may issue a report on the bill. The committee report, expressing the committee’s recommendations regarding action on a bill, includes a record of the committee’s vote on the report, the text of the bill as reported by the committee, a detailed bill analysis, and a fiscal note or other impact statement, as necessary. The report is then printed, and a copy is distributed to every member of the house or senate.
In the house, a copy of the committee report is sent to either the Committee on Calendars or the Committee on Local and Consent Calendars for placement on a calendar for consideration by the full house. In the senate, local and noncontroversial bills are scheduled for senate consideration by the Senate Administration Committee. All other bills in the senate are placed on the regular order of business for consideration by the full senate in the order in which the bills were reported from senate committee. A bill on the regular order of business may not be brought up for floor consideration unless the senate sponsor of the bill has filed a written notice of intent to suspend the regular order of business for consideration of the bill.
Floor Action
Floor Action
When a bill comes up for consideration by the full house or senate, it receives its second reading. The bill is read, again by caption only, and then debated by the full membership of the chamber. Any member may offer an amendment, but it must be approved by a majority of the members present and voting to be adopted. The members then vote on whether to pass the bill. The bill is then considered by the full body again on third reading and final passage. A bill may be amended again on third reading, but amendments at this stage require a two-thirds majority for adoption. Although the Texas Constitution requires a bill to be read on three separate days in each house before it can have the force of law, this constitutional rule may be suspended by a four-fifths vote of the house in which the bill is pending. The senate routinely suspends this constitutional provision in order to give a bill an immediate third reading after its second reading consideration. The house, however, rarely suspends this provision, and third reading of a bill in the house normally occurs on the day following its second reading consideration.
In either house, a bill may be passed on a voice vote or a record vote. In the house, record votes are tallied by an electronic vote board controlled by buttons on each member’s desk. In the senate, record votes are taken by calling the roll of the members.
If a bill receives a majority vote on third reading, it is considered passed. When a bill is passed in the house where it originated, the bill is engrossed, and a new copy of the bill which incorporates all corrections and amendments is prepared and sent to the opposite chamber for consideration. In the second house, the bill follows basically the same steps it followed in the first house. When the bill is passed in the opposite house, it is returned to the originating chamber with any amendments that have been adopted simply attached to the bill.
Action on the Other House’s Amendments and Conference Committees
Action on the Other House’s Amendments and Conference Committees
If a bill is returned to the originating chamber with amendments, the originating chamber can either agree to the amendments or request a conference committee to work out differences between the house version and the senate version. If the amendments are agreed to, the bill is put in final form, signed by the presiding officers, and sent to the governor.
Conference committees are composed of five members from each house appointed by the presiding officers. Once the conference committee reaches agreement, a conference committee report is prepared and must be approved by at least three of the five conferees from each house. Conference committee reports are voted on in each house and must be approved or rejected without amendment. If approved by both houses, the bill is signed by the presiding officers and sent to the governor.
Governor's Action
Governor's Action
Upon receiving a bill, the governor has 10 days in which to sign the bill, veto it, or allow it to become law without a signature. If the governor vetoes the bill and the legislature is still in session, the bill is returned to the house in which it originated with an explanation of the governor’s objections. A two-thirds majority in each house is required to override the veto. If the governor neither vetoes nor signs the bill within 10 days, the bill becomes a law. If a bill is sent to the governor within 10 days of final adjournment, the governor has until 20 days after final adjournment to sign the bill, veto it, or allow it to become law without a signature.
Constitutional Amendments
Constitutional Amendments
Proposed amendments to the Texas Constitution are in the form of joint resolutions instead of bills and require a vote of two-thirds of the entire membership in each house for adoption. Joint resolutions are not sent to the governor for approval, but are filed directly with the secretary of state. A joint resolution proposing an amendment to the Texas Constitution does not become effective until it is approved by Texas voters in a general election.
Enactment (when laws go into effect)
Enactment (when laws go into effect)
Any bill passed by the Legislature takes effect 90 days after its passage unless two-thirds of each house votes to give the bill either immediate effect or earlier effect. The Legislature may provide for an effective date that is after the 90th day. Under current legislative practice, most bills are given an effective date of September 1 in odd-numbered years (September 1 is the start of the state’s fiscal year).
Visual Representation
Visual Representation
For More Information
For More Information
The Texas Legislative Council has provided a detailed description of the legislative process in Texas.
You may research past and current legisation at the Texas Legislature Online.
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oercommons
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2025-03-18T00:38:33.140736
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07/26/2018
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https://oercommons.org/courseware/lesson/26306/overview
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The Texas Plural Executive
Overview
The Texas Plural Executive
Texas Plural Executive
Article 4 of the Texas Constitution describes the executive department (branch) of Texas. Texas utilizes a “plural executive” which means the powers of the Governor are limited and distributed amongst other government officials. In other words, there is not one government official in Texas that is solely responsible for the Texas Executive Branch.
The Plural Executive
The Plural Executive
Article 4 of the Texas Constitution describes the executive department (branch) of Texas. Texas utilizes a “plural executive” which means the powers of the Governor are limited and distributed amongst other government officials. In other words, there is no single government official in Texas that is solely responsible for the Texas Executive Branch.
Members of the Plural Executive
Members of the Plural Executive
Below are some of the members of the Texas Plural Executive and their roles:
- Lieutenant Governor: Serves as the presiding officer of the Texas Senate, first in line of succession for Governor, member of the Legislative Redistricting Board, Chair of the Legislative Budget Board, elected to 4 years terms by the public with no term limits. Dan Patrick is the current Texas Lieutenant Governor.[1]
- Attorney General: Serves as the lawyer for the state of Texas, including representing the state on civil matters, and responsible for the interpretation of the constitutionality of laws. The Attorney General is elected by the people to 4-year terms with no term limits. The current Texas Attorney General is Ken Paxton. [2]
- Commissioner of the General Land Office: The Commissioner is elected by the people to one 4 year term. George P. Bush (son of Jeb Bush) runs the Texas General Land Office, which manages and administers mineral leases and state lands. Even though this office is part of the Executive Branch, the Office of the Commissioner of the General Land Office is authorized by Article 14, Section 1 of the Texas Constitution.[3]
- Comptroller of Public Accounts: The Comptroller serves as the chief tax collector and accounting officer. This office is also responsible for certifying the biennial budget of the state. Glenn Hegar currently serves as the Texas Comptroller and is elected by the people to 4 years terms with no term limits.[4]
- Texas Agriculture Commissioner: The Texas Department of Agriculture (TDA) is a state agency within the state of Texas, which is responsible for matters pertaining to agriculture, rural community affairs, and related matters.TDA was established by the 13th Texas Legislature in 1907. TDA is headed by the Texas Agriculture Commissioner, one of four heads of state agencies which is elected by statewide ballot (and the only one where the provision for statewide election is mandated by legislative action, not enshrined in the Texas Constitution) for a four-year term, concurrent with the gubernatorial election (prior to 1978, the term was two years before a statewide amendment in 1974 extended it to four years). The TDA regulates all fuel pumps in Texas to ensure drivers get the correct quality and amount of fuel, regulates all weights and measures devices, such as grocery store scales and retail price scanners, to ensure consumers are charged advertised prices, and regulates pesticide use and application from residential to commercial use. Sid Miller is the current Agriculture Commissioner. [5]
- Secretary of State: The Texas Secretary of State is appointed by the Texas Governor and confirmed by the Texas Senate. The Secretary of State serves as the chief election officer (meaning the office ensures that county governments abide by election rules), officially attests the signature of the Texas Governor on official documents, and advises the Governor on Texas border and Mexican affairs. Rolando Pablos is the current Texas Secretary of State. [6]
- Other members of the Texas Plural Executive include: Railroad Commission, State Board of Education, Elected/Appointed Boards and Commissions, Appointed Agency Directors.
- https://www.ltgov.state.tx.us/
↵ - https://www.texasattorneygeneral.gov/
↵ - http://www.glo.texas.gov/
↵ - https://www.comptroller.texas.gov/
↵ - https://www.texasagriculture.gov
↵ - http://www.sos.state.tx.us/index.html
↵CC licensed content, Original
- The Texas Plural Executive. Authored by: Daniel M. Regalado. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:38:33.159523
|
07/26/2018
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/26306/overview",
"title": "Texas Government 1.0, The Executive Branch, The Texas Plural Executive",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/26298/overview
|
Compensation
Overview
This section discusses the compensation (salary and retirement) for Texas State legislators.
Learning Objectives
By the end of this section, students will be able to:
- Understand the salary received by Texas State Legislators
- Understand the retirement available to Texas State Legislators
By the end of this section, you will be able to:
- Understand the salary received by Texas State Legislators
- Understand the retirement available to Texas State Legislators
Salary
Salary
State legislators in Texas make $600 per month, or $7,200 per year, plus a per diem of $190 for every day the Legislature is in session (also including any special sessions). That adds up to $33,800 a year for a regular session (140 days), with the total pay for a two-year term being $41,000.
Retirement
Retirement
Legislators receive a pension after eight years of service, starting at age 60.
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oercommons
|
2025-03-18T00:38:33.175158
|
07/26/2018
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/26298/overview",
"title": "Texas Government 1.0, The Legislative Branch, Compensation",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/26303/overview
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Introduction
Overview
Introduction to the executive branch
Learning Objectives
At the end of this section, students will be able to
- Understand the structure and powers of Texas’ Executive Branch
- Understand the relative power of Texas’ Governor
- Understand how the Governor of Texas is elected
- Understand the qualifications to be Governor
- Understand the roles played by Texas’ Governor
- Discuss the veto power of Texas’ Governor
- Understand the Governor's budgetary power
- Understand the Governor's appointment power
- Understand the Governor's clemency power
- Explain the plural executive of Texas Government
- Know the offices and officeholders of the plural executive
- Explain the roles of the plural executive
At the end of this section, you’ll be able to
- Understand the structure and powers of Texas’ Executive Branch
- Understand the relative power of Texas’ Governor
- Understand how the Governor of Texas is elected
- Understand the qualifications to be Governor
- Understand the roles played by Texas’ Governor
- Discuss the veto power of Texas’ Governor
- Understand the Governor's budgetary power
- Understand the Governor's appointment power
- Understand the Governor's clemency power
- Explain the plural executive of Texas Government
- Know the offices and officeholders of the plural executive
- Explain the roles of the plural executive
Introduction to the Executive Branch
Introduction to the Executive Branch
The executive branch consists of the Governor, Lieutenant Governor, Comptroller of Public Accounts, Land Commissioner, Attorney General, Agriculture Commissioner, the three-member Texas Railroad Commission, the State Board of Education, and the Secretary of State. Texas has a plural executive branch system which limits the power of the Governor. Except for the Secretary of State, all executive officers are elected independently making them directly answerable to the public, not the Governor.
Partly because of many elected officials, the governor’s powers are quite limited in comparison to other state governors or the U.S. President. In popular lore and belief the lieutenant governor, who heads the Senate and appoints its committees, has more power than the governor. The governor commands the state militia and can veto bills passed by the Legislature and call special sessions of the Legislature (this power is exclusive to the governor and can be exercised as often as desired). The governor also appoints members of various executive boards and fills judicial vacancies between elections. All members of the executive branch are elected statewide except for the Secretary of State (appointed) and the State Board of Education (each of its 15 members are elected from single-member districts).
|
oercommons
|
2025-03-18T00:38:33.191396
|
07/26/2018
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/26303/overview",
"title": "Texas Government 1.0, The Executive Branch, Introduction",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/101203/overview
|
Github
Financial Calculator – Savings and Payout Annuities
Overview
This resource is a financial calculator that students may use in a finance portion of a mathematics class, a mathematics portion of a business or finance class, or wherever the user may find it useful.
The calculator can find future value and payment/deposit amount of a savings annuity. It can also find present value and withdrawal/payment amount of a payout annuity/loan.
Material Description
Material Description
This resource is a financial calculator that students may use in a finance portion of a mathematics class, a mathematics portion of a business or finance class, or wherever the user may find it useful.
The calculator can find future value and payment/deposit amount of a savings annuity. It can also find present value and withdrawal/payment amount of a payout annuity/loan.
Context for sharing:
The calculator allows students to more quickly solve contextual problems related to personal finance including loans, investments, and amortization, which provides more instruction time for deeper contextual problems.
Additional information about the resource:
The calculator is written in python, hosted by Streamlit, and may be copied and remixed through Github.
Additional links:
Calculator: https://mrozinski10-financial-calc-main-xv3ljm.streamlit.app/
Github: https://github.com/mrozinski10/Financial-Calc
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oercommons
|
2025-03-18T00:38:33.211015
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/101203/overview",
"title": "Financial Calculator – Savings and Payout Annuities",
"author": "Mathematics"
}
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https://oercommons.org/courseware/lesson/74259/overview
|
College Success Skills
Overview
This resource is designed for instructors to utilize in order to prepare students for college success. College preparation programs in high schools are also recommended to use these resources.
Instructor Pre-Assessment
This section attends to the nature of reflective teaching, self-evaluation, action research, peer mentoring, micro teaching and professional development. These are contents you think about under the ‘what’ and ‘why’ questions, to ensure that your teaching is meaningful and that your students can learn. Engagement in questioning is an indication that you care about your teaching and students. You will become critical of your teaching practice. This assessment provides you with an opportunity to make reflective teaching take place in your experience.
Reflective teaching means looking at what you do in the classroom and giving it a meaning by attaching the why question to what you go through. You also empower your students to ask these why questions to their classroom experiences. You start by recognizing that you and your students are key persons in the learning environment. Your being in the classroom must make sense to you and your students. Your relived/recalled experiences as a teacher and those of your students are explored and evaluated to let you fulfill your mission and vision in the teaching profession.
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oercommons
|
2025-03-18T00:38:33.229310
|
Assessment
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/74259/overview",
"title": "College Success Skills",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/120657/overview
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TEMPLATE: OERizona Student Trading Card
Student Trading Card (Billy Gerchick, Central Arizona College)
Overview
OER Fundamentals Academy participants are invited to remix this sharing template to design and share their OER project plans, course information, any related resources and syllabus, and reflection.
How To Remix This Template
My audience: Any grade 3 - 20 educator that's looking to engage students and build community by having their students insert a picture, write about why they came to the school, what there focus is at the school, and what their plans are beyond that school.
Project Planning
My OER Goals & Purpose: I've learned different levels of OER resource sharing, and I plan to produce this product and want to grow my abilities to help Central Arizona College English's ENG-RHET 101-102 textbook, and OER textbook for our students and for others.
My Audience: Any grade 3 - 20 educator that's looking to engage students and build community by having their students insert a picture, write about why they came to the school, what there focus is at the school, and what their plans are beyond that school.
My Team: I will complete this independently but share it willingly with collaborators who want to adapt the template and lesson to implement with their own students, extracurricular participants, and colleagues.
Existing Resources: I am making the primary resource from Canva and from my past lessons, so I'll need to draw from my own resources.
New Resources: What new resources will you need for your OER item's next steps? I'll need to revise the TEMPLATE: OERizona Student Trading Card template.
Supports Needed: I want to find a list of Arizona institution "HEX" codes, which gives the exact color schemes to colleagues looking to adapt the color scheme to the template by the HEX codes.
Our Timeline: I want to create a draft today and want to finish the publication process within the next two weeks.
OER Item
Add your OER item here including the course name and number and any aligned learning outcomes.
To add content in this section:
- Add any text, images or videos by using this editing pane.
- Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K"
- Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save.
Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources.
Reflection
Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.
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oercommons
|
2025-03-18T00:38:33.251756
|
10/11/2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/120657/overview",
"title": "Student Trading Card (Billy Gerchick, Central Arizona College)",
"author": "Billy Gerchick"
}
|
https://oercommons.org/courseware/lesson/113326/overview
|
Introduction and The Fall of the Soviet Union
Overview
Statewide Dual Credit Modern World History: Unit 16, Lesson 1
A discussion of the factors that led to the decline of the Soviet Union, including the building and subsequent destruction of the Berlin Wall, the transition of power following Stalin's death, and the Soviet-Afghan War.
Created in 1961 by the East German government to prevent local citizens from fleeing to the West, the Berlin Wall represented a collection of bunkers, guard towers and barbed wire fences that spanned 96 miles through downtown Berlin. In three decades, over 140 people were killed trying to cross the barrier. As the Cold War intensified, the Berlin Wall became a symbol of communist oppression. Following the announcement of Mikhail Gorbachev’s liberalizing glasnost and perestroika policies of the mid-1980s, the pro-Kremlin East German government faced public pressure to reform. Bowing to such pressures, GDR Politburo Member Gunter Schabowski announced in a November 9, 1989 press conference that the East German government would allow freedom of travel between the two Germanys. When a reporter asked when this policy would take effect, the startled officials responded, “As far as I know—immediately, without delay.” Within minutes of Schabowski’s statement, East German crowds took sledgehammers to the Berlin Wall, a hated symbol of Soviet repression. When border guards refused to fire on the Mauerspechte (wall peckers), East Germans began climbing over the wall to be greeted with flowers and champagne from elated West Berliners. The fall of the Berlin Wall marked the end of Communism in Eastern Europe and the Soviet Union, and a crucial moment in the emergence of a post-Cold War world. This chapter discusses the political, economic and social factors that led to the fall of the Soviet Union and the emergence of a “new world order.”
Spotlight On | THE BRANDENBERG GATE
Completed in 1791 as a monument to King Frederick Wilhelm of Prussia, the Brandenburg Gate represented one of the most famous landmarks in Berlin. Located near the Berlin Wall on the West German side, the gate served as a symbol of hope and unity during the Cold War. Most famously, it served as the site for U.S. President John F. Kennedy’s June 26, 1963 “Ich bin ein Berliner” speech. The gate was also a popular rallying point for demonstrators during the fall of the Berlin Wall in 1989.
The Fall of the Soviet Union
The death of Joseph Stalin in March 1953 created a power vacuum in the Kremlin. Georgy Malenkov (1901- 1988), a loyal Stalinist, initially emerged as the new premier. However, less than two years later, the popular political reformer Nikita Khrushchev replaced the dour Malenkov as the key powerbroker in Moscow. In a secret speech delivered to the 20th Party Congress on February 14, 1956, Khrushchev condemned Stalin for “his intolerance, his brutality, and his abuse of power” against “not only against actual enemies but also against individuals who had not committed any crimes against the party or the Soviet Government.” Over the next two years, Khrushchev shuttered “GULAG” labor camps, freed thousands of political prisoners, eased travel restrictions to and from the USSR, and announced a “peaceful cooperation” policy with the West. To be certain, Khruschev did not hesitate to brutally crush an uprising in Hungary in 1956. Nevertheless, his tenure as premier marked a definite thaw in the Cold War.
During the Cuban Missile Crisis of 1962, U.S. President John F. Kennedy successfully prevented the installation of Soviet nuclear missiles in Cuba. Soviet leaders blamed Khruschev for caving to Western pressure and two years later backed Leonid Brezhnev (1906-1982) to become the new premier. A communist hardliner, Brezhnev rolled back many of the Khruschev-era reforms. For instance, in what became known as the “Brezhnev Doctrine,” the Soviet leader argued that any attempt to overthrow a socialist government in the Eastern Bloc threatened all socialist nations throughout the region and justified invasion by the Soviet Union and its Warsaw Pact allies. Brezhnev used this rationale to justify the Soviet invasion of Czechoslovakia in 1968 to suppress the reform movement known as the “Prague Spring.” Brezhnev restored many state controls over the Soviet economy, emphasizing slow and steady industrial and agricultural growth. Although this approach allowed the Soviet economy to avoid the boom-and-bust cycles of Western nations it also came at the expense of chronic shortages of consumer goods and stagnated living standards throughout the USSR.
In terms of foreign policy, Brezhnev sought to prevent another Cuban Missile Crisis by working with the Nixon (1913-1994), Ford (1913-2006) and Carter (b. 1924) administrations to create the Strategic Arms Limitation Treaties (SALT I and SALT II), which limited the stockpiles of nuclear arms each nation could possess and the circumstances under which such weapons could be used. However, any hopes for a breakthrough in the nuclear arms race ended with the Soviet invasion of Afghanistan. Since the end of the Second World War, both Soviet and Western diplomats had treated Afghanistan as a buffer state. Yet in 1973, the Soviet-backed leader of the Afghanistan socialist party Mohammed Daoud Khan (1909-1978) seized control of Kabul and announced the creation of the left-leaning Republic of Afghanistan. Offended by Khan’s Marxist government and its support from the Soviets, many Muslim chieftains who controlled the surrounding countryside worked to undermine both Khan and his Soviet allies. From 1979-1989, Mujahedeen (those who struggle) forces used guerrilla tactics—ambushes, assassinations, bombings and hit- and-run attacks—to wear down Soviet forces. In a striking parallel to the United States’ defeat in Vietnam, the Soviet-Afghan War sapped the USSR of manpower, morale and resources. The conflict also economically and diplomatically isolated the Soviet Union in the eyes of the world community.
|
oercommons
|
2025-03-18T00:38:33.269375
|
Constanze Weise
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113326/overview",
"title": "Statewide Dual Credit Modern World History, The Modern World, Introduction and The Fall of the Soviet Union",
"author": "John Rankin"
}
|
https://oercommons.org/courseware/lesson/113310/overview
|
Dropping the Bomb and Summary
Overview
Statewide Dual Credit Modern World History: Unit 14, Lesson 12
A discussion of the use of atomic bombs in WWII highlights the devastation caused in Japan and the subsequent surrender and an exploration of the formation of the United Nations as a governing structure for international peace and conflict resolution.
Dropping The Bomb
By 1943, Allied forces had successfully pushed Japanese forces back to the home islands. American bombers launched round-the-clock firebombing raids on Japanese cities, most notably Tokyo. However, Allied leaders became worried that an invasion of the Japanese home islands might cost upwards of a million casualties and drag on for years as Japanese troops and civilians fought diligently to their deaths. As such, President Roosevelt and his generals looked for an alternative to invasion.
Following the death of President Franklin Roosevelt in April 1945, his successor, Harry S. Truman, authorized the use of nuclear weapons against Japan. On August 6, 1945, the crew of the U.S. bomber Enola Gay dropped a 21-kiloton atomic bomb named “Fat Man” on Hiroshima, Japan. Three days later, American forces dropped another atomic bomb dubbed “Little Boy” on Nagasaki. When counting not only the immediate victims of the atomic blasts but also those who died later from radiation poisoning, it is estimated that between 90,000-166,000 residents of Hiroshima and 60,000-80,000 people living in Nagasaki died. Unaware that the United States only possessed two atomic bombs, Japanese officials agreed to the Allied demand for unconditional surrender, insisting only that the Japanese Emperor Hirohito (1901-1989) be allowed to remain in power as a symbolic ruler. On September 2, 1945, Japanese delegates signed documents of surrender aboard the USS Missouri in Tokyo Harbor. The war in the Pacific was now at an end.
Spotlight On | THE ATOMIC BOMB
The Manhattan Project represented one of the most top-secret projects of the war. Led by physicists Robert Oppenheimer (1904-1967) and Enrico Fermi (1901-1954) and coordinated by U.S. Army General Leslie Groves (1896-1970), scientists for the Manhattan Projects worked first in Chicago, then in Oak Ridge, Tennessee. Experimenting with Einstein’s concept that matter and energy were interchangeable, Oppenheimer and Fermi’s team learned through constant experimentation to split uranium 238, a very unstable isotope. On July 16, 1945, the Manhattan team detonated an 18.6 kiloton atomic bomb dubbed “the Gadget” on a barren stretch of desert near Alamogordo, New Mexico. Upon witnessing the power of the nuclear blast, Oppenheimer quoted the Hindu holy text, the Bhagavata, by stating, “I have become death, the destroyer of worlds.”
Spotlight On | THE UNITED NATIONS
From April 25 to June 26, representatives from over 50 countries gathered in San Francisco to draft the charter for the United Nations. Similar in principle to the League of Nations, the UN would act as an international forum to air grievances between nations and seek peaceful solutions to global problems. The Charter of the United Nations established a governing structure that resembled a parliamentary democracy. Each of the 51 nations that initially joined the UN sent delegates to meet once a year in a General Assembly. Regardless of the size of each member state’s delegation, they received one vote each in assembly votes. Delegates generally debated the adoption of international treaties and set up and evaluated the work of UN subcommittees, including the World Health Organization and the UN Children’s Fund. The UN also featured a number of permanent committees. The United Nations International Court of Justice oversaw the prosecution of war criminals and international terrorists. The UN Secretariat ran the day-to-day operations of the UN and enforced General Assembly resolutions. The UN Security Council constituted the most powerful part of the United Nations. It initially featured five permanent members–the United States, Soviet Union, Britain, France and China (Chiang Kai-Shek’s Kuomintang government until 1971, Mao Zedong’s PRC regime afterward) each of which wielded a veto over Security Council resolutions. The Security Council was charged with maintaining international peace and stability, investigating conflicts, establishing peacekeeping missions and setting up economic sanctions. Since its first session in 1946, the United Nations has played an active role in shaping global politics.
SUMMARY
By 1945, the Second World War ended in a complete victory for the Allied Powers. Although victorious, Americans, British, French and Russians soon came face to face with the true costs of the war. Between 40 and 50 million people died in the conflict, many of them civilians. Six million Jews and 6 million Romani, Slavs, homosexuals and other target groups died in the Holocaust. The economies of much of Europe and Asia lay shattered. Of all the prewar powers, only the United States could boast a booming economy and a fully operational military. Furthermore, two erstwhile allies, the U.S. and the USSR, were moving toward a cold war that pitted American capitalism and freedom against Soviet beliefs in planned economies and a collective mentality. For the next 50 years, the conflict between these two superpowers would help shape world events.
|
oercommons
|
2025-03-18T00:38:33.286512
|
Constanze Weise
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113310/overview",
"title": "Statewide Dual Credit Modern World History, World War II, Dropping the Bomb and Summary",
"author": "John Rankin"
}
|
https://oercommons.org/courseware/lesson/113270/overview
|
The Growth of Fascism: Interwar Italy and Spain
Overview
Statewide Dual Credit Modern World History: Unit 13, Lesson 4
A discussion of Italy and Spain in the interwar period, focusing on the rise of fascism in Italy under Mussolini and the Spanish Civil War that brought General Francisco Franco to power. Both nations experienced political turmoil and the influence of fascist ideologies, shaping their trajectories in the years leading up to World War II. Including excerpts from Mussolini's 1932 "What is Facism".
Italy in the Interwar Period
Italy had the most complicated history of all the nations that fought in World War I. In 1882, Italy joined the German and Austrian Empires in forming the Triple Alliance. Wary of siding with its old adversary Austria, Italian officials declared their neutrality in August 1914. The following year Italy joined the Triple Entente hoping to gain the culturally Italian but Austrian-occupied areas of Trentino, South Tyrol and Trieste. In April 1915, Italy declared war on its former allies. However, as Italy remained an overwhelmingly rural country, it lacked the industrial base to equip its military. Although Italian troops attempted several advances against Austria, they failed to make a breakthrough. It was only in October 1918 that a combined army of Italian, British and French troops broke through the Austro-Hungarian lines. The Austrians then sued for peace a week before the Germans did likewise.
Although Italy was among the “Big Four” at the Paris Peace Conference, the British, French and American delegations did little to help them gain Austrian territory. Italian resentment at the Treaty of Versailles gave journalist and former socialist turned fascist Benito Mussolini (1883-1945) political ammunition to use in his rise to power. In March 1919, Mussolini formed his first fasci di combattimento (fighting leagues). Although he coopted certain progressive ideas, such as an eight-hour workday and women’s suffrage, Mussolini primarily pushed an anti-socialist message. A month later, Mussolini’s “black shirts” burned down the offices of a socialist newspaper in Milan and killed four people. Within a year, fascists broke up strikes, suppressed labor unions and intimidated political officials. From 1921- 1922, known throughout Italy as the “biennio nero” (two black years), Mussolini’s black shirts consolidated their hold over the Italian political system.
Mussolini didn't shy away from defining his ideology. In his own words, the fascist concept "accepts the individual only in so far as his interests coincide with those of the State, which stands for the conscience and the universal, will of man as a historic entity." (Benito Mussolini, "What is Fascism", 1932)
In October 1921, Mussolini created the Partito Nazionale Fascista (PNF or National Fascist Party). After crushing a strike directed by the Confederation of Labor in August 1922, Mussolini led a march on Rome in October. King Victor Emmanuel III (1869- 1947) appointed Mussolini Prime Minister, turning over to him the official reins of power. For 18 months, Mussolini served as part of a coalition government but in early 1925, Mussolini ordered a crackdown on all groups opposed to fascist rule. By 1927, he had abolished elections, curtailed freedom of the press, and outlawed opposition parties. The Organizzazione di Vigilanza Repressione dell’Antifascismo or ORVA (Organization for the Vigilant Repression of Anti- Fascism) assassinated those who opposed Mussolini’s regime. Fascist-led committees controlled school curricula and approved textbooks. The government also arranged national holidays and vacations for workers. The government even attempted to control language by banning foreign-sounding words, renaming public places, and promoting fascist slogans such as “Mussolini ha sempre ragione” (“Mussolini is always right”), “Credere, obbedire, combattere” (“Believe, obey, fight”), and “Un Popolo, un impero, un capo” (“One people, one empire, one leader”). Of all the segments of Italian society, only the Roman Catholic Church remained independent of fascist control. In February 1929, Mussolini’s government allowed Vatican City to become an independent nation. The Church also maintained control over church lands and schools.
As Italy had been among the victors of World War I, it did not have to face the issue of reparation payments. However, in 1926 inflation set in, and unemployment started to rise. Following the outbreak of the Great Depression in 1929, Italy’s fascist government created public works and welfare programs and provided loans to banks and businesses. Fascist trade unions, known as syndicates, secured a 40-hour work week, welfare benefits, vacation time and pensions. Committees of business owners and workers, known as corporations, arbitrated labor issues. A system of tariffs protected Italian farmers and wine growers.
Having failed to gain Austrian-held territory at the end of World War I, Italy attempted to build an overseas empire in the 1920s. As early as 1912, Italy had defeated the Ottoman Empire in a brief war through which it gained Libya. When Mussolini came to power, he often postured as a modern-day Caesar, referring to the Mediterranean by its traditional Roman name as the mare nostrum (our sea). In 1923, Mussolini used the murder of four Italians on the Greek island of Corfu to occupy the area until reparations were made. The following year he strong-armed Yugoslavia into giving Italy the city of Fiume on the Dalmatian coast. In October 1935, Italy invaded Ethiopia. Although Emperor Haile Selassie (1892-1975) and his forces fought bravely, the 400,000-strong Italian army crushed all resistance. In April 1939, Italian troops occupied Albania, made the teaching of Italian mandatory in Albanian schools, and stocked the Albanian government with Italian officials.
Italy’s aggressive foreign policy worried other European nations. In May 1935, Britain and France slapped economic sanctions on Italy. Mussolini responded by allying with Nazi Germany and creating the “Rome- Berlin Axis.” In May 1939, Mussolini and Hitler signed the “Pact of Steel,” which committed each nation to support the other in case of invasion. Ironically, when Germany and the USSR invaded Poland on September 1, 1939, Italy once again declared itself neutral.
Like Germany, the devastation of World War I and the political turmoil of the 1920s inspired Italian architects, artists and filmmakers to find new forms of expression. Inspired by the futurist movement, Italian architects like Gio Ponti (1891-1979) and Giovanni Muzio (1893-1982) developed the novacento italiano (Italian twentieth century) movement. In particular, Ponti’s Pirelli Tower and Villa Planchart utilized glass, steel and concrete to create large structures that projected strength and functionality. Artists like Fortunato Depero (1892-1960) likewise produced paintings and sculptures that celebrated industrial development and the development of new technologies.
Throughout the 1920s, Italy was home to the “Italian Futurism” movement in filmmaking. Futurist directors, including Filippo Tommaso Marinetti (1876-1944), Arnaldo Ginna (1890-1982), Bruno Corra (1892-1976) and Giacomo Balla (1871-1958), created cinematic innovations such as superimposition, fade-outs and the use of light and color to mimic human emotions. In the 1910s, Corra and Ginna experimented with adding color to film. Anton Giulio Bragaglia’s (1890- 1960) Thaïs (1917) dealt with the tortured love affairs of Countess Vera Preobrajenska. As the movie’s scenes become more surreal, her trysts and their implications become more complicated. Because the Fascists heavily censored movies in the 1920s and 1930s, the Italian film industry declined, only to enter a golden age in the postwar period with the works of Federico Fellini (1920-1993) and Sergio Leone (1929-1989).
Spain In The Interwar Period
In the 1930s, Spain became the site of a bloody civil war. In 1936, the Spanish military and conservative Catholics revolted against the elected Republican Spanish government. As the war progressed, General Francisco Franco (1892-1975) rose to the top to become the leader of the Nationalist faction. Mussolini and Hitler supplied “Franconia” forces with weapons, vehicles and advisors. The conflict also served as a training ground for Italian and German troops who would go on to fight in World War II. The Republican forces, who continued to support Spain’s constitutional government, received aid from Mexico and the Soviet Union. After four years of bloody fighting, Franco’s forces emerged victorious.
Franco proclaimed himself Head of State and Government under the title El Caudillo. Under Franco, Spain became a one-party state, as the various conservative and royalist factions were merged into the fascist party and other political parties were outlawed. Franco remained dictator of Spain until his death in 1975.1 The Spanish Civil War convinced many otherwise ambivalent Americans, British and French that fascism represented a growing danger to their countries.
1 adapted from Statewide Dual Credit World History | CC By-SA
Primary Source | Fascism
Excerpt from Benito Mussolini's "What is Fascism" (1932)
Anti-individualistic, the Fascist conception of life stresses the importance of the State and accepts the individual only in so far as his interests coincide with those of the State, which stands for the conscience and the universal, will of man as a historic entity...
Fascism, the more it considers and observes the future and the development of humanity quite apart from political considerations of the moment, believes neither in the possibility nor the utility of perpetual peace. It thus repudiates the doctrine of Pacifism -- born of a renunciation of the struggle and an act of cowardice in the face of sacrifice. War alone brings up to its highest tension all human energy and puts the stamp of nobility upon the peoples who have courage to meet it. All other trials are substitutes, which never really put men into the position where they have to make the great decision -- the alternative of life or death....
...The Fascist accepts life and loves it, knowing nothing of and despising suicide: he rather conceives of life as duty and struggle and conquest, but above all for others -- those who are at hand and those who are far distant, contemporaries, and those who will come after...
...Fascism [is] the complete opposite of…Marxian Socialism, the materialist conception of history of human civilization can be explained simply through the conflict of interests among the various social groups and by the change and development in the means and instruments of production.... Fascism, now and always, believes in holiness and in heroism; that is to say, in actions influenced by no economic motive, direct or indirect. And if the economic conception of history be denied, according to which theory men are no more than puppets, carried to and fro by the waves of chance, while the real directing forces are quite out of their control, it follows that the existence of an unchangeable and unchanging class-war is also denied - the natural progeny of the economic conception of history. And above all Fascism denies that class-war can be the preponderant force in the transformation of society....
After Socialism, Fascism combats the whole complex system of democratic ideology, and repudiates it, whether in its theoretical premises or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation, and it affirms the immutable, beneficial, and fruitful inequality of mankind, which can never be permanently leveled through the mere operation of a mechanical process such as universal suffrage....
...Fascism denies, in democracy, the absur[d] conventional untruth of political equality dressed out in the garb of collective irresponsibility, and the myth of "happiness" and indefinite progress....”
Source: https://sourcebooks.fordham.edu/mod/mussolini-fascism.asp
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oercommons
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2025-03-18T00:38:33.308150
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Constanze Weise
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"url": "https://oercommons.org/courseware/lesson/113270/overview",
"title": "Statewide Dual Credit Modern World History, Interwar Years and the Rise of Fascism, The Growth of Fascism: Interwar Italy and Spain",
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https://oercommons.org/courseware/lesson/113266/overview
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The Struggle for Indian Independence and Summary
Overview
Statewide Dual Credit Modern World History: Unit 12, Lesson 10
A discussion of the Indian independence movement, focusing on the role of Mohandas Gandhi and his non-violent protests. It also covers the partition of India and Pakistan, and the lasting impact of Gandhi's legacy. Includes excerpts from "Indian Home Rule" by M. K. Gandhi.
During the latter part of the 19th century, a new, more direct form of Indian nationalism developed. Indians were well aware that other parts of the empire had been given more control over local affairs, a process the British had resisted in India. Over a million Indians volunteered to serve during the First World War. Many expected that, due to their sacrifices, after the war, they would be granted more control over the running of India. The British did hire and promote more Indians within the civil service but ultimately refused to hand over actual control. As such, British India continued to be run by the British to serve and enrich Britain.
After the war, discontent in India grew as inflation, high taxes and an influenza pandemic put many people on edge. Failing to fix the underlying problems and increasingly fearful of rebellion, the British extended wartime emergency measures, which prevented Indians from gathering or protesting British rule. The violence of British rule could be seen on April 13, 1919 when, General Reginald Dyer ordered his men to open fire on a crowd that had gathered to celebrate a Sikh religious festival. According to British figures (which some claim are far too low), the Amritsar Massacre killed 379 people and wounded more than 1,000. The violence of Amritsar encouraged many to join the movement for Indian independence.
Mohandas Gandhi (1869-1948) is most closely associated with this new push for self-rule. Born into a relatively wealthy family, Gandhi studied law in England. In 1893, he became involved in a labor dispute in the Colony of Natal in Southeast Africa. In Natal, Gandhi came face-to-face with the poor conditions suffered by migrant Indian workers. Similar to elsewhere, especially in the Caribbean, plantation owners in Natal had imported thousands of indentured laborers from India. After completing their indentureship, some wished to stay in Natal, but new and increasingly strict regulations limited their freedom and discriminated against them. This included an 1896 law that stripped Indians of the right to vote. Learning firsthand that while the courts could be a valuable tool for change, they could be ignored by oppressive governments, Gandhi wanted a more direct way to confront and end Natal’s discriminatory laws. After some soul searching, which included reading Hindu and Christian texts, Gandhi developed a form of non-violent resistance known as satyagraha. Roughly translated as “truth force,” satyagraha is a non-violent protest in which the protester tries to alter the oppressor through love, compassion and a demonstration of resolve. Gandhi further integrated the philosophy of satyagraha into his vision for self-government in India, as outlined in his 1909 publication, "Indian Home Rule".
Gandhi organized protests to draw attention to the unfair and discriminatory laws. Tired of the disruption and bad press, in 1914, the government of Natal abolished a slew of discriminatory laws, including unfair taxation of Indian workers and property owners; they recognized non-Christian marriage and agreed to continue to allow free non-indentured Indian people to remain and to immigrate to Natal.
Returning to India a national hero (he received the moniker “mahatma,” meaning great soul) in 1915, Gandhi wanted to learn more about his native land. As he toured around India, Gandhi witnessed how the repressive and discriminatory laws of the British held India back. Developing a version of Indian independence rooted in the traditions of the village, Gandhi advocated that people use non-violence to free India from British rule. He asked Indians to stop supporting colonialism by boycotting British products, to stop working for the British state, and to no longer pay unfair and predatory taxes.
During the 1920s, Gandhi successfully turned the Indian National Congress (a nationalist political party) into a mass movement capable of challenging British rule. With the help of Gandhi, the independence movement grew in power and popularity. Gandhi worked toward his vision of a multicultural and free India based on mutual respect. Employing his direct non-violent stance, Gandhi and his supporters demanded that Britain “Quit India.”
During the 1930s and 1940s, the power of another independence group, the All-Indian Muslim League, had increased. Led by Muhammed Ali Jinnah (1876- 1948), the Muslim League wanted to partition India into separate Hindu and Muslim states. This was in direct opposition to the pluralistic cooperative state envisioned by Gandhi. As it became increasingly apparent that the British would be forced to ‘Quit’ India, violence between Hindus and Muslims increased.
The British agreed to partition India, which led, in August 1947, to the creation of an independent India and Pakistan. Millions of Muslims in India and Hindus in the newly created state of Pakistan would uproot their lives and travel, often long distances, to create a new life among their co-religionists. Independence did not end the political and religious violence.
On January 30, 1948, Gandhi was assassinated by a Hindu nationalist who shot him three times. Gandhi remains a national hero who helped India achieve independence. His stance on civil disobedience, his unwavering dedication, and his successful application of direct non-violent resistance have inspired many political activists.
SUMMARY
World War I ushered in a new era of warfare. Not only had conflict become global, but it was now much more destructive and deadly. The war also demonstrated how the modern state could be reconstituted to fight what is now known as total war. The Russian Revolution led to the creation of the first Marxist-inspired state. Sympathizers hoped that the Soviet Union would create a more egalitarian society along Marxist-Leninist lines. Instead, a strong one-party authoritarian dictatorship emerged that ruled with little opposition and increasing repression of alternative voices by sending political opponents to forced labor camps. The independence movement in India gave birth to new nations and forms of national conflict and struggle. The campaign for Indian independence inspired other colonies to fight for sovereignty. The early decades of the 20th century presented numerous issues and problems but also brought hope as dedicated groups all across the globe struggled for increased freedoms and equality.
Primary Source | Gandhi
Excerpts from M. K. Gandhi's "Indian Home Rule" (1909)
EDITOR:
I would say to the extremists: "I know that you want Home Rule1 for India; it is not to be had for your asking. Everyone will have to take it for himself. What others get for me is not Home Rule but foreign rule; therefore, it would not be proper for you to say that you have obtained Home Rule if you have merely expelled the English. I have already described the true nature of Home Rule. This you would never obtain by force of arms. Brute-force is not natural to Indian soil. You will have, therefore, to rely wholly on soul-force. You must not consider that violence is necessary at any stage for reaching our goal." I would say to the moderates: "Mere petitioning is derogatory; we thereby confess inferiority. To say that British rule is indispensable, is almost a denial of the Godhead. We cannot say that anybody or anything is indispensable except God. Moreover, common sense should tell us that to state that, for the time being, the presence of the English in India is a necessity, is to make them conceited.
"If the English vacated India, bag and baggage, it must not be supposed that she would be widowed. It is possible that those who are forced to observe peace under their pressure would fight after their withdrawal. There can be no advantage in suppressing an eruption; it must have its vent. If, therefore, before we can remain at peace, we must fight amongst ourselves, it is better that we do so2. There is no occasion for a third party to protect the weak. It is this so-called protection which has unnerved us. Such protection can only make the weak weaker. Unless we realize this, we cannot have Home Rule. I would paraphrase the thought of an English divine3 and say that anarchy under Home Rule were better than orderly foreign rule. Only, the meaning that the leaned divine attached to Home Rule is different from Indian Home Rule according to my conception. We have to learn, and to teach others, that we do not want the tyranny of either English rule or Indian rule."
If this idea were carried out, both the extremists and the moderates could join hands. There is no occasion to fear or distrust one another.
READER:
What then, would you say to the English?
EDITOR:
To them I would respectfully say: "I admit you are my rulers. It is not necessary to debate the question whether you hold India by the sword or by my consent. I have no objection to your remaining in my country, but although you are the rulers; you will have to remain as servants of the people. It is not we who have to do as you wish, but it is you who have to do as we wish. You may keep the riches that you have drained away from this land, but you may not drain riches henceforth. Your function will be, if you so wish, to police India; you must abandon the idea of deriving any commercial benefit from us. We hold the civilization that you support to be the reverse of civilization. We consider our civilization to be far superior to yours. If you realize this truth, it will be to your advantage and, if you do not, according to your own proverb4, you should only live in our country in the same manner as we do. You must not do anything that is contrary to our religions. It is your duty as rulers that for the sake of the Hindus you should eschew beef, and for the sake of Mahomedans5 you should avoid bacon and ham. We have hitherto said nothing because we have been cowed down, but you need not consider that you have not hurt our feelings by your conduct. We are not expressing our sentiments either through base selfishness or fear, but because it is our duty now to speak out boldly. We consider your schools and courts to be useless. We want our own ancient schools and courts to be restored. The common language of India is not English but Hindi. You should, therefore, learn it. We can hold communication with you only in our national language.
"We cannot tolerate the idea of your spending money on railways and the military. We see no occasion for either. You may fear Russia; we do not. When she comes we shall look after her. If you are with us, we may then receive her jointly. We do not need any European cloth. We shall manage with articles produced and manufactured at home. You may not keep one eye on Manchester6 and the other on India. We can work together only if our interests are identical.
1Independence, self-government.
2Gandhi thus foresees the possibility of something like the divisive violence that occurred at Independence, even though it was to break his heart and take his life.
3Clergyman.
4"When in Rome, do as the Romans do."
5 An old English term for "Muslim." Note that Gandhi is already trying to be sensitive to both religions. This was the issue that in the end defeated him.
6The center of the English cotton-weaving trade. One of Gandhi's most important campaigns was to persuade Indians to wear only traditional Indian homespun garments, boycotting English imports.
Gandhi, M. K. (1922). Indian Home Rule (5th ed.). Ganesh & Co. from https://www.gutenberg.org/files/40461/40461-h/40461-h.htm
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oercommons
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2025-03-18T00:38:33.330697
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Constanze Weise
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https://oercommons.org/courseware/lesson/113323/overview
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LBJ and the Vietnam War
Overview
Statewide Dual Credit Modern World History: Unit 15, Lesson 13
A discussion of the key events in the Vietnam War, focusing on the escalation of U.S. involvement under President Lyndon B. Johnson and the subsequent withdrawal under President Richard Nixon, highlighting the domestic and international factors that influenced the course of the war.
A little over a year after the resolution of the Cuban Missile Crisis, a disgruntled former marine and defector named Lee Harvey Oswald (1939-1963) assassinated President Kennedy in Dallas, Texas on November 22, 1963. Kennedy’s successor, Lyndon Baynes Johnson (1908-1973), proved a key figure in the Cold War. A Texas native, admirer of Franklin Roosevelt, and former Senate majority leader, Johnson, had little foreign policy experience. After being sworn in as president, LBJ primarily concentrated on domestic issues, using the death of JFK to push through the Civil Rights Act of 1964 and Voting Rights Act of 1965, and declaring war on poverty with an expansive set of social welfare programs known as the Great Society.
Initially, Johnson continued to uphold the foreign policy initiatives of his predecessors. In 1964, the People’s Republic of China detonated its first nuclear bomb and edged closer to displacing Taiwan as the official representative for China on the UN Security Council. The Johnson administration responded by increasing U.S. military and economic assistance to Ngo Dinh Diem’s South Vietnamese government. However, Ho Chi Minh’s Viet Cong movement, supplied by both the USSR and the PRC, only continued to increase in manpower and popularity. Relying on a cadre of Kennedy appointees including Defense Secretary Robert S. McNamara (1916-2009), Secretary of State Dean Rusk (1909-1994) and National Security Advisor McGeorge Bundy (1919-1996), Johnson began to send American combat troops to Vietnam.
Throughout the early 1960s, North and South Vietnam fought a bloody civil war. Communist China supported the North Vietnamese, while the United States backed the regime of Ngo Dien Diem in Saigon. In early August 1964, the U.S. Navy destroyers U.S.S. Maddox and U.S.S. Turner Joy were patrolling the Gulf of Tonkin off the coast of North Vietnam. On August 2, three North Vietnamese patrol boats engaged in a skirmish with the Maddox. Two days later, the Maddox and Turner Joy reported another attack and returned fire. However, conflicting reports stated that the American destroyers fired at what they thought was a second attack, although no North Vietnamese ships were actually spotted. In any case, President Johnson appeared live on television before the American public to report the attacks and announce his intention to retaliate. On August 7, Congress agreed to the Gulf of Tonkin Resolution, providing the President with wide latitude to conduct military operations in Vietnam. It was the closest the United States ever came to formally declaring war on North Vietnam. Following the Gulf of Tonkin Resolution, President Johnson ordered massive bombing campaigns against North Vietnam and sent over 300,000 American troops to reinforce the South Vietnamese military. American special forces trained South Vietnamese soldiers, sent long-range reconnaissance patrols deep into the Vietnamese countryside to stop flows of weapons and supplies to communist insurgents, and helped to build up the South Vietnamese infrastructure.
Led by General William Westmoreland (1914-2005), the U.S. military in Vietnam had a large technological advantage over the North Vietnamese forces. However, the Viet Cong’s use of guerilla warfare and their widespread support among the people more than made up for this advantage. In January 1968, Viet Cong and North Vietnam forces launched the Tet Offensive, a series of attacks on over 100 American military targets throughout South Vietnam. This caused many Americans, including leading members of the media like Walter Cronkite (1916-2009), to question whether the war could still be won. Worried about the draft, thousands of young Americans took to the street to protest the war. The war became so controversial that LBJ pledged not to run for re-election in 1968. Former vice president and Communist hardliner Richard M. Nixon (1913-1994) defeated Democrat Hubert Humphrey (1911-1978) to become U.S. president. Promising Americans “peace with honor,” Nixon increased bombing on North Vietnam but gradually began transferring responsibility for the defense of South Vietnam over to ARVN (Army of the Republic of Vietnam) in a process he referred to as the “Vietnamization” of the conflict.
In 1970, former Pentagon employee Daniel Ellsberg (b. 1931) published classified documents showing that American officials had greatly exaggerated American victories in Vietnam while hiding the number of American casualties from the public. Nixon’s secretary of state, Henry Kissinger (b. 1923), conducted shuttle diplomacy with Soviet, Chinese and North Vietnamese diplomats to negotiate a gradual withdrawal of U.S. forces from South Vietnam. By 1973, all U.S. soldiers were withdrawn from Vietnam.
Since 1946, North Vietnamese forces had fought against the Japanese, French and Americans. In 1973, President Richard Nixon announced that the “Americanization” of the war was complete and ordered U.S. troops to turn over military operations to their South Vietnamese counterparts. Backed by the Soviet Union and the People’s Republic of China, North Vietnamese forces began infiltrating the south. By April 1975, the North Vietnamese army approached Saigon, triggering a panic among the city’s residents. Thousands of South Vietnamese that had worked with American forces fled by sea. Helicopters evacuated American embassy personnel and their dependents. At 2:30 p.m. on April 30, South Vietnamese Doung Van Minh (1916-2001) took to the airwaves to announce that his government had surrendered and that the Republic of Vietnam no longer existed. In 1976, North and South Vietnam were merged creating the Socialist Republic of Vietnam.
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oercommons
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2025-03-18T00:38:33.347999
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Constanze Weise
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"title": "Statewide Dual Credit Modern World History, Cold War and Decolonization of the World from 1950, LBJ and the Vietnam War",
"author": "John Rankin"
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https://oercommons.org/courseware/lesson/113314/overview
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Rise of China
Overview
Statewide Dual Credit Modern World History: Unit 15, Lesson 4
A discussion of the rise of Communist China under Mao Zedong, including the establishment of the People's Republic of China, the Great Leap Forward, the Cultural Revolution, and the impact of Mao's policies on the Chinese people.
By the late 1940s, world attention shifted from Europe to Asia. Since the 1930s, Chiang Kai-Shek’s (1887-1975) Kuomintang government had been locked in a civil war with Mao Zedong’s (1893-1976) Chinese Communist forces. Under American diplomatic pressure, Chiang and Mao created a coalition government in 1946. The coalition quickly frayed and by 1949, Mao’s forces forced the Kuomintang to retreat to the island of Taiwan (also known as Formosa). On October 1, 1949, Mao Zedong announced the creation of the People’s Republic of China from the top of the Tiananmen Gate in Beijing.
Throughout the 1950s and 1960s, Mao Zedong and his followers sought to remake China in their image. From 1952-1962, Mao initiated the “Great Leap Forward” by ordering Chinese peasants to create primitive blast furnaces and steel mills in an effort to, within a generation, catapult China into the upper echelon of industrial nations. However, by neglecting agricultural production, Mao condemned 15-55 million people to starvation.
Aware that China contained over 95 minorities and many individuals still loyal to the old Kuomintang, the Chinese government and Chinese Communist Party (CCP) used strongarm tactics to keep the population in line. Communist control of schools ensured that children were fed a steady diet of socialist ideology from a young age and urged to spy on their parents. Mandarin became the official language of the government. Mao even demanded that China’s traditional writing system be simplified to purge it of class bias. Even powerful government officials were often forced to attend party indoctrination sessions, confess their “crimes” and submit to public denunciations. The Chinese secret police were everywhere, arresting, torturing and sentencing thousands of suspected Chinese intellectuals, poets, politicians and even military officials to long sentences in “re-education camps.”
Spotlight On | THE LITTLE RED BOOK
Mao Zedong’s Little Red Book, formally known as Quotations from Chairman Mao Zedong, represented one of the most influential political tracts of the 20th century. Compiled in 1964, the book contained 267 sayings attributed to Chairman Mao. Forming a crucial part of Mao’s cult of personality during the Cultural Revolution, The "Little Red Book" was modeled on popular collections of quotes from Chinese scholars like Confucius and Mencius that Chinese schoolchildren had used for centuries. In the 1960s, the Chinese Ministry of Education aimed to give a copy to every Chinese citizen. Red Guards would also routinely ask whether ordinary Chinese had a copy with them or whether they could quote passages from the book from memory. Two of the most often recited quotes from the "Little Red Book" were, “Every Communist must grasp the truth: Political power grows out of the barrel of a gun” and “A revolution is not a dinner party, or writing an essay, or painting a picture, or doing embroidery; it cannot be so refined, so leisurely and gentle, so temperate, kind, courteous, restrained and magnanimous. A revolution is an insurrection, an act of violence by which one class overthrows another.”
From 1966-1976, Mao launched the “Cultural Revolution.” Although officially designed to combat corruption and keep the Chinese people in a permanent state of communist revolution, in reality, the Cultural Revolution involved creating a cult of personality around Mao. At Mao’s urging, groups of young people known as “Red Guards,” indoctrinated by the ceaseless reading of a collection of their leader’s teachings incorporated in “Little Red Books,” scoured the Chinese countryside. They humiliated, beat and killed individuals considered “capitalist roaders,” destroying churches, temples and other symbols of China’s past, all with little or no opposition from Chinese officials. Although figures vary, it was estimated that over two million people died during the Cultural Revolution, a movement that did not officially end until Mao died in 1976.
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oercommons
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2025-03-18T00:38:33.364212
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Constanze Weise
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"url": "https://oercommons.org/courseware/lesson/113314/overview",
"title": "Statewide Dual Credit Modern World History, Cold War and Decolonization of the World from 1950, Rise of China",
"author": "John Rankin"
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https://oercommons.org/courseware/lesson/113254/overview
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Southeast Asia
Overview
Statewide Dual Credit Modern World History: Unit 11, Lesson 7
A discussion of Southeast Asia from 1500-1900, including its consolidation into Buddhist kingdoms, European colonization, and the roles of key figures like Osoet Pegua and Emilio Aguinaldo in resisting colonial rule.
For the countries of mainland Southeast Asia—Burma (Myanmar), Thailand, Cambodia, Laos and Vietnam— the period from 1500-1750 was predominantly marked by political consolidation into Buddhist kingdoms. Growing access to European gunpowder weapons allowed local kings to expand their territories. For example, King Bayinnaung (1551-1581) helped expand Burmese political and economic influence into parts of Thailand, Laos, and C ambodia. As the population of the region grew, local governments became larger and demanded more taxes, and this encouraged a shift away from subsistence agriculture toward cash crops such as sugar. Buddhist kings profited from such trade and taxation. As a means of both legitimizing their rule and demonstrating their power, these kings invested in the creation of religious texts, libraries, monasteries and Buddhist temples.
Both the Chinese and Japanese wished to expand their influence throughout Asia. While China’s primary influence in neighboring areas like Vietnam or Burma remained primarily economic, Japan sought political control over areas such as Taiwan, which it conquered in 1895. The four colonial powers in the region— Britain, France, the Netherlands and Spain—thus had to navigate the politics of local kingdoms plus Chinese merchants and Japanese imperial officials.
In the early 1600s, English merchants sought to break into Chinese-dominated markets. Although cast out of southeast Asia by the Dutch, the English returned to wrest Melaka from Dutch control in 1795. Twenty- four years later, the British Empire established control over Singapore. Whereas Melaka represented only a regional power, Singapore was a commercial center for all of southeast Asia. This allowed the British to control much of the trade in the region and to cast its grasp further afield.
In 1786, the British East India Company negotiated with the Sultan of Kedah to create a military and trading center on Penang Island. Worried about Dutch domination of the tea, pepper and opium trade, the British sought to create a presence in southeast Asia. Over the next century British colonial officials played different Malay states against one another, eventually creating a protectorate over the entire region in 1909. Both Burma and Malaysia underwent rapid economic growth under the British. In addition to building railways and developing steam navigation and oil drilling, Burma also increased rice cultivation and produced timber and teakwood. The port of Rangoon (Yangon), the colonial capital, developed into a significant transaction crossroads for the region. Tin mining developed in Malaya, and Chinese laborers were recruited to work in the mines. In time, Chinese immigrants came to represent nearly half the population of Singapore. A large concentration of Chinese also migrated to Kuala Lumpur, the colonial capital of the Federated Malay States. Indian laborers likewise became a sizable population in Singapore and throughout Burma. For the greater part of the 19th century, Malaysia was divided into the British-owned straits settlements – Penang, Melaka and Singapore, whose sultanates became British client states. In the late 19th century, British officials increasingly consolidated control over the Malay states, culminating in the creation of the Federation of Malaya in 1948.
Siam (Thailand), located between the British in Burma and Malaya and the French in Indochina, retained its independence from colonial powers throughout this period. King Mongkut (1851-1868) brought western science and political techniques to the nation. Although forced to grant Britain and France extraterritoriality status in Bangkok, Mongkut kept his country independent. The Thai economy developed rice, rubber, tin and tropical hardwood industries. Bangkok accordingly developed into a major trading center.
In the early 1520s, Chinese diplomats took advantage of a bloody civil war in Vietnam. Although they did little to stem the violence, Ming officials encouraged Vietnam’s ruling Le Dynasty (1428-1788) to adopt the trappings of neo-Confucian ideology and culture. Dutch and Muslim merchants likewise exploited wartime scarcities by selling Indian opium and cloth respectively on the docks of Saigon and Hanoi. With their knowledge of local languages and customs, Chinese and Japanese merchants fared better than their European counterparts. Chinese traders sold metal wares, porcelain and cloth throughout Vietnam, Cambodia and Thailand in return for large quantities of refined sugar.
Spotlight On | OSOET PEGUA
Historically, many Southeast Asian women worked as merchants. As women traditionally managed households, working as merchants was seen as an extension of their domestic duties. Osoet Pegua (1615-1658) represented one such individual. Little is known about her life. In fact, no portrait of Osoet was ever made. Born in 1615 in Ayutthaya, the capital of Thailand (Siam), Osoet was of Burmese and Mon descent. At a young age, she began working at the walled compound of the Dutch East India Company (Verenigde Oostindische Compagnie, or VOC). Quickly learning Dutch, the 16-year-old Osoet began a relationship with Dutch trader Jan van Meerwijck. Following van Meerwijck’s death, Osoet married Jeremias van Vliet (c. 1602-1663), the leading VOC official in Thailand, in 1638. Over the next four years, the couple produced three daughters. Over time, Osoet became an intermediary between King Prasat Thong (c. 1600-1656) and the VOC. However, when Dutch officials recalled van Vliet to Batavia over corruption charges, King Thong refused to let Osoet or her daughters leave Thailand. Osoet then formed a relationship with junior VOC partner Jan van Muijden. Using the hapless van Muijden as a proxy, Osoet effectively took over the management of the VOC office in Ayutthaya. Under her capable leadership, the VOC secured record profits and gained considerable influence with the Thai royal court. Following her death in 1658, King Sanpet VI (1630-1656) allowed for her to be buried in the Dutch compound in Ayutthaya and permitted her children to immigrate to the Netherlands.
Regional wars and epidemics also swept across southeast Asia during this time. The Kingdoms of Lan Xang and Lanna (current day Laos) fought off a series of invasions from Thailand and Vietnam. Under the capable leadership of King Settathirath (1534-1571), the unified kingdoms of Lan Xang and Lanna began a period of rebuilding and economic development. From the 800s to the 1600s the Khmer Empire flourished in what is today Cambodia. Under the able reign of Jayavarman II (c. 700-850) and Jayavarman VII (c. 1122-1218) the Khmer built complex temples and palaces such as Angkor Wat. However, a series of civil wars in the 1400s allowed King Borommaracha II (1424-1448) of Thailand to conquer Khmer in 1432. For the next four centuries, Cambodia would remain a Thai vassal state.
China politically and economically dominated southeast Asia until the 19th century. In 1862, the French Empire used the persecution of French Catholic missionaries as a reason to invade the southern provinces of Vietnam, including the strategic port of Saigon. By 1885, French forces occupied northern Vietnam, Cambodia and Laos. French colonists used forced labor to create massive rice and rubber plantations along the Mekong delta. Under the pretense of “civilizing” the Vietnamese, French officials renamed the region French Indochina, forced Vietnamese to adopt French names, learn the French language and convert to Roman Catholicism. To avoid prison, the Vietnamese opposition leader Ho Chi Minh (1890-1969) traveled abroad. During this time, he visited France, Britain, the United States, the Soviet Union and China. Converting to socialism, Ho became head of the Vietnamese communist party, through which he created a resistance movement to overthrow the French imperial regime.
While Thailand, Vietnam and Cambodia struggled to survive Chinese and French expansion, the people of the Philippines struggled to resist Spanish domination. In 1521, Admiral Ferdinand Magellan (1480-1521), leading a fleet of five ships, claimed the Philippines for Spain. In 1565, a Spanish invasion fleet seized the island of Luzon and established a colonial capital at Manila. From 1565 – 1821, Spanish officials in Mexico City administered the Philippines as part of the viceroyalty of New Spain. Following the independence of Mexico in 1821, the Philippines became a royal colony governed from Madrid. Spanish officials in Manila used lavish gifts to forge alliances with local chiefs. Over the course of the 17th and 18th centuries, Manila became a Spanish settlement filled with merchants, soldiers, Catholic missionaries and some bureaucrats that would stay connected to Mexico City. Outside of Manila, a Chinese merchant community began to form. Many Chinese converted to Catholicism and intermarried with local elites.
Spotlight On | EMILIO AGUINALDO
One of the leading figures of Philippine independence, Emilio Aguinaldo y Famy was born into a wealthy family of Chinese and Tagalog descent in Cavite el Viejo on March 22, 1869. He attended the Colegio de San Juan de Letran and became a captain-general of his home province in 1895. Aguinaldo became involved with the Katipunan, a secret society that led an armed resistance against Spanish colonial rule the following year. Becoming a skilled insurgent known as “Magdeleno” (after Mary Magdalene), Aguinaldo and his “Magdelano” forces became known for carrying out planned attacks on Spanish colonial forces. For instance, at the Battle of Zapote Bridge in February 1897, Aguinaldo ordered his troops to ring a local bridge with dynamite and lace the river beneath with punji sticks. When a Spanish army of 12,000 attempted to cross, the Magdelenos destroyed the bridge and routed the army. In March, representatives of the Philippine revolutionary government elected Aguinaldo as its generalissimo. In October 1897, Aguinaldo commissioned the creation of a constitution that further legitimized his regime. Following extensive negotiations with Spanish officials, Aguinaldo agreed to cease resistance, dissolve his government and go into exile in Hong Kong. When the Spanish-American War broke out in 1898, Commodore George Dewey arranged for Aguinaldo to be brought to the Philippines to create a new revolutionary government. After a prolonged siege, Spanish authorities surrendered Manila to American forces. Although Spain agreed to cede the Philippines to the U.S. in return for $20 million, Aguinaldo declared the creation of a provisional Philippine republic in January 1899. Aguinaldo would lead a guerilla war against occupying U.S. forces for the next two years. Captured by American forces in Luzon on March 23, 1901, Aguinaldo acceded to U.S. control of the Philippines. Ironically, when imperial Japanese forces invaded the Philippines in December 1941, Aguinaldo re- emerged to lead a pro-Japanese collaborationist government. In February 1942, Aguinaldo took to the airwaves to give his “Bataan Address,” which urged American forces in the Philippines to lay down their arms. Captured when American troops retook the islands in 1945, Aguinaldo was released from prison under a general amnesty for all former Japanese collaborators. He then lived a quiet life in retirement, dying in 1962.
Catholic missionaries from several orders established hundreds of schools and rural churches, most concentrated in the islands of the north and some in the south reaching through the Visaya archipelago and into northern Mindanao. Resistance against Spanish encroachment grew and a group of nationalists, including José Rizal (1861-1896), demanded reform. By 1896, the reform movement had grown to include militant elements, including a secret society known as the Katipunan, which started an armed revolt against Spain. Arrested and found guilty of treason, Rizal was executed by means of a firing squad on December 30, 1896. In doing so, Spanish authorities turned Rizal into a martyr in the cause of Philippine independence. In 1898, the Spanish-American war reached the Philippines, and nationalist hero Emilio Aguinaldo (1869-1964) declared independence from Spain on June 12, 1898, which would lead to the establishment of the First Philippine Republic on January 21, 1899.
Spain turned the Philippines, along with Puerto Rico and Guam, over to the U.S. following the American victory in the Spanish-American War (1898). Consequently, the Philippine-American War (1899-1902) broke out. More than 200,000 Filipinos died, mostly due to famine and disease. The Philippines would not gain its independence until 1946.
|
oercommons
|
2025-03-18T00:38:33.385266
|
Constanze Weise
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113254/overview",
"title": "Statewide Dual Credit Modern World History, The Second Wave of Imperialism 1700-1900, Southeast Asia",
"author": "John Rankin"
}
|
https://oercommons.org/courseware/lesson/95202/overview
|
Thesis Statement 101 Worksheet
Overview
This worksheet is for writers who would like to create stronger thesis statements!
Thesis Statement 101 Worksheet
Attached below is a thesis worksheet designed with developmental writers in mind.
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oercommons
|
2025-03-18T00:38:33.402440
|
07/14/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/95202/overview",
"title": "Thesis Statement 101 Worksheet",
"author": "Molly Hamilton"
}
|
https://oercommons.org/courseware/lesson/78296/overview
|
Colourful Creations | Raspberry Pi Projects
Getting started with Raspberry Pi | Raspberry Pi Projects
Lost in space | Raspberry Pi Projects
Rock, Paper, Scissors | Raspberry Pi Projects
Secret Messages | Raspberry Pi Projects
Setting up your Raspberry Pi | Raspberry Pi Projects
Using your Raspberry Pi | Raspberry Pi Projects
Raspberry Pi Resources, Setup to First Program
Overview
Table of Contents:
Section 1: Setting Up Your Raspberry Pi
Section 2: Using Your Raspberry Pi
Section 3: Getting Started With Your Raspberry Pi
Section 4: Activities for Beginners
This is an edited (for structure) and compiled OER of the first three tutorials and some selected activities from Raspberrypi.org. All materials from the RaspberryPi Foundation are licensend under a Creative Commons Attribution-ShareAlike 4.0 International license.
Setting up your Raspberry Pi
Setting up your Raspberry Pi
How to set up and start your Raspberry Pi for the first time
Step 1 Introduction
Here you’ll learn about your Raspberry Pi, what things you need to use it, and how to set it up.
We also have a three-week online course available on the FutureLearn platform (http://rpf.io/rpi-fl), and a Raspberry Pi forum (https://www.raspberrypi.org/forums), including the Beginners (https://www.raspberrypi.org/forums/viewforum.php?f=91) section, if you want to ask questions and get support from the Raspberry Pi community.
If you need to print this project, please use the printer-friendly version (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up/print).
Step 2 What you will need
Which Raspberry Pi?
There are several models of Raspberry Pi (https://www.raspberrypi.org/products/), and for most people Raspberry Pi 4 Model B is the one to choose. Raspberry Pi 4 Model B is the newest, fastest, and easiest to use.
Raspberry Pi 4 comes with 2GB, 4GB, or 8GB of RAM. For most educational purposes and hobbyist projects, and for use as a desktop computer, 2GB is enough.
Raspberry Pi Zero, Raspberry Pi Zero W, and Raspberry Pi Zero WH are smaller and require less power, so they’re useful for portable projects such as robots. It’s generally easier to start a project with Raspberry Pi 4, and to move to Raspberry Pi Zero when you have a working prototype that a smaller Raspberry Pi would be useful for.
If you want to buy a Raspberry Pi, head to rpf.io/products (https://rpf.io/products).
A power supply
To connect to a power socket, all Raspberry Pi models have a USB port (the same found on many mobile phones): either USB-C for Raspberry Pi 4, or micro USB for Raspberry Pi 3, 2, and 1.
You need a power supply that provides:
At least 3.0 amps for Raspberry Pi 4
At least 2.5 amps for Raspberry Pi 3
We recommend using our o!cial USB-C Power Supply (https://www.raspberrypi.org/products/type-c-power-supply/) for Raspberry Pi 4, or our o!cial Universal Power Supply (https://www.raspberrypi.org/products/raspberry-pi-universal-power-supply/) for Raspberry Pi 3, 2, or 1.
A microSD card
Your Raspberry Pi needs an SD card to store all its files and the Raspberry Pi OS operating system.
You need a microSD card with a capacity of at least 8GB.
Many sellers supply SD cards for Raspberry Pi that are already set up with Raspberry Pi OS and ready to go.
A keyboard and a mouse
To start using your Raspberry Pi, you need a USB keyboard and a USB mouse.
Once you’ve set up your Raspberry Pi, you can use a Bluetooth keyboard and mouse, but you’ll need a USB keyboard and mouse for the first setup. A TV or computer screen
To view the Raspberry Pi OS desktop environment, you need a screen, and a cable to link the screen and your Raspberry Pi. The screen can be a TV or a computer monitor. If the screen has built-in speakers, Raspberry Pi is able to use these to play sound.
HDMI
Your Raspberry Pi has an HDMI output port that is compatible with the HDMI port of most modern TVs and computer monitors. Many computer monitors may also have DVI or VGA ports. Raspberry Pi 4 has two micro HDMI ports, allowing you to connect two separate monitors.
You need either a micro HDMI to HDMI cable, or a standard HDMI to HDMI cable plus a micro HDMI to HDMI adapter, to connect Raspberry Pi 4 to a screen.
Raspberry Pi 1, 2, and 3 have a single full-size HDMI port, so you can connect them to a screen using a standard HDMI to HDMI cable.
DVI
If your screen has a DVI port, you can connect your Raspberry Pi to it using an HDMI to DVI cable.
VGA
Some screens only have a VGA port.
To connect your Raspberry Pi to such a screen, you can use an HDMI to VGA adapter.
Optional extras
A case
You may want to put your Raspberry Pi in a case. This is not essential, but it will provide protection for your Raspberry Pi. If you’d like, you can use the o!cial case for Raspberry Pi 4 (ht tps://www.raspberrypi.org/products/raspberry-pi-4-case/) or Raspberry Pi Zero or Raspberry Pi Zero W (https://www.raspberrypi.org/products/raspberry-pi-zero-case/).
Headphones or speakers
The large Raspberry Pi models (but not Raspberry Pi Zero or Raspberry Pi Zero W) have a standard audio port like the one on a smartphone or MP3 player. If you want to, you can connect your headphones or speakers so that your Raspberry Pi can play sound. If the screen you’re connecting your Raspberry Pi to has built-in speakers, Raspberry Pi can play sound through these.
An Ethernet cable
The large Raspberry Pi models (but not Raspberry Pi Zero or Raspberry Pi Zero W) have a standard Ethernet port to connect them to the internet; to connect Raspberry Pi Zero to the internet, you need a USB to Ethernet adapter.
Raspberry Pi 4, Raspberry Pi 3, and Raspberry Pi Zero W can also be wirelessly connected to the internet.
Step 3 Set up your SD card
If you have an SD card that doesn’t have the Raspberry Pi OS operating system on it yet, or if you want to reset your Raspberry Pi, you can easily install Raspberry Pi OS yourself. To do so, you need a computer that has an SD card port — most laptop and desktop computers have one.
The Raspberry Pi OS operating system via the Raspberry Pi Imager
Using the Raspberry Pi Imager is the easiest way to install Raspberry Pi OS on your SD card.
Note: More advanced users looking to install a particular operating system should use this guide to installing operating system images (https://www.raspberrypi.org/documentati on/installation/installing-images/README.md).
Download and launch the Raspberry Pi Imager
Visit the Raspberry Pi downloads page (https://www.raspberrypi.org/downloads)
Click on the link for the Raspberry Pi Imager that matches your operating system
When the download finishes, click it to launch the installer
Using the Raspberry Pi Imager
Anything that’s stored on the SD card will be overwritten during formatting. If your SD card currently has any files on it, e.g. from an older version of Raspberry Pi OS, you may wish to back up these files first to prevent you from permanently losing them.
When you launch the installer, your operating system may try to block you from running it. For example, on Windows I receive the following message:
If this pops up, click on More info and then Run anyway
Follow the instructions to install and run the Raspberry Pi Imager
Insert your SD card into the computer or laptop SD card slot
In the Raspberry Pi Imager, select the OS that you want to install and the SD card you would like to install it on
Note: You will need to be connected to the internet the first time for the Raspberry Pi Imager to download the OS that you choose. That OS will then be stored for future o"ine use. Being online for later uses means that the Raspberry Pi imager will always give you the latest version.
Then simply click the WRITE button
Wait for the Raspberry Pi Imager to finish writing
Once you get the following message, you can eject your SD card
Step 4 Connect your Raspberry Pi
Now get everything connected to your Raspberry Pi. It’s important to do this in the right order, so that all your components are safe.
Insert the SD card you’ve set up with Raspberry Pi OS into the microSD card slot on the underside of your Raspberry Pi.
Note: Many microSD cards come inside a larger adapter — you can slide the smaller card out using the lip at the bottom.
Find the USB connector end of your mouse’s cable, and connect the mouse to a USB port on Raspberry Pi (it doesn’t matter which port you use).
Connect the keyboard in the same way.
Make sure your screen is plugged into a wall socket and switched on.
Look at the HDMI port(s) on your Raspberry Pi — notice that they have a flat side on top.
Use a cable to connect the screen to Raspberry Pi’s HDMI port — use an adapter if necessary.
Raspberry Pi 4
Connect your screen to the first of Raspberry Pi 4’s HDMI ports, labelled HDMI0.
Note: Make sure you have used HDMI0 (nearest the power in port) rather than HDMI1.
You can connect an optional second screen in the same way.
Raspberry Pi 1, 2, 3
Connect your screen to the single HDMI port.
Note: Nothing will display on the screen, because your Raspberry Pi is not running yet.
If you want to connect your Raspberry Pi to the internet via Ethernet, use an Ethernet cable to connect the Ethernet port on Raspberry Pi to an Ethernet socket on the wall or on your internet router. You don’t need to do this if you want to use wireless connectivity, or if you don’t want to connect to the internet.
If the screen you are using has speakers, sound will play through those. Alternatively, connect headphones or speakers to the audio port if you prefer.
Step 5 Start up your Raspberry Pi
Your Raspberry Pi doesn’t have a power switch. As soon as you connect it to a power outlet, it will turn on.
Plug the power supply into a socket and connect it to your Raspberry Pi’s power port.
You should see a red LED light up on the Raspberry Pi, which indicates that Raspberry Pi is connected to power. As it starts up (this is also called booting), you will see raspberries appear in the top left-hand corner of your screen.
After a few seconds the Raspberry Pi OS desktop will appear.
Finishing the setup
When you start your Raspberry Pi for the first time, the Welcome to Raspberry Pi application will pop up and guide you through the initial setup.
Click on Next to start the setup.
Set your Country, Language, and Timezone, then click on Next again.
Enter a new password for your Raspberry Pi and click on Next.
Connect to your wireless network by selecting its name, entering the password, and clicking on Next.
Note: If your model of Raspberry Pi doesn’t have wireless connectivity, you won’t see this screen.
Note: Wait until the wireless connection icon appears and the correct time is shown before trying to update the software. Click on Next, and let the wizard check for updates to Raspberry Pi OS and install them (this might take a little while).
Click on Restart to finish the setup.
Note: You will only need to reboot if that’s necessary to complete an update.
Step 6 Where to find help
If you’re having problems with your Raspberry Pi, there are lots of places you can get help and advice:
Check out the help section (https://www.raspberrypi.org/help/) and the troubleshooting guide (https://www.raspberrypi.org/learning/troubleshooting-guide/) on the Raspberry Pi website
The Raspberry Pi forum (https://www.raspberrypi.org/forums), including the Beginners (https://www.raspberrypi.org/forums/viewforum.php?f=91) section, is a great place to ask questions and get support from the Raspberry Pi community
Call out on Twitter (https://twitter.com) using the hashtag #rpilearn, or submit a question on the Raspberry Pi Stack Exchange (https://raspberrypi.stackexchange.com/)
You could also attend a free Raspberry Jam (https://rpf.io/jam) community event to talk to people about their experiences and get some first-hand help from fellow Raspberry Pi users
Step 7 What next?
Well done! You have just completed the first project in the Raspberry Pi for beginners (https://projects.raspberrypi.org/en/pathways/raspberry-pi-beginners) pathway. Next, try the second project in the pathway, Using your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-using/). The complete Raspberry Pi for beginners pathway
Setting up your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up/)
Using your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-using/)
Customise your Raspberry Pi desktop (https://projects.raspberrypi.org/en/projects/custom-pi-desktop/)
Pac-Man treasure hunt on the terminal (https://projects.raspberrypi.org/en/projects/pacman-terminal)
Create a new command on Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-command/)
Other Raspberry Pi projects on the Raspberry Pi website
Take a look at some of our many other Raspberry Pi projects (https://projects.raspberrypi.org/en/projects?hardware%5B%5D=raspberry-pi).
Published by Raspberry Pi Foundation (https://www.raspberrypi.org) under a Creative Commons license (https://creativecommons.org/licenses/by-sa/4.0/). View project & license on GitHub (https://github.com/RaspberryPiLearning/raspberry-pi-setting-up)
Using Your Raspberry Pi
Using your Raspberry Pi
How to configure, update, and navigate your Raspberry Pi once it's set up
Step 1 Introduction
Here you’ll learn how to use Raspberry Pi OS and some of its software, and how to adjust some key settings to your needs.
If you don’t have your Raspberry Pi up and running yet, check out our Setting up your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up) guide. We also have a three-week online course available on the FutureLearn platform (http://rpf.io/rpi-fl).
Step 2 Raspberry Pi Desktop
Your Raspberry Pi runs Raspberry Pi OS, a version of an operating system (OS) called Linux. (Windows and macOS are other common operating systems.) After Raspberry Pi OS starts up, you will see the Desktop appear.
The Raspberry Pi icon in the top left-hand corner is where you access the menu.
Click on it to find lots of applications, including Programming applications.
To open a text editor, click on Accessories and choose Text Editor.
Close the text editor by clicking the x in the top right-hand corner of the window.
Explore what other applications are currently available in the menu.
Note: The Raspberry Pi Imager gives the option to install Raspberry Pi OS Full, which comes with all recommended software already loaded, including o!ce applications and some games.
Step 3 Keyboard and mouse settings
To set up your mouse and keyboard, select Preferences and then Mouse and Keyboard Settings from the menu.
Mouse
You can change the mouse speed and double-click time here, and swap the buttons if you are left-handed.
Keyboard
You can adjust the key repeat delay and interval values here.
To change the keyboard layout, click on Keyboard Layout and select your layout from the list of countries.
Step 4 Connecting to the internet
If you want to connect your Raspberry Pi to the internet, you can plug an Ethernet cable into it (if you have a Raspberry Pi Zero, you’ll need a USB-to-Ethernet adapter as well). If your model is a Raspberry Pi 4, Raspberry Pi 3, or Raspberry Pi Zero W, you can also connect to a wireless network.
Connecting to a wireless network
Click on the wireless network icon in the top right-hand corner of the screen, and select your network from the drop-down menu.
Type in the password for your wireless network, then click on OK.
Once your Raspberry Pi is connected to the internet, you will see a wireless LAN symbol instead of the red crosses.
Test your connection by clicking on the web browser icon and searching the web for raspberry pi.
Step 5 Setting up the sound
Your Raspberry Pi can either send sound to the screen’s built-in speakers through the HDMI connection (if your screen has speakers), or to the analogue headphone jack.
Right-click on the speaker icon in the top right-hand corner, and select Audio Outputs, to choose whether your Raspberry Pi should use the HDMI or the AV Jack connection for sound.
Click on the speaker icon to adjust the volume by moving the slider up or down.
Step 6 Installing software
There are many, many software programs and applications you can download and install on Raspberry Pi. Note: Your Raspberry Pi has to be connected to the internet (4) before you can install software.
In the menu, click on Preferences and then on Recommended Software.
You can browse all the recommended software, or filter it by category.
To install a piece of software, click to mark the checkbox to its right.
Then click on OK to install the selected software.
In addition to the Raspberry Pi’s recommended software, there’s a huge library of other available programs and applications. Click on Preferences and then on Add / Remove Software in the menu.
You can search for software, or browse by selecting a category from the menu on the left.
Try installing a drawing application called Pinta.
Type ‘pinta’ into the search box and press Enter.
Select Simple drawing/painting program in the list that appears.
Click on OK to start the installation process.
When prompted, enter your password; if you haven’t changed the password, it will be ‘raspberry’.
Pinta will now be downloaded and installed.
When the process is complete, open Pinta by selecting Graphics and then Pinta from the menu.
Step 7 Updating your Raspberry Pi
It’s a good idea to regularly update the software on your Raspberry Pi with the latest features and fixes.
You can update your Raspberry Pi using the Add / Remove Software application: open it by selecting it from the Preferences section of the menu.
Before you check and install any updates, you should refresh the software package lists on your Raspberry Pi.
Click on Options in the top left-hand corner, and select Refresh Package Lists.
Your Raspberry Pi will then update all lists of packages.
When this is done, click on Options and select Check for Updates.
The Package Updater will open and automatically check whether updates are available. It will display anything it finds in a list.
Click on Install Updates to install all the available updates.
When prompted, enter your password; if you haven’t changed the password, it will be ‘raspberry’.
The updates will then be downloaded and installed. You can see the installation by checking the progress bar in the bottom left-hand corner.
Step 8 Accessing your files
All the files on your Raspberry Pi, including the ones you create yourself, are stored on the SD card. You can access your files using the File Manager application. Click on Accessories and then on File Manager in the menu, or select the File Manager icon on the menu bar.
When the File Manager opens, you will be shown the pi directory — this is where you can store your files and create new subfolders.
Double-click on the Documents icon to open the directory and view the files inside.
To open a file, double-click on its name, or right-click on it to open the file menu for more options.
You can use USB drives and sticks with your Raspberry Pi. This is a convenient way of backing up your files and copying them to other computers. Insert a USB stick into your Raspberry Pi. A window will pop up, asking what action you want to perform.
Click on OK to Open in File Manager.
The File Manager will open and show you the files on your USB stick.
Step 9 Using the Terminal
The terminal is a really useful application: it allows you to navigate file directories and control your Raspberry Pi using typed commands instead of clicking on menu options. It’s often in many tutorials and project guides, including the ones on our website.
To open a terminal window, click on the Terminal icon at the top of the screen, or select Accessories and then Terminal in the menu.
You can type commands into the terminal window and run them by pressing Enter on your keyboard.
In the terminal window, type:
ls |
Then press Enter on the keyboard.
The command ls lists all the files and subdirectories in the current file directory. By default, the file directory that the terminal accesses when you open it is the one called pi.
Now type in this command to change directory to the Desktop.
cd Desktop |
You have to press the Enter key after every command.
Use the command ls to list the files in the Desktop directory.
ls |
The terminal can do a lot more than list files — it’s a very powerful way of interacting with your Raspberry Pi!
As just one small example, try the command pinout:
pinout |
This will show you a labelled diagram of the GPIO pins, and some other information about your Raspberry Pi.
Close the terminal window by clicking on the x in the top right-hand corner, or using the command exit.
Step 10 Configuring your Raspberry Pi
You can control most of your Raspberry Pi’s settings, such as the password, through the Raspberry Pi Configuration application found in Preferences on the menu.
System
In this tab you can change basic system settings of your Raspberry Pi.
Password — set the password of the pi user (it is a good idea to change the password from the factory default ‘raspberry’)
Boot — select to show the Desktop or CLI (command line interface) when your Raspberry Pi starts
Auto Login — enabling this option will make the Raspberry Pi automatically log in whenever it starts
Network at Boot — selecting this option will cause your Raspberry Pi to wait until a network connection is available before starting
Splash Screen — choose whether or not to show the splash (startup) screen when your Raspberry Pi boots
Interfaces
You can link devices and components to your Raspberry Pi using a lot of di"erent types of connections. The Interfaces tab is where you turn these di"erent connections on or o", so that your Raspberry Pi recognises that you’ve linked something to it via a particular type of connection.
Camera — enable the Raspberry Pi Camera Module (https://www.raspberrypi.org/products/camera-module-v2/) SSH — allow remote access to your Raspberry Pi from another computer using SSH
VNC — allow remote access to the Raspberry Pi Desktop from another computer using VNC
SPI — enable the SPI GPIO pins
I2C — enable the I2C GPIO pins
Serial — enable the Serial (Rx, Tx) GPIO pins
1-Wire — enable the 1-Wire GPIO pin
Remote GPIO — allow access to your Raspberry Pi’s GPIO pins from another computer
Performance
If you need to do so for a particular project you want to work on, you can change the performance settings of your Raspberry Pi in this tab. Warning: Changing your Raspberry Pi’s performance settings may result in it behaving erratically or not working.
Overclock — change the CPU speed and voltage to increase performance
GPU Memory — change the allocation of memory given to the GPU
Localisation
This tab allows you to change your Raspberry Pi settings to be specific to a country or location. Locale — set the language, country, and character set used by your Raspberry Pi Timezone — set the time zone
Keyboard — change your keyboard layout
WiFi Country — set the WiFi country code
Step 11 How to get help
If you are experiencing problems with your Raspberry Pi, there are lots of ways you can get help and advice:
Check out the help section (https://www.raspberrypi.org/help/) and the troubleshooting guide (https://www.raspberrypi.org/learning/troubleshooting-guide/) on raspberrypi.org (https://www.raspberrypi.org)
The Raspberry Pi forum (https://www.raspberrypi.org/forums), including the Beginners (https://www.raspberrypi.org/forums/viewforum.php?f=91) section, is a great place to ask questions and get support from the Raspberry Pi community
Call out on Twitter (https://twitter.com) using the hashtag #rpilearn, or submit a question on the Raspberry Pi Stack Exchange (https://raspberrypi.stackexchange.com/)
You could also attend a free Raspberry Jam (https://rpf.io/jam) community event to talk to people about their experiences and get some first-hand help from fellow Raspberry Pi users
Step 12 What next?
Well done! You have just completed the second project in the Raspberry Pi for beginners (https://projects.raspberrypi.org/en/pathways/raspberry-pi-beginners) pathway. Next, try the third project in the pathway, Customise your Raspberry Pi desktop (https://projects.raspberrypi.org/en/projects/custom-pi-desktop/). The complete Raspberry Pi for beginners pathway
Setting up your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up/)
Using your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-using/)
Customise your Raspberry Pi desktop (https://projects.raspberrypi.org/en/projects/custom-pi-desktop/)
Pac-Man treasure hunt on the terminal (https://projects.raspberrypi.org/en/projects/pacman-terminal)
Create a new command on Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-command/)
Other Raspberry Pi projects on the Raspberry Pi website
Take a look at some of our many other Raspberry Pi projects (https://projects.raspberrypi.org/en/projects?hardware%5B%5D=raspberry-pi).
Published by Raspberry Pi Foundation (https://www.raspberrypi.org) under a Creative Commons license (https://creativecommons.org/licenses/by-sa/4.0/). View project & license on GitHub (https://github.com/RaspberryPiLearning/raspberry-pi-using)
Getting Started With Raspberry Pi
Getting started with Raspberry Pi
Set up your Raspberry Pi and explore what it can do
Step 1 Introduction
In this project you will connect up a Raspberry Pi computer and find out what it can do.
Note: this guide is an introduction to the Raspberry Pi computer, there are also detailed guides to Setting up your Raspberry Pi (https://rpf.io/setting-up) and Using your Raspberry Pi (http://rpf.io/using).
What you will make
The Raspberry Pi is a small computer that can do lots of things. You plug it into a monitor and attach a keyboard and mouse.
What you will learn
This project covers elements from the following strands of the Raspberry Pi Digital Making Curriculum (http://rpf.io/curriculum):
Use basic digital, analogue, and electromechanical components (https://curriculum.raspberrypi.org/physical-computing/creator/)
Step 2 What you will need
Hardware
A Raspberry Pi computer with an SD card or micro SD card
A monitor with a cable (and, if needed, an HDMI adaptor)
A USB keyboard and mouse
A power supply
Headphones or speakers (optional)
An ethernet cable (optional)
Software
Raspberry Pi OS, installed using the Raspberry Pi Imager (https://www.raspberrypi.org/downloads/)
Step 3 Meet Raspberry Pi
You are going to take a first look at Raspberry Pi! You should have a Raspberry Pi computer in front of you for this. The computer shouldn’t be connected to anything yet. Look at your Raspberry Pi. Can you find all the things labelled on the diagram?
USB ports — these are used to connect a mouse and keyboard. You can also connect other components, such as a USB drive.
SD card slot — you can slot the SD card in here. This is where the operating system software and your files are stored.
Ethernet port — this is used to connect Raspberry Pi to a network with a cable. Raspberry Pi can also connect to a network via wireless LAN.
Audio jack — you can connect headphones or speakers here.
HDMI port — this is where you connect the monitor (or projector) that you are using to display the output from the Raspberry Pi. If your monitor has speakers, you can also use them to hear sound.
Micro USB power connector — this is where you connect a power supply. You should always do this last, after you have connected all your other components. GPIO ports — these allow you to connect electronic components such as LEDs and buttons to Raspberry Pi.
Step 4 Connect your Raspberry Pi
Let’s connect up your Raspberry Pi and get it running.
Check the slot on the underside of your Raspberry Pi to see whether an SD card is inside. If no SD card is there, then insert an SD card with Raspbian installed (via NOOBS).
Note: Many microSD cards come inside a larger adapter — you can slide the smaller card out using the lip at the bottom.
Find the USB connector end of your mouse’s cable, and connect the mouse to a USB port on your Raspberry Pi (it doesn’t matter which port you use).
Connect the keyboard in the same way.
Make sure your screen is plugged into a wall socket and switched on.
Look at the HDMI port(s) on your Raspberry Pi — notice that they have a flat side on top.
Use a cable to connect the screen to the Raspberry Pi’s HDMI port — use an adapter if necessary.
Raspberry Pi 4
Connect your screen to the first of Raspberry Pi 4’s HDMI ports, labelled HDMI0.
You could connect an optional second screen in the same way.
Raspberry Pi 1, 2, 3
Connect your screen to the single HDMI port.
Note: nothing will display on the screen, because the Raspberry Pi is not running yet.
If you want to connect the Pi to the internet via Ethernet, use an Ethernet cable to connect the Ethernet port on the Raspberry Pi to an Ethernet socket on the wall or on your internet router. You don’t need to do this if you want to use wireless connectivity, or if you don’t want to connect to the internet.
If your screen has speakers, your Raspberry Pi can play sound through these. Or you could connect headphones or speakers to the audio port.
Plug the power supply into a socket and then connect it to your Raspberry Pi’s USB power port.
You should see a red light on your Raspberry Pi and raspberries on the monitor.
Your Raspberry Pi then boots up into a graphical desktop.
Step 5 Finish the setup
When you start your Raspberry Pi for the first time, the Welcome to Raspberry Pi application will pop up and guide you through the initial setup.
Click Next to start the setup.
Set your Country, Language, and Timezone, then click Next again.
Enter a new password for your Raspberry Pi and click Next.
Connect to your WiFi network by selecting its name, entering the password, and clicking Next.
Note: if your Raspberry Pi model doesn’t have wireless connectivity, you won’t see this screen.
Click Next let the wizard check for updates to Raspbian and install them (this might take a little while).
Click Done or Reboot to finish the setup.
Note: you will only need to reboot if that’s necessary to complete an update.
Step 6 A tour of Raspberry Pi
Now it’s time to take a tour of your Raspberry Pi.
Do you see the raspberry symbol in the top left-hand corner? That’s where you access the menu: click on it to find lots of applications. Click on Accessories, and then click on Text Editor.
Type I just built a Raspberry Pi computer in the window that appears.
Click on File, then choose Save, and then click on Desktop and save the file as rp.txt.
You should see an icon named rp.txt appear on the desktop.
Your file has been saved to your Raspberry Pi’s SD card.
Close the text editor by clicking the X in the top right-hand corner of the window.
Return to the menu, click on Shutdown, and then click on Reboot.
When Raspberry Pi has rebooted, your text file should still be there on the desktop.
Raspberry Pi runs a version of an operating system called Linux (Windows and macOS are other operating systems). This operating system allows you to make things happen by typing in commands instead of clicking on menu options. To try this out, click on the Terminal symbol at the top of the screen:
In the window that appears, type:
ls |
and then press Enter on the keyboard.
You can now see a list of the files and folders in your home directory.
Now type this command to change directory to the Desktop:
cd Desktop |
You have to press the Enter key after every command.
Then type:
ls |
Can you see the text file you created?
Close the terminal window by clicking on the X.
Now drag rp.txt to the Wastebasket on the desktop so the Raspberry Pi will be tidy for the next person using it.
Step 7 Browsing the web
You might want to connect your Raspberry Pi to the internet. If you didn’t plug in an ethernet cable or connect to a WiFi network during the setup, then you can connect now.
Click the icon with red crosses in the top right-hand corner of the screen, and select your network from the drop-down menu. You may need to ask an adult which network you should choose.
Type in the password for your wireless network, or ask an adult to type it for you, then click OK.
When your Pi is connected to the internet, you will see a wireless LAN symbol instead of the red crosses.
Click the web browser icon and search for raspberry pi.
Step 8 Challenge: explore your Raspberry Pi
Take a tour of the menu — can you find:
A version of Scratch?
A Python game to play?
A version of Minecraft that you can program?
Published by Raspberry Pi Foundation (https://www.raspberrypi.orghttps://www.raspberrypi.org) under a Creative Commons license (https://creativecommons.org/licenses/by-sa/4.0/). View project & license on GitHub (https://github.com/RaspberryPiLearning/raspberry-pi-getting-started)
|
oercommons
|
2025-03-18T00:38:33.483879
|
Information Science
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/78296/overview",
"title": "Raspberry Pi Resources, Setup to First Program",
"author": "Electronic Technology"
}
|
https://oercommons.org/courseware/lesson/88819/overview
|
Romanticism PDF
Modern World Literature Volume 3: Romanticism
Overview
This textbook covers the Romanticism period with works from selected authors.
Modern World Literature Volume 3: Romanticism
This is volume 3 of a 5 volume set for Modern World Literature. This section covers the Romanticism period.
|
oercommons
|
2025-03-18T00:38:33.504500
|
12/16/2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/88819/overview",
"title": "Modern World Literature Volume 3: Romanticism",
"author": "Colleen McCready"
}
|
https://oercommons.org/courseware/lesson/94205/overview
|
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
Overview
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
|
oercommons
|
2025-03-18T00:38:33.521580
|
Susan Jennings
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/94205/overview",
"title": "Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/109923/overview
|
James Love "Creation of a Thing"...Introduction to Sociology Textbook
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
Project Planning
My OER Goals & Purpose: I have discover a vast amount of resources that will most defeinetly aid in the creaton of OER resources. Additionally, I have founds a large community of colleagues and professionals that have rpovide numerous resources and ideas that have been very helpful. My primary goal is to create and use OER resoures that are high quality and lower cost barriers for students.
My Audience: Introduction to Sociology students. Learning needs include a desire to explore Social Justie topics, technological and internet interaction, interactive video and assignments, self reflection, valueing student perspective and experience, muliple types of assesments.
My Team: Sociology and Social Science Faculty. Instructional Designers
Existing Resources: Numerous resources exist for introduction to Sociology course and course supports. Material can be easily gathered from other OER sources.
New Resources: Outlines, assesments, videos, and interactive support.
Supports Needed: Aligned OER with selected pedogogical perspective. Research avaliable sources and existing research.
Our Timeline: Fall 2024
OER Item
Introduction to Sociology
Sociology 101
Course Description
An overview of sociology focusing on its main perspectives, theories, and research methods. Areas of emphasis include culture, socialization, social institutions, social in- teraction, groups and organizations, social class and social stratification, deviance and crime, race and ethnicity, and gender and sexuality.
Course Content Statement:
The field of Sociology presents theory and research regarding sensitive topics such as race, reli- gion, sexuality, and gender. The intent of this course is to provide a well-rounded foundation of knowledge regarding the sociological perspective on content areas that are at times considered controversial. It is the instructor’s job to present information and provide learning opportunities that highlight these issues and perspectives; however, there is no expectation that students agree with or adopt a particular viewpoint outside that which is necessary for critical analysis and demonstration of learning. It is the student’s responsibility to utilize sociological theory and re- search to complete course materials in order to better understand those viewpoints, regardless of personal philosophy or opinion. Debate and discussion are appropriate and important aspects of the learning process, but the instructor’s responsibility within that discourse is to approach such discussions from the perspective of the field. Students who agree to continue in the course should understand that not all ideas are comfortable, but learning has value aside from the confirmation of preexisting attitudes, values, and beliefs. This course uses Sociology as its primary academic and pedagogical approach and, at times, will present a critique of the social world. This critique is essential as it provides the tools to define, analyze, and respond to pressing social issues, facilitates scrutinization of familiar truths and es- tablished facts, and is explicitly based upon the values of freedom, equality, and justice. In addition, Sociology focuses on relations of domination, oppression, and exploitation because they so obviously violate personal freedom and social equality. Sociology may appear radical to some, but it essentially the pedagogical realization of societies goals to be more inclusive and forward thinking.
Course Outcomes:
1. Identify and describe major sociological concepts including but not limited to culture, so- cialization, social structure, and social stratification.
2. Describe the sociological imagination and its relevance to both individual circumstances and society at large.
3. Compare and contrast the fundamental sociological frameworks of functionalism, conflict theory, and symbolic interactionism.
4. Describe the social construction of reality and how it affects social definitions such as race and gender.
5. Analyze the theory of intersectionality and apply it to social issues.
Videos: Crash Course Sociology
Topics:
The Sociological Perspective
Culture
Methods
Socialization
Social Structure and Interaction :
Deviance Class and Stratification
Race and Ethnicity
Gender
Sexuality
Families and Religion
Education and Health Care
Economy and Politics
Environment, Population, and Social Change
Reflection
This been an eye-opening course and has been very helpful in the creation and editing of existing resources. My initial intent in taking this course was to learn how to lower barriers surrounding pedological materials for students; however, I have leaned there OER can offer so many new and exciting ways to engage in scholarship.
Some of the reflections I have had during my time in this course are noted below:
- Cost savings from not requiring students to purchase traditional textbooks, which could increase access to course materials.
- Ability to customize, edit and adapt OER materials to better suit curriculum and teaching style.
- Student engagement with more interactive, up-to-date open resources.
- Collaboration with colleagues to share and build on each other's OER materials.
- Insights from student feedback on the effectiveness of OERs compared to traditional learning materials.
- Assessment of the impact on student learning outcomes using OERs compared to traditional textbooks.
- Reflection on how the flexibility of OERs allows more responsiveness to current issues and real-world examples.
- Consideration of how OERs allow great inclusion of diverse perspectives, voices and representations in course materials.
- Reflection on any challenges encountered in adopting, adapting or creating OERs and how those can be addressed.
The ability to customize, update, adapt and share OERs provides valuable benefits for educators and students. Reflecting on insights gained through integrating OER practices informs ongoing improvement and adoption efforts.
|
oercommons
|
2025-03-18T00:38:33.543527
|
11/03/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/109923/overview",
"title": "James Love \"Creation of a Thing\"...Introduction to Sociology Textbook",
"author": "James Love"
}
|
https://oercommons.org/courseware/lesson/110124/overview
|
Arabic Language for Beginners
How to Greet People in Arabic
Lesson 1 for the OER course
Arabic Language for Beginners
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
Project Planning
My OER Goals & Purpose:
I am creating an OER Arabic Conversational Module for beginners. The course will focus on three topics: Greetings and introductions, Daily activities, and Work. I hope to help students develop the communication skills they need to interact with native Arabic speakers in everyday situations.
My Audience:
My target audience for this course is beginners who have little or no experience with Arabic. The Module is designed to be accessible to students with a variety of learning needs and preferences.
My Team:
I am working on this OER independently. However, I have consulted with other Arabic language teachers to get feedback on the course content and design.
Existing Resources:
There are a number of existing resources that I will be utilizing for this OER item. These include:
- Arabic language textbooks and grammar books
- Arabic-language newspapers, magazines, TV shows, and movies
- Online Arabic language resources, such as websites and apps
New Resources:
I will need to create some new resources for this OER item, such as:
- Interactive exercises for each topic
- Audio recordings of native Arabic speakers speaking about each topic
- Video recordings of role-playing exercises and conversation drills
Supports Needed:
I would appreciate feedback on the course content and design from other Arabic language teachers. I would also be grateful for any suggestions for new resources that I could include in the course.
Timeline:
I plan to release the first draft of the course by the end of the year. I will then continue to refine the course based on feedback from students and teachers.
Material Description
Objectives:
- Students will be able to identify and use basic Arabic greetings and introductions.
- Students will be able to talk about their daily activities in Arabic.
- Students will be able to use basic Arabic vocabulary and grammar to discuss work-related topics.
Learning Outcomes:
By the end of the course, students will be able to:
- Introduce themselves and others in Arabic.
- Make conversation about daily activities in Arabic, such as eating, drinking, shopping, and getting around.
- Ask for and give directions in Arabic.
- Order food and drinks at a restaurant in Arabic.
- Make a purchase at a store in Arabic.
- Talk about their job and education in Arabic.
- Discuss basic cultural topics in Arabic.
Reflection
Having participated in a series of webinars on remixing OERs, I have gained valuable insights into the process of preparing practical educational resources. While creating an OER for a foreign language is challenging, I have learned how to effectively remix various resources to meet the specific needs of my students by observing and analyzing existing OERs.
The webinars shed light on the benefits of OERs, motivating me to incorporate these learnings into my classes. I intend to apply the strategies and techniques I acquired to enhance the Arabic Conversational Module I am developing. This approach will significantly benefit my students, providing them with a more comprehensive and engaging learning experience.
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oercommons
|
2025-03-18T00:38:33.568334
|
11/14/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/110124/overview",
"title": "Arabic Language for Beginners",
"author": "Nicolas Hanhan"
}
|
https://oercommons.org/courseware/lesson/109507/overview
|
Melito's Murmurs
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
How To Remix This Template
- Make sure you are logged in by looking at the top right of the platform for your Avatar.
- Click the "Remix" button on this resource to make your own version of this template. (You might want to "right-click" and choose "Open in a New Tab".)
- Change the title to describe your project and add text, videos, images, and attachments to the sections below.
- Delete this section (Section One) and any instructions in the other sections before publishing.
- When you are ready to publish, click "Next" to update the overview, license, and description of your resource, and then click Publish.
Project Planning
My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next?
Creating an OER is actually more possible than I thought.
My Audience: Who are you designing this OER item for and what are their learning needs and preferences?
My goal is to create short shareable resources for PIE Paragraph development and for Concise Writing Strategies for a current lab course we are developing.
My Team: Who else might support your OER item and what are their roles and responsibilities?
My English department will support the OER item and will likely collaborate with me to create it.
Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders.
We have some in house videos and lecture notes that we would like to include. We would like to figure out a way to add interactive practice.
New Resources: What new resources will you need for your OER item's next steps?
I am not sure; however, I have been spending a lot of time previewing potential OER content that will be relevant to remix.
Supports Needed: What additional supports do you need to complete your OER item? Do you need to gather more research and data to inform the design of your OER item?
I would like to learn a little more about finding the liscensing on exisiting, general internet content. There are things that exist I would like to bring into my OER but I can't always be confident it's okay.
Our Timeline: What deadlines do you have for your OER item deliverables?
1 month
OER Item
Reflection
Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.
The aspect of OER that has impressed on me the most is the way that building and using these resources creates community. I am now connected to a larger community. I am also watching as my department is collaborating more closely to build our resource. Additionally, I see my colleagues excited - even passionate- about having tailored and responsive free resources for students.
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oercommons
|
2025-03-18T00:38:33.585643
|
10/20/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/109507/overview",
"title": "Melito's Murmurs",
"author": "Ella Melito"
}
|
https://oercommons.org/courseware/lesson/124310/overview
|
Template - OER Syllabi Sharing
Overview
This template was created for Higher Ed Faculty to share OER Syllabi that they have created.
How To Remix This Template
- Make sure you are logged in by looking at the top right of the platform for your Avatar.
- Click the "Remix" button on this resource to make your own version of this template. (You might want to "right-click" and choose "Open in a New Tab".)
- Change the title to describe your project and add text, videos, images, and attachments to the sections below.
- Delete this section (Section One) and any instructions in the other sections before publishing.
- When you are ready to publish, click "Next" to update the overview, license, and description of your resource, and then click Publish.
Background on the Syllabi
Course Name and Course Coding Number:
Course Audience: Describe details of audience for this course. (Example: This is an upper-level class for students majoring in biology.)
OER Used in the Course: Briefly list and describe the OER used in this course.
Key Parts of the Syllabi: Describe 2 - 3 unique features of this syllabus/course. (Example: I have designed my assessments to be student-interest driven, so there each assessment includes both auto-graded quizzes on Canvas and also small research article analysis.)
Opportunities for Collaboration: What topics or intersets do you have regarding future possibilities for collaboration in course and syllabi design? (Example: I am really interested in including the use of AI as a brainstorming tool and would like to work with others to embed this in my course.)
Openly Licensed Syllabus
Add your OER Syllabus here including the course name and number.
To add content in this section:
- Add any text, images or videos by using this editing pane.
- Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K"
- Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save.
Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources.
Reflection
Please reflect and share any observations and insights you noticed as a result of this OER Syllabus, such as changes in your own practice, impact on colleagues or student engagement and impact.
|
oercommons
|
2025-03-18T00:38:33.601603
|
01/31/2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/124310/overview",
"title": "Template - OER Syllabi Sharing",
"author": "Joanna Schimizzi"
}
|
https://oercommons.org/courseware/lesson/113326/overview
|
Introduction and The Fall of the Soviet Union
Overview
Statewide Dual Credit Modern World History: Unit 16, Lesson 1
A discussion of the factors that led to the decline of the Soviet Union, including the building and subsequent destruction of the Berlin Wall, the transition of power following Stalin's death, and the Soviet-Afghan War.
Created in 1961 by the East German government to prevent local citizens from fleeing to the West, the Berlin Wall represented a collection of bunkers, guard towers and barbed wire fences that spanned 96 miles through downtown Berlin. In three decades, over 140 people were killed trying to cross the barrier. As the Cold War intensified, the Berlin Wall became a symbol of communist oppression. Following the announcement of Mikhail Gorbachev’s liberalizing glasnost and perestroika policies of the mid-1980s, the pro-Kremlin East German government faced public pressure to reform. Bowing to such pressures, GDR Politburo Member Gunter Schabowski announced in a November 9, 1989 press conference that the East German government would allow freedom of travel between the two Germanys. When a reporter asked when this policy would take effect, the startled officials responded, “As far as I know—immediately, without delay.” Within minutes of Schabowski’s statement, East German crowds took sledgehammers to the Berlin Wall, a hated symbol of Soviet repression. When border guards refused to fire on the Mauerspechte (wall peckers), East Germans began climbing over the wall to be greeted with flowers and champagne from elated West Berliners. The fall of the Berlin Wall marked the end of Communism in Eastern Europe and the Soviet Union, and a crucial moment in the emergence of a post-Cold War world. This chapter discusses the political, economic and social factors that led to the fall of the Soviet Union and the emergence of a “new world order.”
Spotlight On | THE BRANDENBERG GATE
Completed in 1791 as a monument to King Frederick Wilhelm of Prussia, the Brandenburg Gate represented one of the most famous landmarks in Berlin. Located near the Berlin Wall on the West German side, the gate served as a symbol of hope and unity during the Cold War. Most famously, it served as the site for U.S. President John F. Kennedy’s June 26, 1963 “Ich bin ein Berliner” speech. The gate was also a popular rallying point for demonstrators during the fall of the Berlin Wall in 1989.
The Fall of the Soviet Union
The death of Joseph Stalin in March 1953 created a power vacuum in the Kremlin. Georgy Malenkov (1901- 1988), a loyal Stalinist, initially emerged as the new premier. However, less than two years later, the popular political reformer Nikita Khrushchev replaced the dour Malenkov as the key powerbroker in Moscow. In a secret speech delivered to the 20th Party Congress on February 14, 1956, Khrushchev condemned Stalin for “his intolerance, his brutality, and his abuse of power” against “not only against actual enemies but also against individuals who had not committed any crimes against the party or the Soviet Government.” Over the next two years, Khrushchev shuttered “GULAG” labor camps, freed thousands of political prisoners, eased travel restrictions to and from the USSR, and announced a “peaceful cooperation” policy with the West. To be certain, Khruschev did not hesitate to brutally crush an uprising in Hungary in 1956. Nevertheless, his tenure as premier marked a definite thaw in the Cold War.
During the Cuban Missile Crisis of 1962, U.S. President John F. Kennedy successfully prevented the installation of Soviet nuclear missiles in Cuba. Soviet leaders blamed Khruschev for caving to Western pressure and two years later backed Leonid Brezhnev (1906-1982) to become the new premier. A communist hardliner, Brezhnev rolled back many of the Khruschev-era reforms. For instance, in what became known as the “Brezhnev Doctrine,” the Soviet leader argued that any attempt to overthrow a socialist government in the Eastern Bloc threatened all socialist nations throughout the region and justified invasion by the Soviet Union and its Warsaw Pact allies. Brezhnev used this rationale to justify the Soviet invasion of Czechoslovakia in 1968 to suppress the reform movement known as the “Prague Spring.” Brezhnev restored many state controls over the Soviet economy, emphasizing slow and steady industrial and agricultural growth. Although this approach allowed the Soviet economy to avoid the boom-and-bust cycles of Western nations it also came at the expense of chronic shortages of consumer goods and stagnated living standards throughout the USSR.
In terms of foreign policy, Brezhnev sought to prevent another Cuban Missile Crisis by working with the Nixon (1913-1994), Ford (1913-2006) and Carter (b. 1924) administrations to create the Strategic Arms Limitation Treaties (SALT I and SALT II), which limited the stockpiles of nuclear arms each nation could possess and the circumstances under which such weapons could be used. However, any hopes for a breakthrough in the nuclear arms race ended with the Soviet invasion of Afghanistan. Since the end of the Second World War, both Soviet and Western diplomats had treated Afghanistan as a buffer state. Yet in 1973, the Soviet-backed leader of the Afghanistan socialist party Mohammed Daoud Khan (1909-1978) seized control of Kabul and announced the creation of the left-leaning Republic of Afghanistan. Offended by Khan’s Marxist government and its support from the Soviets, many Muslim chieftains who controlled the surrounding countryside worked to undermine both Khan and his Soviet allies. From 1979-1989, Mujahedeen (those who struggle) forces used guerrilla tactics—ambushes, assassinations, bombings and hit- and-run attacks—to wear down Soviet forces. In a striking parallel to the United States’ defeat in Vietnam, the Soviet-Afghan War sapped the USSR of manpower, morale and resources. The conflict also economically and diplomatically isolated the Soviet Union in the eyes of the world community.
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oercommons
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2025-03-18T00:38:33.618178
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Constanze Weise
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https://oercommons.org/courseware/lesson/113310/overview
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Dropping the Bomb and Summary
Overview
Statewide Dual Credit Modern World History: Unit 14, Lesson 12
A discussion of the use of atomic bombs in WWII highlights the devastation caused in Japan and the subsequent surrender and an exploration of the formation of the United Nations as a governing structure for international peace and conflict resolution.
Dropping The Bomb
By 1943, Allied forces had successfully pushed Japanese forces back to the home islands. American bombers launched round-the-clock firebombing raids on Japanese cities, most notably Tokyo. However, Allied leaders became worried that an invasion of the Japanese home islands might cost upwards of a million casualties and drag on for years as Japanese troops and civilians fought diligently to their deaths. As such, President Roosevelt and his generals looked for an alternative to invasion.
Following the death of President Franklin Roosevelt in April 1945, his successor, Harry S. Truman, authorized the use of nuclear weapons against Japan. On August 6, 1945, the crew of the U.S. bomber Enola Gay dropped a 21-kiloton atomic bomb named “Fat Man” on Hiroshima, Japan. Three days later, American forces dropped another atomic bomb dubbed “Little Boy” on Nagasaki. When counting not only the immediate victims of the atomic blasts but also those who died later from radiation poisoning, it is estimated that between 90,000-166,000 residents of Hiroshima and 60,000-80,000 people living in Nagasaki died. Unaware that the United States only possessed two atomic bombs, Japanese officials agreed to the Allied demand for unconditional surrender, insisting only that the Japanese Emperor Hirohito (1901-1989) be allowed to remain in power as a symbolic ruler. On September 2, 1945, Japanese delegates signed documents of surrender aboard the USS Missouri in Tokyo Harbor. The war in the Pacific was now at an end.
Spotlight On | THE ATOMIC BOMB
The Manhattan Project represented one of the most top-secret projects of the war. Led by physicists Robert Oppenheimer (1904-1967) and Enrico Fermi (1901-1954) and coordinated by U.S. Army General Leslie Groves (1896-1970), scientists for the Manhattan Projects worked first in Chicago, then in Oak Ridge, Tennessee. Experimenting with Einstein’s concept that matter and energy were interchangeable, Oppenheimer and Fermi’s team learned through constant experimentation to split uranium 238, a very unstable isotope. On July 16, 1945, the Manhattan team detonated an 18.6 kiloton atomic bomb dubbed “the Gadget” on a barren stretch of desert near Alamogordo, New Mexico. Upon witnessing the power of the nuclear blast, Oppenheimer quoted the Hindu holy text, the Bhagavata, by stating, “I have become death, the destroyer of worlds.”
Spotlight On | THE UNITED NATIONS
From April 25 to June 26, representatives from over 50 countries gathered in San Francisco to draft the charter for the United Nations. Similar in principle to the League of Nations, the UN would act as an international forum to air grievances between nations and seek peaceful solutions to global problems. The Charter of the United Nations established a governing structure that resembled a parliamentary democracy. Each of the 51 nations that initially joined the UN sent delegates to meet once a year in a General Assembly. Regardless of the size of each member state’s delegation, they received one vote each in assembly votes. Delegates generally debated the adoption of international treaties and set up and evaluated the work of UN subcommittees, including the World Health Organization and the UN Children’s Fund. The UN also featured a number of permanent committees. The United Nations International Court of Justice oversaw the prosecution of war criminals and international terrorists. The UN Secretariat ran the day-to-day operations of the UN and enforced General Assembly resolutions. The UN Security Council constituted the most powerful part of the United Nations. It initially featured five permanent members–the United States, Soviet Union, Britain, France and China (Chiang Kai-Shek’s Kuomintang government until 1971, Mao Zedong’s PRC regime afterward) each of which wielded a veto over Security Council resolutions. The Security Council was charged with maintaining international peace and stability, investigating conflicts, establishing peacekeeping missions and setting up economic sanctions. Since its first session in 1946, the United Nations has played an active role in shaping global politics.
SUMMARY
By 1945, the Second World War ended in a complete victory for the Allied Powers. Although victorious, Americans, British, French and Russians soon came face to face with the true costs of the war. Between 40 and 50 million people died in the conflict, many of them civilians. Six million Jews and 6 million Romani, Slavs, homosexuals and other target groups died in the Holocaust. The economies of much of Europe and Asia lay shattered. Of all the prewar powers, only the United States could boast a booming economy and a fully operational military. Furthermore, two erstwhile allies, the U.S. and the USSR, were moving toward a cold war that pitted American capitalism and freedom against Soviet beliefs in planned economies and a collective mentality. For the next 50 years, the conflict between these two superpowers would help shape world events.
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oercommons
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2025-03-18T00:38:33.634736
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Constanze Weise
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https://oercommons.org/courseware/lesson/113270/overview
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The Growth of Fascism: Interwar Italy and Spain
Overview
Statewide Dual Credit Modern World History: Unit 13, Lesson 4
A discussion of Italy and Spain in the interwar period, focusing on the rise of fascism in Italy under Mussolini and the Spanish Civil War that brought General Francisco Franco to power. Both nations experienced political turmoil and the influence of fascist ideologies, shaping their trajectories in the years leading up to World War II. Including excerpts from Mussolini's 1932 "What is Facism".
Italy in the Interwar Period
Italy had the most complicated history of all the nations that fought in World War I. In 1882, Italy joined the German and Austrian Empires in forming the Triple Alliance. Wary of siding with its old adversary Austria, Italian officials declared their neutrality in August 1914. The following year Italy joined the Triple Entente hoping to gain the culturally Italian but Austrian-occupied areas of Trentino, South Tyrol and Trieste. In April 1915, Italy declared war on its former allies. However, as Italy remained an overwhelmingly rural country, it lacked the industrial base to equip its military. Although Italian troops attempted several advances against Austria, they failed to make a breakthrough. It was only in October 1918 that a combined army of Italian, British and French troops broke through the Austro-Hungarian lines. The Austrians then sued for peace a week before the Germans did likewise.
Although Italy was among the “Big Four” at the Paris Peace Conference, the British, French and American delegations did little to help them gain Austrian territory. Italian resentment at the Treaty of Versailles gave journalist and former socialist turned fascist Benito Mussolini (1883-1945) political ammunition to use in his rise to power. In March 1919, Mussolini formed his first fasci di combattimento (fighting leagues). Although he coopted certain progressive ideas, such as an eight-hour workday and women’s suffrage, Mussolini primarily pushed an anti-socialist message. A month later, Mussolini’s “black shirts” burned down the offices of a socialist newspaper in Milan and killed four people. Within a year, fascists broke up strikes, suppressed labor unions and intimidated political officials. From 1921- 1922, known throughout Italy as the “biennio nero” (two black years), Mussolini’s black shirts consolidated their hold over the Italian political system.
Mussolini didn't shy away from defining his ideology. In his own words, the fascist concept "accepts the individual only in so far as his interests coincide with those of the State, which stands for the conscience and the universal, will of man as a historic entity." (Benito Mussolini, "What is Fascism", 1932)
In October 1921, Mussolini created the Partito Nazionale Fascista (PNF or National Fascist Party). After crushing a strike directed by the Confederation of Labor in August 1922, Mussolini led a march on Rome in October. King Victor Emmanuel III (1869- 1947) appointed Mussolini Prime Minister, turning over to him the official reins of power. For 18 months, Mussolini served as part of a coalition government but in early 1925, Mussolini ordered a crackdown on all groups opposed to fascist rule. By 1927, he had abolished elections, curtailed freedom of the press, and outlawed opposition parties. The Organizzazione di Vigilanza Repressione dell’Antifascismo or ORVA (Organization for the Vigilant Repression of Anti- Fascism) assassinated those who opposed Mussolini’s regime. Fascist-led committees controlled school curricula and approved textbooks. The government also arranged national holidays and vacations for workers. The government even attempted to control language by banning foreign-sounding words, renaming public places, and promoting fascist slogans such as “Mussolini ha sempre ragione” (“Mussolini is always right”), “Credere, obbedire, combattere” (“Believe, obey, fight”), and “Un Popolo, un impero, un capo” (“One people, one empire, one leader”). Of all the segments of Italian society, only the Roman Catholic Church remained independent of fascist control. In February 1929, Mussolini’s government allowed Vatican City to become an independent nation. The Church also maintained control over church lands and schools.
As Italy had been among the victors of World War I, it did not have to face the issue of reparation payments. However, in 1926 inflation set in, and unemployment started to rise. Following the outbreak of the Great Depression in 1929, Italy’s fascist government created public works and welfare programs and provided loans to banks and businesses. Fascist trade unions, known as syndicates, secured a 40-hour work week, welfare benefits, vacation time and pensions. Committees of business owners and workers, known as corporations, arbitrated labor issues. A system of tariffs protected Italian farmers and wine growers.
Having failed to gain Austrian-held territory at the end of World War I, Italy attempted to build an overseas empire in the 1920s. As early as 1912, Italy had defeated the Ottoman Empire in a brief war through which it gained Libya. When Mussolini came to power, he often postured as a modern-day Caesar, referring to the Mediterranean by its traditional Roman name as the mare nostrum (our sea). In 1923, Mussolini used the murder of four Italians on the Greek island of Corfu to occupy the area until reparations were made. The following year he strong-armed Yugoslavia into giving Italy the city of Fiume on the Dalmatian coast. In October 1935, Italy invaded Ethiopia. Although Emperor Haile Selassie (1892-1975) and his forces fought bravely, the 400,000-strong Italian army crushed all resistance. In April 1939, Italian troops occupied Albania, made the teaching of Italian mandatory in Albanian schools, and stocked the Albanian government with Italian officials.
Italy’s aggressive foreign policy worried other European nations. In May 1935, Britain and France slapped economic sanctions on Italy. Mussolini responded by allying with Nazi Germany and creating the “Rome- Berlin Axis.” In May 1939, Mussolini and Hitler signed the “Pact of Steel,” which committed each nation to support the other in case of invasion. Ironically, when Germany and the USSR invaded Poland on September 1, 1939, Italy once again declared itself neutral.
Like Germany, the devastation of World War I and the political turmoil of the 1920s inspired Italian architects, artists and filmmakers to find new forms of expression. Inspired by the futurist movement, Italian architects like Gio Ponti (1891-1979) and Giovanni Muzio (1893-1982) developed the novacento italiano (Italian twentieth century) movement. In particular, Ponti’s Pirelli Tower and Villa Planchart utilized glass, steel and concrete to create large structures that projected strength and functionality. Artists like Fortunato Depero (1892-1960) likewise produced paintings and sculptures that celebrated industrial development and the development of new technologies.
Throughout the 1920s, Italy was home to the “Italian Futurism” movement in filmmaking. Futurist directors, including Filippo Tommaso Marinetti (1876-1944), Arnaldo Ginna (1890-1982), Bruno Corra (1892-1976) and Giacomo Balla (1871-1958), created cinematic innovations such as superimposition, fade-outs and the use of light and color to mimic human emotions. In the 1910s, Corra and Ginna experimented with adding color to film. Anton Giulio Bragaglia’s (1890- 1960) Thaïs (1917) dealt with the tortured love affairs of Countess Vera Preobrajenska. As the movie’s scenes become more surreal, her trysts and their implications become more complicated. Because the Fascists heavily censored movies in the 1920s and 1930s, the Italian film industry declined, only to enter a golden age in the postwar period with the works of Federico Fellini (1920-1993) and Sergio Leone (1929-1989).
Spain In The Interwar Period
In the 1930s, Spain became the site of a bloody civil war. In 1936, the Spanish military and conservative Catholics revolted against the elected Republican Spanish government. As the war progressed, General Francisco Franco (1892-1975) rose to the top to become the leader of the Nationalist faction. Mussolini and Hitler supplied “Franconia” forces with weapons, vehicles and advisors. The conflict also served as a training ground for Italian and German troops who would go on to fight in World War II. The Republican forces, who continued to support Spain’s constitutional government, received aid from Mexico and the Soviet Union. After four years of bloody fighting, Franco’s forces emerged victorious.
Franco proclaimed himself Head of State and Government under the title El Caudillo. Under Franco, Spain became a one-party state, as the various conservative and royalist factions were merged into the fascist party and other political parties were outlawed. Franco remained dictator of Spain until his death in 1975.1 The Spanish Civil War convinced many otherwise ambivalent Americans, British and French that fascism represented a growing danger to their countries.
1 adapted from Statewide Dual Credit World History | CC By-SA
Primary Source | Fascism
Excerpt from Benito Mussolini's "What is Fascism" (1932)
Anti-individualistic, the Fascist conception of life stresses the importance of the State and accepts the individual only in so far as his interests coincide with those of the State, which stands for the conscience and the universal, will of man as a historic entity...
Fascism, the more it considers and observes the future and the development of humanity quite apart from political considerations of the moment, believes neither in the possibility nor the utility of perpetual peace. It thus repudiates the doctrine of Pacifism -- born of a renunciation of the struggle and an act of cowardice in the face of sacrifice. War alone brings up to its highest tension all human energy and puts the stamp of nobility upon the peoples who have courage to meet it. All other trials are substitutes, which never really put men into the position where they have to make the great decision -- the alternative of life or death....
...The Fascist accepts life and loves it, knowing nothing of and despising suicide: he rather conceives of life as duty and struggle and conquest, but above all for others -- those who are at hand and those who are far distant, contemporaries, and those who will come after...
...Fascism [is] the complete opposite of…Marxian Socialism, the materialist conception of history of human civilization can be explained simply through the conflict of interests among the various social groups and by the change and development in the means and instruments of production.... Fascism, now and always, believes in holiness and in heroism; that is to say, in actions influenced by no economic motive, direct or indirect. And if the economic conception of history be denied, according to which theory men are no more than puppets, carried to and fro by the waves of chance, while the real directing forces are quite out of their control, it follows that the existence of an unchangeable and unchanging class-war is also denied - the natural progeny of the economic conception of history. And above all Fascism denies that class-war can be the preponderant force in the transformation of society....
After Socialism, Fascism combats the whole complex system of democratic ideology, and repudiates it, whether in its theoretical premises or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation, and it affirms the immutable, beneficial, and fruitful inequality of mankind, which can never be permanently leveled through the mere operation of a mechanical process such as universal suffrage....
...Fascism denies, in democracy, the absur[d] conventional untruth of political equality dressed out in the garb of collective irresponsibility, and the myth of "happiness" and indefinite progress....”
Source: https://sourcebooks.fordham.edu/mod/mussolini-fascism.asp
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oercommons
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2025-03-18T00:38:33.655275
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Constanze Weise
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"title": "Statewide Dual Credit Modern World History, Interwar Years and the Rise of Fascism, The Growth of Fascism: Interwar Italy and Spain",
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https://oercommons.org/courseware/lesson/113266/overview
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The Struggle for Indian Independence and Summary
Overview
Statewide Dual Credit Modern World History: Unit 12, Lesson 10
A discussion of the Indian independence movement, focusing on the role of Mohandas Gandhi and his non-violent protests. It also covers the partition of India and Pakistan, and the lasting impact of Gandhi's legacy. Includes excerpts from "Indian Home Rule" by M. K. Gandhi.
During the latter part of the 19th century, a new, more direct form of Indian nationalism developed. Indians were well aware that other parts of the empire had been given more control over local affairs, a process the British had resisted in India. Over a million Indians volunteered to serve during the First World War. Many expected that, due to their sacrifices, after the war, they would be granted more control over the running of India. The British did hire and promote more Indians within the civil service but ultimately refused to hand over actual control. As such, British India continued to be run by the British to serve and enrich Britain.
After the war, discontent in India grew as inflation, high taxes and an influenza pandemic put many people on edge. Failing to fix the underlying problems and increasingly fearful of rebellion, the British extended wartime emergency measures, which prevented Indians from gathering or protesting British rule. The violence of British rule could be seen on April 13, 1919 when, General Reginald Dyer ordered his men to open fire on a crowd that had gathered to celebrate a Sikh religious festival. According to British figures (which some claim are far too low), the Amritsar Massacre killed 379 people and wounded more than 1,000. The violence of Amritsar encouraged many to join the movement for Indian independence.
Mohandas Gandhi (1869-1948) is most closely associated with this new push for self-rule. Born into a relatively wealthy family, Gandhi studied law in England. In 1893, he became involved in a labor dispute in the Colony of Natal in Southeast Africa. In Natal, Gandhi came face-to-face with the poor conditions suffered by migrant Indian workers. Similar to elsewhere, especially in the Caribbean, plantation owners in Natal had imported thousands of indentured laborers from India. After completing their indentureship, some wished to stay in Natal, but new and increasingly strict regulations limited their freedom and discriminated against them. This included an 1896 law that stripped Indians of the right to vote. Learning firsthand that while the courts could be a valuable tool for change, they could be ignored by oppressive governments, Gandhi wanted a more direct way to confront and end Natal’s discriminatory laws. After some soul searching, which included reading Hindu and Christian texts, Gandhi developed a form of non-violent resistance known as satyagraha. Roughly translated as “truth force,” satyagraha is a non-violent protest in which the protester tries to alter the oppressor through love, compassion and a demonstration of resolve. Gandhi further integrated the philosophy of satyagraha into his vision for self-government in India, as outlined in his 1909 publication, "Indian Home Rule".
Gandhi organized protests to draw attention to the unfair and discriminatory laws. Tired of the disruption and bad press, in 1914, the government of Natal abolished a slew of discriminatory laws, including unfair taxation of Indian workers and property owners; they recognized non-Christian marriage and agreed to continue to allow free non-indentured Indian people to remain and to immigrate to Natal.
Returning to India a national hero (he received the moniker “mahatma,” meaning great soul) in 1915, Gandhi wanted to learn more about his native land. As he toured around India, Gandhi witnessed how the repressive and discriminatory laws of the British held India back. Developing a version of Indian independence rooted in the traditions of the village, Gandhi advocated that people use non-violence to free India from British rule. He asked Indians to stop supporting colonialism by boycotting British products, to stop working for the British state, and to no longer pay unfair and predatory taxes.
During the 1920s, Gandhi successfully turned the Indian National Congress (a nationalist political party) into a mass movement capable of challenging British rule. With the help of Gandhi, the independence movement grew in power and popularity. Gandhi worked toward his vision of a multicultural and free India based on mutual respect. Employing his direct non-violent stance, Gandhi and his supporters demanded that Britain “Quit India.”
During the 1930s and 1940s, the power of another independence group, the All-Indian Muslim League, had increased. Led by Muhammed Ali Jinnah (1876- 1948), the Muslim League wanted to partition India into separate Hindu and Muslim states. This was in direct opposition to the pluralistic cooperative state envisioned by Gandhi. As it became increasingly apparent that the British would be forced to ‘Quit’ India, violence between Hindus and Muslims increased.
The British agreed to partition India, which led, in August 1947, to the creation of an independent India and Pakistan. Millions of Muslims in India and Hindus in the newly created state of Pakistan would uproot their lives and travel, often long distances, to create a new life among their co-religionists. Independence did not end the political and religious violence.
On January 30, 1948, Gandhi was assassinated by a Hindu nationalist who shot him three times. Gandhi remains a national hero who helped India achieve independence. His stance on civil disobedience, his unwavering dedication, and his successful application of direct non-violent resistance have inspired many political activists.
SUMMARY
World War I ushered in a new era of warfare. Not only had conflict become global, but it was now much more destructive and deadly. The war also demonstrated how the modern state could be reconstituted to fight what is now known as total war. The Russian Revolution led to the creation of the first Marxist-inspired state. Sympathizers hoped that the Soviet Union would create a more egalitarian society along Marxist-Leninist lines. Instead, a strong one-party authoritarian dictatorship emerged that ruled with little opposition and increasing repression of alternative voices by sending political opponents to forced labor camps. The independence movement in India gave birth to new nations and forms of national conflict and struggle. The campaign for Indian independence inspired other colonies to fight for sovereignty. The early decades of the 20th century presented numerous issues and problems but also brought hope as dedicated groups all across the globe struggled for increased freedoms and equality.
Primary Source | Gandhi
Excerpts from M. K. Gandhi's "Indian Home Rule" (1909)
EDITOR:
I would say to the extremists: "I know that you want Home Rule1 for India; it is not to be had for your asking. Everyone will have to take it for himself. What others get for me is not Home Rule but foreign rule; therefore, it would not be proper for you to say that you have obtained Home Rule if you have merely expelled the English. I have already described the true nature of Home Rule. This you would never obtain by force of arms. Brute-force is not natural to Indian soil. You will have, therefore, to rely wholly on soul-force. You must not consider that violence is necessary at any stage for reaching our goal." I would say to the moderates: "Mere petitioning is derogatory; we thereby confess inferiority. To say that British rule is indispensable, is almost a denial of the Godhead. We cannot say that anybody or anything is indispensable except God. Moreover, common sense should tell us that to state that, for the time being, the presence of the English in India is a necessity, is to make them conceited.
"If the English vacated India, bag and baggage, it must not be supposed that she would be widowed. It is possible that those who are forced to observe peace under their pressure would fight after their withdrawal. There can be no advantage in suppressing an eruption; it must have its vent. If, therefore, before we can remain at peace, we must fight amongst ourselves, it is better that we do so2. There is no occasion for a third party to protect the weak. It is this so-called protection which has unnerved us. Such protection can only make the weak weaker. Unless we realize this, we cannot have Home Rule. I would paraphrase the thought of an English divine3 and say that anarchy under Home Rule were better than orderly foreign rule. Only, the meaning that the leaned divine attached to Home Rule is different from Indian Home Rule according to my conception. We have to learn, and to teach others, that we do not want the tyranny of either English rule or Indian rule."
If this idea were carried out, both the extremists and the moderates could join hands. There is no occasion to fear or distrust one another.
READER:
What then, would you say to the English?
EDITOR:
To them I would respectfully say: "I admit you are my rulers. It is not necessary to debate the question whether you hold India by the sword or by my consent. I have no objection to your remaining in my country, but although you are the rulers; you will have to remain as servants of the people. It is not we who have to do as you wish, but it is you who have to do as we wish. You may keep the riches that you have drained away from this land, but you may not drain riches henceforth. Your function will be, if you so wish, to police India; you must abandon the idea of deriving any commercial benefit from us. We hold the civilization that you support to be the reverse of civilization. We consider our civilization to be far superior to yours. If you realize this truth, it will be to your advantage and, if you do not, according to your own proverb4, you should only live in our country in the same manner as we do. You must not do anything that is contrary to our religions. It is your duty as rulers that for the sake of the Hindus you should eschew beef, and for the sake of Mahomedans5 you should avoid bacon and ham. We have hitherto said nothing because we have been cowed down, but you need not consider that you have not hurt our feelings by your conduct. We are not expressing our sentiments either through base selfishness or fear, but because it is our duty now to speak out boldly. We consider your schools and courts to be useless. We want our own ancient schools and courts to be restored. The common language of India is not English but Hindi. You should, therefore, learn it. We can hold communication with you only in our national language.
"We cannot tolerate the idea of your spending money on railways and the military. We see no occasion for either. You may fear Russia; we do not. When she comes we shall look after her. If you are with us, we may then receive her jointly. We do not need any European cloth. We shall manage with articles produced and manufactured at home. You may not keep one eye on Manchester6 and the other on India. We can work together only if our interests are identical.
1Independence, self-government.
2Gandhi thus foresees the possibility of something like the divisive violence that occurred at Independence, even though it was to break his heart and take his life.
3Clergyman.
4"When in Rome, do as the Romans do."
5 An old English term for "Muslim." Note that Gandhi is already trying to be sensitive to both religions. This was the issue that in the end defeated him.
6The center of the English cotton-weaving trade. One of Gandhi's most important campaigns was to persuade Indians to wear only traditional Indian homespun garments, boycotting English imports.
Gandhi, M. K. (1922). Indian Home Rule (5th ed.). Ganesh & Co. from https://www.gutenberg.org/files/40461/40461-h/40461-h.htm
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oercommons
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2025-03-18T00:38:33.676306
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Constanze Weise
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https://oercommons.org/courseware/lesson/113323/overview
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LBJ and the Vietnam War
Overview
Statewide Dual Credit Modern World History: Unit 15, Lesson 13
A discussion of the key events in the Vietnam War, focusing on the escalation of U.S. involvement under President Lyndon B. Johnson and the subsequent withdrawal under President Richard Nixon, highlighting the domestic and international factors that influenced the course of the war.
A little over a year after the resolution of the Cuban Missile Crisis, a disgruntled former marine and defector named Lee Harvey Oswald (1939-1963) assassinated President Kennedy in Dallas, Texas on November 22, 1963. Kennedy’s successor, Lyndon Baynes Johnson (1908-1973), proved a key figure in the Cold War. A Texas native, admirer of Franklin Roosevelt, and former Senate majority leader, Johnson, had little foreign policy experience. After being sworn in as president, LBJ primarily concentrated on domestic issues, using the death of JFK to push through the Civil Rights Act of 1964 and Voting Rights Act of 1965, and declaring war on poverty with an expansive set of social welfare programs known as the Great Society.
Initially, Johnson continued to uphold the foreign policy initiatives of his predecessors. In 1964, the People’s Republic of China detonated its first nuclear bomb and edged closer to displacing Taiwan as the official representative for China on the UN Security Council. The Johnson administration responded by increasing U.S. military and economic assistance to Ngo Dinh Diem’s South Vietnamese government. However, Ho Chi Minh’s Viet Cong movement, supplied by both the USSR and the PRC, only continued to increase in manpower and popularity. Relying on a cadre of Kennedy appointees including Defense Secretary Robert S. McNamara (1916-2009), Secretary of State Dean Rusk (1909-1994) and National Security Advisor McGeorge Bundy (1919-1996), Johnson began to send American combat troops to Vietnam.
Throughout the early 1960s, North and South Vietnam fought a bloody civil war. Communist China supported the North Vietnamese, while the United States backed the regime of Ngo Dien Diem in Saigon. In early August 1964, the U.S. Navy destroyers U.S.S. Maddox and U.S.S. Turner Joy were patrolling the Gulf of Tonkin off the coast of North Vietnam. On August 2, three North Vietnamese patrol boats engaged in a skirmish with the Maddox. Two days later, the Maddox and Turner Joy reported another attack and returned fire. However, conflicting reports stated that the American destroyers fired at what they thought was a second attack, although no North Vietnamese ships were actually spotted. In any case, President Johnson appeared live on television before the American public to report the attacks and announce his intention to retaliate. On August 7, Congress agreed to the Gulf of Tonkin Resolution, providing the President with wide latitude to conduct military operations in Vietnam. It was the closest the United States ever came to formally declaring war on North Vietnam. Following the Gulf of Tonkin Resolution, President Johnson ordered massive bombing campaigns against North Vietnam and sent over 300,000 American troops to reinforce the South Vietnamese military. American special forces trained South Vietnamese soldiers, sent long-range reconnaissance patrols deep into the Vietnamese countryside to stop flows of weapons and supplies to communist insurgents, and helped to build up the South Vietnamese infrastructure.
Led by General William Westmoreland (1914-2005), the U.S. military in Vietnam had a large technological advantage over the North Vietnamese forces. However, the Viet Cong’s use of guerilla warfare and their widespread support among the people more than made up for this advantage. In January 1968, Viet Cong and North Vietnam forces launched the Tet Offensive, a series of attacks on over 100 American military targets throughout South Vietnam. This caused many Americans, including leading members of the media like Walter Cronkite (1916-2009), to question whether the war could still be won. Worried about the draft, thousands of young Americans took to the street to protest the war. The war became so controversial that LBJ pledged not to run for re-election in 1968. Former vice president and Communist hardliner Richard M. Nixon (1913-1994) defeated Democrat Hubert Humphrey (1911-1978) to become U.S. president. Promising Americans “peace with honor,” Nixon increased bombing on North Vietnam but gradually began transferring responsibility for the defense of South Vietnam over to ARVN (Army of the Republic of Vietnam) in a process he referred to as the “Vietnamization” of the conflict.
In 1970, former Pentagon employee Daniel Ellsberg (b. 1931) published classified documents showing that American officials had greatly exaggerated American victories in Vietnam while hiding the number of American casualties from the public. Nixon’s secretary of state, Henry Kissinger (b. 1923), conducted shuttle diplomacy with Soviet, Chinese and North Vietnamese diplomats to negotiate a gradual withdrawal of U.S. forces from South Vietnam. By 1973, all U.S. soldiers were withdrawn from Vietnam.
Since 1946, North Vietnamese forces had fought against the Japanese, French and Americans. In 1973, President Richard Nixon announced that the “Americanization” of the war was complete and ordered U.S. troops to turn over military operations to their South Vietnamese counterparts. Backed by the Soviet Union and the People’s Republic of China, North Vietnamese forces began infiltrating the south. By April 1975, the North Vietnamese army approached Saigon, triggering a panic among the city’s residents. Thousands of South Vietnamese that had worked with American forces fled by sea. Helicopters evacuated American embassy personnel and their dependents. At 2:30 p.m. on April 30, South Vietnamese Doung Van Minh (1916-2001) took to the airwaves to announce that his government had surrendered and that the Republic of Vietnam no longer existed. In 1976, North and South Vietnam were merged creating the Socialist Republic of Vietnam.
|
oercommons
|
2025-03-18T00:38:33.692988
|
Constanze Weise
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113323/overview",
"title": "Statewide Dual Credit Modern World History, Cold War and Decolonization of the World from 1950, LBJ and the Vietnam War",
"author": "John Rankin"
}
|
https://oercommons.org/courseware/lesson/113314/overview
|
Rise of China
Overview
Statewide Dual Credit Modern World History: Unit 15, Lesson 4
A discussion of the rise of Communist China under Mao Zedong, including the establishment of the People's Republic of China, the Great Leap Forward, the Cultural Revolution, and the impact of Mao's policies on the Chinese people.
By the late 1940s, world attention shifted from Europe to Asia. Since the 1930s, Chiang Kai-Shek’s (1887-1975) Kuomintang government had been locked in a civil war with Mao Zedong’s (1893-1976) Chinese Communist forces. Under American diplomatic pressure, Chiang and Mao created a coalition government in 1946. The coalition quickly frayed and by 1949, Mao’s forces forced the Kuomintang to retreat to the island of Taiwan (also known as Formosa). On October 1, 1949, Mao Zedong announced the creation of the People’s Republic of China from the top of the Tiananmen Gate in Beijing.
Throughout the 1950s and 1960s, Mao Zedong and his followers sought to remake China in their image. From 1952-1962, Mao initiated the “Great Leap Forward” by ordering Chinese peasants to create primitive blast furnaces and steel mills in an effort to, within a generation, catapult China into the upper echelon of industrial nations. However, by neglecting agricultural production, Mao condemned 15-55 million people to starvation.
Aware that China contained over 95 minorities and many individuals still loyal to the old Kuomintang, the Chinese government and Chinese Communist Party (CCP) used strongarm tactics to keep the population in line. Communist control of schools ensured that children were fed a steady diet of socialist ideology from a young age and urged to spy on their parents. Mandarin became the official language of the government. Mao even demanded that China’s traditional writing system be simplified to purge it of class bias. Even powerful government officials were often forced to attend party indoctrination sessions, confess their “crimes” and submit to public denunciations. The Chinese secret police were everywhere, arresting, torturing and sentencing thousands of suspected Chinese intellectuals, poets, politicians and even military officials to long sentences in “re-education camps.”
Spotlight On | THE LITTLE RED BOOK
Mao Zedong’s Little Red Book, formally known as Quotations from Chairman Mao Zedong, represented one of the most influential political tracts of the 20th century. Compiled in 1964, the book contained 267 sayings attributed to Chairman Mao. Forming a crucial part of Mao’s cult of personality during the Cultural Revolution, The "Little Red Book" was modeled on popular collections of quotes from Chinese scholars like Confucius and Mencius that Chinese schoolchildren had used for centuries. In the 1960s, the Chinese Ministry of Education aimed to give a copy to every Chinese citizen. Red Guards would also routinely ask whether ordinary Chinese had a copy with them or whether they could quote passages from the book from memory. Two of the most often recited quotes from the "Little Red Book" were, “Every Communist must grasp the truth: Political power grows out of the barrel of a gun” and “A revolution is not a dinner party, or writing an essay, or painting a picture, or doing embroidery; it cannot be so refined, so leisurely and gentle, so temperate, kind, courteous, restrained and magnanimous. A revolution is an insurrection, an act of violence by which one class overthrows another.”
From 1966-1976, Mao launched the “Cultural Revolution.” Although officially designed to combat corruption and keep the Chinese people in a permanent state of communist revolution, in reality, the Cultural Revolution involved creating a cult of personality around Mao. At Mao’s urging, groups of young people known as “Red Guards,” indoctrinated by the ceaseless reading of a collection of their leader’s teachings incorporated in “Little Red Books,” scoured the Chinese countryside. They humiliated, beat and killed individuals considered “capitalist roaders,” destroying churches, temples and other symbols of China’s past, all with little or no opposition from Chinese officials. Although figures vary, it was estimated that over two million people died during the Cultural Revolution, a movement that did not officially end until Mao died in 1976.
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oercommons
|
2025-03-18T00:38:33.709002
|
Constanze Weise
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113314/overview",
"title": "Statewide Dual Credit Modern World History, Cold War and Decolonization of the World from 1950, Rise of China",
"author": "John Rankin"
}
|
https://oercommons.org/courseware/lesson/113254/overview
|
Southeast Asia
Overview
Statewide Dual Credit Modern World History: Unit 11, Lesson 7
A discussion of Southeast Asia from 1500-1900, including its consolidation into Buddhist kingdoms, European colonization, and the roles of key figures like Osoet Pegua and Emilio Aguinaldo in resisting colonial rule.
For the countries of mainland Southeast Asia—Burma (Myanmar), Thailand, Cambodia, Laos and Vietnam— the period from 1500-1750 was predominantly marked by political consolidation into Buddhist kingdoms. Growing access to European gunpowder weapons allowed local kings to expand their territories. For example, King Bayinnaung (1551-1581) helped expand Burmese political and economic influence into parts of Thailand, Laos, and C ambodia. As the population of the region grew, local governments became larger and demanded more taxes, and this encouraged a shift away from subsistence agriculture toward cash crops such as sugar. Buddhist kings profited from such trade and taxation. As a means of both legitimizing their rule and demonstrating their power, these kings invested in the creation of religious texts, libraries, monasteries and Buddhist temples.
Both the Chinese and Japanese wished to expand their influence throughout Asia. While China’s primary influence in neighboring areas like Vietnam or Burma remained primarily economic, Japan sought political control over areas such as Taiwan, which it conquered in 1895. The four colonial powers in the region— Britain, France, the Netherlands and Spain—thus had to navigate the politics of local kingdoms plus Chinese merchants and Japanese imperial officials.
In the early 1600s, English merchants sought to break into Chinese-dominated markets. Although cast out of southeast Asia by the Dutch, the English returned to wrest Melaka from Dutch control in 1795. Twenty- four years later, the British Empire established control over Singapore. Whereas Melaka represented only a regional power, Singapore was a commercial center for all of southeast Asia. This allowed the British to control much of the trade in the region and to cast its grasp further afield.
In 1786, the British East India Company negotiated with the Sultan of Kedah to create a military and trading center on Penang Island. Worried about Dutch domination of the tea, pepper and opium trade, the British sought to create a presence in southeast Asia. Over the next century British colonial officials played different Malay states against one another, eventually creating a protectorate over the entire region in 1909. Both Burma and Malaysia underwent rapid economic growth under the British. In addition to building railways and developing steam navigation and oil drilling, Burma also increased rice cultivation and produced timber and teakwood. The port of Rangoon (Yangon), the colonial capital, developed into a significant transaction crossroads for the region. Tin mining developed in Malaya, and Chinese laborers were recruited to work in the mines. In time, Chinese immigrants came to represent nearly half the population of Singapore. A large concentration of Chinese also migrated to Kuala Lumpur, the colonial capital of the Federated Malay States. Indian laborers likewise became a sizable population in Singapore and throughout Burma. For the greater part of the 19th century, Malaysia was divided into the British-owned straits settlements – Penang, Melaka and Singapore, whose sultanates became British client states. In the late 19th century, British officials increasingly consolidated control over the Malay states, culminating in the creation of the Federation of Malaya in 1948.
Siam (Thailand), located between the British in Burma and Malaya and the French in Indochina, retained its independence from colonial powers throughout this period. King Mongkut (1851-1868) brought western science and political techniques to the nation. Although forced to grant Britain and France extraterritoriality status in Bangkok, Mongkut kept his country independent. The Thai economy developed rice, rubber, tin and tropical hardwood industries. Bangkok accordingly developed into a major trading center.
In the early 1520s, Chinese diplomats took advantage of a bloody civil war in Vietnam. Although they did little to stem the violence, Ming officials encouraged Vietnam’s ruling Le Dynasty (1428-1788) to adopt the trappings of neo-Confucian ideology and culture. Dutch and Muslim merchants likewise exploited wartime scarcities by selling Indian opium and cloth respectively on the docks of Saigon and Hanoi. With their knowledge of local languages and customs, Chinese and Japanese merchants fared better than their European counterparts. Chinese traders sold metal wares, porcelain and cloth throughout Vietnam, Cambodia and Thailand in return for large quantities of refined sugar.
Spotlight On | OSOET PEGUA
Historically, many Southeast Asian women worked as merchants. As women traditionally managed households, working as merchants was seen as an extension of their domestic duties. Osoet Pegua (1615-1658) represented one such individual. Little is known about her life. In fact, no portrait of Osoet was ever made. Born in 1615 in Ayutthaya, the capital of Thailand (Siam), Osoet was of Burmese and Mon descent. At a young age, she began working at the walled compound of the Dutch East India Company (Verenigde Oostindische Compagnie, or VOC). Quickly learning Dutch, the 16-year-old Osoet began a relationship with Dutch trader Jan van Meerwijck. Following van Meerwijck’s death, Osoet married Jeremias van Vliet (c. 1602-1663), the leading VOC official in Thailand, in 1638. Over the next four years, the couple produced three daughters. Over time, Osoet became an intermediary between King Prasat Thong (c. 1600-1656) and the VOC. However, when Dutch officials recalled van Vliet to Batavia over corruption charges, King Thong refused to let Osoet or her daughters leave Thailand. Osoet then formed a relationship with junior VOC partner Jan van Muijden. Using the hapless van Muijden as a proxy, Osoet effectively took over the management of the VOC office in Ayutthaya. Under her capable leadership, the VOC secured record profits and gained considerable influence with the Thai royal court. Following her death in 1658, King Sanpet VI (1630-1656) allowed for her to be buried in the Dutch compound in Ayutthaya and permitted her children to immigrate to the Netherlands.
Regional wars and epidemics also swept across southeast Asia during this time. The Kingdoms of Lan Xang and Lanna (current day Laos) fought off a series of invasions from Thailand and Vietnam. Under the capable leadership of King Settathirath (1534-1571), the unified kingdoms of Lan Xang and Lanna began a period of rebuilding and economic development. From the 800s to the 1600s the Khmer Empire flourished in what is today Cambodia. Under the able reign of Jayavarman II (c. 700-850) and Jayavarman VII (c. 1122-1218) the Khmer built complex temples and palaces such as Angkor Wat. However, a series of civil wars in the 1400s allowed King Borommaracha II (1424-1448) of Thailand to conquer Khmer in 1432. For the next four centuries, Cambodia would remain a Thai vassal state.
China politically and economically dominated southeast Asia until the 19th century. In 1862, the French Empire used the persecution of French Catholic missionaries as a reason to invade the southern provinces of Vietnam, including the strategic port of Saigon. By 1885, French forces occupied northern Vietnam, Cambodia and Laos. French colonists used forced labor to create massive rice and rubber plantations along the Mekong delta. Under the pretense of “civilizing” the Vietnamese, French officials renamed the region French Indochina, forced Vietnamese to adopt French names, learn the French language and convert to Roman Catholicism. To avoid prison, the Vietnamese opposition leader Ho Chi Minh (1890-1969) traveled abroad. During this time, he visited France, Britain, the United States, the Soviet Union and China. Converting to socialism, Ho became head of the Vietnamese communist party, through which he created a resistance movement to overthrow the French imperial regime.
While Thailand, Vietnam and Cambodia struggled to survive Chinese and French expansion, the people of the Philippines struggled to resist Spanish domination. In 1521, Admiral Ferdinand Magellan (1480-1521), leading a fleet of five ships, claimed the Philippines for Spain. In 1565, a Spanish invasion fleet seized the island of Luzon and established a colonial capital at Manila. From 1565 – 1821, Spanish officials in Mexico City administered the Philippines as part of the viceroyalty of New Spain. Following the independence of Mexico in 1821, the Philippines became a royal colony governed from Madrid. Spanish officials in Manila used lavish gifts to forge alliances with local chiefs. Over the course of the 17th and 18th centuries, Manila became a Spanish settlement filled with merchants, soldiers, Catholic missionaries and some bureaucrats that would stay connected to Mexico City. Outside of Manila, a Chinese merchant community began to form. Many Chinese converted to Catholicism and intermarried with local elites.
Spotlight On | EMILIO AGUINALDO
One of the leading figures of Philippine independence, Emilio Aguinaldo y Famy was born into a wealthy family of Chinese and Tagalog descent in Cavite el Viejo on March 22, 1869. He attended the Colegio de San Juan de Letran and became a captain-general of his home province in 1895. Aguinaldo became involved with the Katipunan, a secret society that led an armed resistance against Spanish colonial rule the following year. Becoming a skilled insurgent known as “Magdeleno” (after Mary Magdalene), Aguinaldo and his “Magdelano” forces became known for carrying out planned attacks on Spanish colonial forces. For instance, at the Battle of Zapote Bridge in February 1897, Aguinaldo ordered his troops to ring a local bridge with dynamite and lace the river beneath with punji sticks. When a Spanish army of 12,000 attempted to cross, the Magdelenos destroyed the bridge and routed the army. In March, representatives of the Philippine revolutionary government elected Aguinaldo as its generalissimo. In October 1897, Aguinaldo commissioned the creation of a constitution that further legitimized his regime. Following extensive negotiations with Spanish officials, Aguinaldo agreed to cease resistance, dissolve his government and go into exile in Hong Kong. When the Spanish-American War broke out in 1898, Commodore George Dewey arranged for Aguinaldo to be brought to the Philippines to create a new revolutionary government. After a prolonged siege, Spanish authorities surrendered Manila to American forces. Although Spain agreed to cede the Philippines to the U.S. in return for $20 million, Aguinaldo declared the creation of a provisional Philippine republic in January 1899. Aguinaldo would lead a guerilla war against occupying U.S. forces for the next two years. Captured by American forces in Luzon on March 23, 1901, Aguinaldo acceded to U.S. control of the Philippines. Ironically, when imperial Japanese forces invaded the Philippines in December 1941, Aguinaldo re- emerged to lead a pro-Japanese collaborationist government. In February 1942, Aguinaldo took to the airwaves to give his “Bataan Address,” which urged American forces in the Philippines to lay down their arms. Captured when American troops retook the islands in 1945, Aguinaldo was released from prison under a general amnesty for all former Japanese collaborators. He then lived a quiet life in retirement, dying in 1962.
Catholic missionaries from several orders established hundreds of schools and rural churches, most concentrated in the islands of the north and some in the south reaching through the Visaya archipelago and into northern Mindanao. Resistance against Spanish encroachment grew and a group of nationalists, including José Rizal (1861-1896), demanded reform. By 1896, the reform movement had grown to include militant elements, including a secret society known as the Katipunan, which started an armed revolt against Spain. Arrested and found guilty of treason, Rizal was executed by means of a firing squad on December 30, 1896. In doing so, Spanish authorities turned Rizal into a martyr in the cause of Philippine independence. In 1898, the Spanish-American war reached the Philippines, and nationalist hero Emilio Aguinaldo (1869-1964) declared independence from Spain on June 12, 1898, which would lead to the establishment of the First Philippine Republic on January 21, 1899.
Spain turned the Philippines, along with Puerto Rico and Guam, over to the U.S. following the American victory in the Spanish-American War (1898). Consequently, the Philippine-American War (1899-1902) broke out. More than 200,000 Filipinos died, mostly due to famine and disease. The Philippines would not gain its independence until 1946.
|
oercommons
|
2025-03-18T00:38:33.729412
|
Constanze Weise
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113254/overview",
"title": "Statewide Dual Credit Modern World History, The Second Wave of Imperialism 1700-1900, Southeast Asia",
"author": "John Rankin"
}
|
https://oercommons.org/courseware/lesson/95202/overview
|
Thesis Statement 101 Worksheet
Overview
This worksheet is for writers who would like to create stronger thesis statements!
Thesis Statement 101 Worksheet
Attached below is a thesis worksheet designed with developmental writers in mind.
|
oercommons
|
2025-03-18T00:38:33.746679
|
07/14/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/95202/overview",
"title": "Thesis Statement 101 Worksheet",
"author": "Molly Hamilton"
}
|
https://oercommons.org/courseware/lesson/78296/overview
|
Colourful Creations | Raspberry Pi Projects
Getting started with Raspberry Pi | Raspberry Pi Projects
Lost in space | Raspberry Pi Projects
Rock, Paper, Scissors | Raspberry Pi Projects
Secret Messages | Raspberry Pi Projects
Setting up your Raspberry Pi | Raspberry Pi Projects
Using your Raspberry Pi | Raspberry Pi Projects
Raspberry Pi Resources, Setup to First Program
Overview
Table of Contents:
Section 1: Setting Up Your Raspberry Pi
Section 2: Using Your Raspberry Pi
Section 3: Getting Started With Your Raspberry Pi
Section 4: Activities for Beginners
This is an edited (for structure) and compiled OER of the first three tutorials and some selected activities from Raspberrypi.org. All materials from the RaspberryPi Foundation are licensend under a Creative Commons Attribution-ShareAlike 4.0 International license.
Setting up your Raspberry Pi
Setting up your Raspberry Pi
How to set up and start your Raspberry Pi for the first time
Step 1 Introduction
Here you’ll learn about your Raspberry Pi, what things you need to use it, and how to set it up.
We also have a three-week online course available on the FutureLearn platform (http://rpf.io/rpi-fl), and a Raspberry Pi forum (https://www.raspberrypi.org/forums), including the Beginners (https://www.raspberrypi.org/forums/viewforum.php?f=91) section, if you want to ask questions and get support from the Raspberry Pi community.
If you need to print this project, please use the printer-friendly version (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up/print).
Step 2 What you will need
Which Raspberry Pi?
There are several models of Raspberry Pi (https://www.raspberrypi.org/products/), and for most people Raspberry Pi 4 Model B is the one to choose. Raspberry Pi 4 Model B is the newest, fastest, and easiest to use.
Raspberry Pi 4 comes with 2GB, 4GB, or 8GB of RAM. For most educational purposes and hobbyist projects, and for use as a desktop computer, 2GB is enough.
Raspberry Pi Zero, Raspberry Pi Zero W, and Raspberry Pi Zero WH are smaller and require less power, so they’re useful for portable projects such as robots. It’s generally easier to start a project with Raspberry Pi 4, and to move to Raspberry Pi Zero when you have a working prototype that a smaller Raspberry Pi would be useful for.
If you want to buy a Raspberry Pi, head to rpf.io/products (https://rpf.io/products).
A power supply
To connect to a power socket, all Raspberry Pi models have a USB port (the same found on many mobile phones): either USB-C for Raspberry Pi 4, or micro USB for Raspberry Pi 3, 2, and 1.
You need a power supply that provides:
At least 3.0 amps for Raspberry Pi 4
At least 2.5 amps for Raspberry Pi 3
We recommend using our o!cial USB-C Power Supply (https://www.raspberrypi.org/products/type-c-power-supply/) for Raspberry Pi 4, or our o!cial Universal Power Supply (https://www.raspberrypi.org/products/raspberry-pi-universal-power-supply/) for Raspberry Pi 3, 2, or 1.
A microSD card
Your Raspberry Pi needs an SD card to store all its files and the Raspberry Pi OS operating system.
You need a microSD card with a capacity of at least 8GB.
Many sellers supply SD cards for Raspberry Pi that are already set up with Raspberry Pi OS and ready to go.
A keyboard and a mouse
To start using your Raspberry Pi, you need a USB keyboard and a USB mouse.
Once you’ve set up your Raspberry Pi, you can use a Bluetooth keyboard and mouse, but you’ll need a USB keyboard and mouse for the first setup. A TV or computer screen
To view the Raspberry Pi OS desktop environment, you need a screen, and a cable to link the screen and your Raspberry Pi. The screen can be a TV or a computer monitor. If the screen has built-in speakers, Raspberry Pi is able to use these to play sound.
HDMI
Your Raspberry Pi has an HDMI output port that is compatible with the HDMI port of most modern TVs and computer monitors. Many computer monitors may also have DVI or VGA ports. Raspberry Pi 4 has two micro HDMI ports, allowing you to connect two separate monitors.
You need either a micro HDMI to HDMI cable, or a standard HDMI to HDMI cable plus a micro HDMI to HDMI adapter, to connect Raspberry Pi 4 to a screen.
Raspberry Pi 1, 2, and 3 have a single full-size HDMI port, so you can connect them to a screen using a standard HDMI to HDMI cable.
DVI
If your screen has a DVI port, you can connect your Raspberry Pi to it using an HDMI to DVI cable.
VGA
Some screens only have a VGA port.
To connect your Raspberry Pi to such a screen, you can use an HDMI to VGA adapter.
Optional extras
A case
You may want to put your Raspberry Pi in a case. This is not essential, but it will provide protection for your Raspberry Pi. If you’d like, you can use the o!cial case for Raspberry Pi 4 (ht tps://www.raspberrypi.org/products/raspberry-pi-4-case/) or Raspberry Pi Zero or Raspberry Pi Zero W (https://www.raspberrypi.org/products/raspberry-pi-zero-case/).
Headphones or speakers
The large Raspberry Pi models (but not Raspberry Pi Zero or Raspberry Pi Zero W) have a standard audio port like the one on a smartphone or MP3 player. If you want to, you can connect your headphones or speakers so that your Raspberry Pi can play sound. If the screen you’re connecting your Raspberry Pi to has built-in speakers, Raspberry Pi can play sound through these.
An Ethernet cable
The large Raspberry Pi models (but not Raspberry Pi Zero or Raspberry Pi Zero W) have a standard Ethernet port to connect them to the internet; to connect Raspberry Pi Zero to the internet, you need a USB to Ethernet adapter.
Raspberry Pi 4, Raspberry Pi 3, and Raspberry Pi Zero W can also be wirelessly connected to the internet.
Step 3 Set up your SD card
If you have an SD card that doesn’t have the Raspberry Pi OS operating system on it yet, or if you want to reset your Raspberry Pi, you can easily install Raspberry Pi OS yourself. To do so, you need a computer that has an SD card port — most laptop and desktop computers have one.
The Raspberry Pi OS operating system via the Raspberry Pi Imager
Using the Raspberry Pi Imager is the easiest way to install Raspberry Pi OS on your SD card.
Note: More advanced users looking to install a particular operating system should use this guide to installing operating system images (https://www.raspberrypi.org/documentati on/installation/installing-images/README.md).
Download and launch the Raspberry Pi Imager
Visit the Raspberry Pi downloads page (https://www.raspberrypi.org/downloads)
Click on the link for the Raspberry Pi Imager that matches your operating system
When the download finishes, click it to launch the installer
Using the Raspberry Pi Imager
Anything that’s stored on the SD card will be overwritten during formatting. If your SD card currently has any files on it, e.g. from an older version of Raspberry Pi OS, you may wish to back up these files first to prevent you from permanently losing them.
When you launch the installer, your operating system may try to block you from running it. For example, on Windows I receive the following message:
If this pops up, click on More info and then Run anyway
Follow the instructions to install and run the Raspberry Pi Imager
Insert your SD card into the computer or laptop SD card slot
In the Raspberry Pi Imager, select the OS that you want to install and the SD card you would like to install it on
Note: You will need to be connected to the internet the first time for the Raspberry Pi Imager to download the OS that you choose. That OS will then be stored for future o"ine use. Being online for later uses means that the Raspberry Pi imager will always give you the latest version.
Then simply click the WRITE button
Wait for the Raspberry Pi Imager to finish writing
Once you get the following message, you can eject your SD card
Step 4 Connect your Raspberry Pi
Now get everything connected to your Raspberry Pi. It’s important to do this in the right order, so that all your components are safe.
Insert the SD card you’ve set up with Raspberry Pi OS into the microSD card slot on the underside of your Raspberry Pi.
Note: Many microSD cards come inside a larger adapter — you can slide the smaller card out using the lip at the bottom.
Find the USB connector end of your mouse’s cable, and connect the mouse to a USB port on Raspberry Pi (it doesn’t matter which port you use).
Connect the keyboard in the same way.
Make sure your screen is plugged into a wall socket and switched on.
Look at the HDMI port(s) on your Raspberry Pi — notice that they have a flat side on top.
Use a cable to connect the screen to Raspberry Pi’s HDMI port — use an adapter if necessary.
Raspberry Pi 4
Connect your screen to the first of Raspberry Pi 4’s HDMI ports, labelled HDMI0.
Note: Make sure you have used HDMI0 (nearest the power in port) rather than HDMI1.
You can connect an optional second screen in the same way.
Raspberry Pi 1, 2, 3
Connect your screen to the single HDMI port.
Note: Nothing will display on the screen, because your Raspberry Pi is not running yet.
If you want to connect your Raspberry Pi to the internet via Ethernet, use an Ethernet cable to connect the Ethernet port on Raspberry Pi to an Ethernet socket on the wall or on your internet router. You don’t need to do this if you want to use wireless connectivity, or if you don’t want to connect to the internet.
If the screen you are using has speakers, sound will play through those. Alternatively, connect headphones or speakers to the audio port if you prefer.
Step 5 Start up your Raspberry Pi
Your Raspberry Pi doesn’t have a power switch. As soon as you connect it to a power outlet, it will turn on.
Plug the power supply into a socket and connect it to your Raspberry Pi’s power port.
You should see a red LED light up on the Raspberry Pi, which indicates that Raspberry Pi is connected to power. As it starts up (this is also called booting), you will see raspberries appear in the top left-hand corner of your screen.
After a few seconds the Raspberry Pi OS desktop will appear.
Finishing the setup
When you start your Raspberry Pi for the first time, the Welcome to Raspberry Pi application will pop up and guide you through the initial setup.
Click on Next to start the setup.
Set your Country, Language, and Timezone, then click on Next again.
Enter a new password for your Raspberry Pi and click on Next.
Connect to your wireless network by selecting its name, entering the password, and clicking on Next.
Note: If your model of Raspberry Pi doesn’t have wireless connectivity, you won’t see this screen.
Note: Wait until the wireless connection icon appears and the correct time is shown before trying to update the software. Click on Next, and let the wizard check for updates to Raspberry Pi OS and install them (this might take a little while).
Click on Restart to finish the setup.
Note: You will only need to reboot if that’s necessary to complete an update.
Step 6 Where to find help
If you’re having problems with your Raspberry Pi, there are lots of places you can get help and advice:
Check out the help section (https://www.raspberrypi.org/help/) and the troubleshooting guide (https://www.raspberrypi.org/learning/troubleshooting-guide/) on the Raspberry Pi website
The Raspberry Pi forum (https://www.raspberrypi.org/forums), including the Beginners (https://www.raspberrypi.org/forums/viewforum.php?f=91) section, is a great place to ask questions and get support from the Raspberry Pi community
Call out on Twitter (https://twitter.com) using the hashtag #rpilearn, or submit a question on the Raspberry Pi Stack Exchange (https://raspberrypi.stackexchange.com/)
You could also attend a free Raspberry Jam (https://rpf.io/jam) community event to talk to people about their experiences and get some first-hand help from fellow Raspberry Pi users
Step 7 What next?
Well done! You have just completed the first project in the Raspberry Pi for beginners (https://projects.raspberrypi.org/en/pathways/raspberry-pi-beginners) pathway. Next, try the second project in the pathway, Using your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-using/). The complete Raspberry Pi for beginners pathway
Setting up your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up/)
Using your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-using/)
Customise your Raspberry Pi desktop (https://projects.raspberrypi.org/en/projects/custom-pi-desktop/)
Pac-Man treasure hunt on the terminal (https://projects.raspberrypi.org/en/projects/pacman-terminal)
Create a new command on Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-command/)
Other Raspberry Pi projects on the Raspberry Pi website
Take a look at some of our many other Raspberry Pi projects (https://projects.raspberrypi.org/en/projects?hardware%5B%5D=raspberry-pi).
Published by Raspberry Pi Foundation (https://www.raspberrypi.org) under a Creative Commons license (https://creativecommons.org/licenses/by-sa/4.0/). View project & license on GitHub (https://github.com/RaspberryPiLearning/raspberry-pi-setting-up)
Using Your Raspberry Pi
Using your Raspberry Pi
How to configure, update, and navigate your Raspberry Pi once it's set up
Step 1 Introduction
Here you’ll learn how to use Raspberry Pi OS and some of its software, and how to adjust some key settings to your needs.
If you don’t have your Raspberry Pi up and running yet, check out our Setting up your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up) guide. We also have a three-week online course available on the FutureLearn platform (http://rpf.io/rpi-fl).
Step 2 Raspberry Pi Desktop
Your Raspberry Pi runs Raspberry Pi OS, a version of an operating system (OS) called Linux. (Windows and macOS are other common operating systems.) After Raspberry Pi OS starts up, you will see the Desktop appear.
The Raspberry Pi icon in the top left-hand corner is where you access the menu.
Click on it to find lots of applications, including Programming applications.
To open a text editor, click on Accessories and choose Text Editor.
Close the text editor by clicking the x in the top right-hand corner of the window.
Explore what other applications are currently available in the menu.
Note: The Raspberry Pi Imager gives the option to install Raspberry Pi OS Full, which comes with all recommended software already loaded, including o!ce applications and some games.
Step 3 Keyboard and mouse settings
To set up your mouse and keyboard, select Preferences and then Mouse and Keyboard Settings from the menu.
Mouse
You can change the mouse speed and double-click time here, and swap the buttons if you are left-handed.
Keyboard
You can adjust the key repeat delay and interval values here.
To change the keyboard layout, click on Keyboard Layout and select your layout from the list of countries.
Step 4 Connecting to the internet
If you want to connect your Raspberry Pi to the internet, you can plug an Ethernet cable into it (if you have a Raspberry Pi Zero, you’ll need a USB-to-Ethernet adapter as well). If your model is a Raspberry Pi 4, Raspberry Pi 3, or Raspberry Pi Zero W, you can also connect to a wireless network.
Connecting to a wireless network
Click on the wireless network icon in the top right-hand corner of the screen, and select your network from the drop-down menu.
Type in the password for your wireless network, then click on OK.
Once your Raspberry Pi is connected to the internet, you will see a wireless LAN symbol instead of the red crosses.
Test your connection by clicking on the web browser icon and searching the web for raspberry pi.
Step 5 Setting up the sound
Your Raspberry Pi can either send sound to the screen’s built-in speakers through the HDMI connection (if your screen has speakers), or to the analogue headphone jack.
Right-click on the speaker icon in the top right-hand corner, and select Audio Outputs, to choose whether your Raspberry Pi should use the HDMI or the AV Jack connection for sound.
Click on the speaker icon to adjust the volume by moving the slider up or down.
Step 6 Installing software
There are many, many software programs and applications you can download and install on Raspberry Pi. Note: Your Raspberry Pi has to be connected to the internet (4) before you can install software.
In the menu, click on Preferences and then on Recommended Software.
You can browse all the recommended software, or filter it by category.
To install a piece of software, click to mark the checkbox to its right.
Then click on OK to install the selected software.
In addition to the Raspberry Pi’s recommended software, there’s a huge library of other available programs and applications. Click on Preferences and then on Add / Remove Software in the menu.
You can search for software, or browse by selecting a category from the menu on the left.
Try installing a drawing application called Pinta.
Type ‘pinta’ into the search box and press Enter.
Select Simple drawing/painting program in the list that appears.
Click on OK to start the installation process.
When prompted, enter your password; if you haven’t changed the password, it will be ‘raspberry’.
Pinta will now be downloaded and installed.
When the process is complete, open Pinta by selecting Graphics and then Pinta from the menu.
Step 7 Updating your Raspberry Pi
It’s a good idea to regularly update the software on your Raspberry Pi with the latest features and fixes.
You can update your Raspberry Pi using the Add / Remove Software application: open it by selecting it from the Preferences section of the menu.
Before you check and install any updates, you should refresh the software package lists on your Raspberry Pi.
Click on Options in the top left-hand corner, and select Refresh Package Lists.
Your Raspberry Pi will then update all lists of packages.
When this is done, click on Options and select Check for Updates.
The Package Updater will open and automatically check whether updates are available. It will display anything it finds in a list.
Click on Install Updates to install all the available updates.
When prompted, enter your password; if you haven’t changed the password, it will be ‘raspberry’.
The updates will then be downloaded and installed. You can see the installation by checking the progress bar in the bottom left-hand corner.
Step 8 Accessing your files
All the files on your Raspberry Pi, including the ones you create yourself, are stored on the SD card. You can access your files using the File Manager application. Click on Accessories and then on File Manager in the menu, or select the File Manager icon on the menu bar.
When the File Manager opens, you will be shown the pi directory — this is where you can store your files and create new subfolders.
Double-click on the Documents icon to open the directory and view the files inside.
To open a file, double-click on its name, or right-click on it to open the file menu for more options.
You can use USB drives and sticks with your Raspberry Pi. This is a convenient way of backing up your files and copying them to other computers. Insert a USB stick into your Raspberry Pi. A window will pop up, asking what action you want to perform.
Click on OK to Open in File Manager.
The File Manager will open and show you the files on your USB stick.
Step 9 Using the Terminal
The terminal is a really useful application: it allows you to navigate file directories and control your Raspberry Pi using typed commands instead of clicking on menu options. It’s often in many tutorials and project guides, including the ones on our website.
To open a terminal window, click on the Terminal icon at the top of the screen, or select Accessories and then Terminal in the menu.
You can type commands into the terminal window and run them by pressing Enter on your keyboard.
In the terminal window, type:
ls |
Then press Enter on the keyboard.
The command ls lists all the files and subdirectories in the current file directory. By default, the file directory that the terminal accesses when you open it is the one called pi.
Now type in this command to change directory to the Desktop.
cd Desktop |
You have to press the Enter key after every command.
Use the command ls to list the files in the Desktop directory.
ls |
The terminal can do a lot more than list files — it’s a very powerful way of interacting with your Raspberry Pi!
As just one small example, try the command pinout:
pinout |
This will show you a labelled diagram of the GPIO pins, and some other information about your Raspberry Pi.
Close the terminal window by clicking on the x in the top right-hand corner, or using the command exit.
Step 10 Configuring your Raspberry Pi
You can control most of your Raspberry Pi’s settings, such as the password, through the Raspberry Pi Configuration application found in Preferences on the menu.
System
In this tab you can change basic system settings of your Raspberry Pi.
Password — set the password of the pi user (it is a good idea to change the password from the factory default ‘raspberry’)
Boot — select to show the Desktop or CLI (command line interface) when your Raspberry Pi starts
Auto Login — enabling this option will make the Raspberry Pi automatically log in whenever it starts
Network at Boot — selecting this option will cause your Raspberry Pi to wait until a network connection is available before starting
Splash Screen — choose whether or not to show the splash (startup) screen when your Raspberry Pi boots
Interfaces
You can link devices and components to your Raspberry Pi using a lot of di"erent types of connections. The Interfaces tab is where you turn these di"erent connections on or o", so that your Raspberry Pi recognises that you’ve linked something to it via a particular type of connection.
Camera — enable the Raspberry Pi Camera Module (https://www.raspberrypi.org/products/camera-module-v2/) SSH — allow remote access to your Raspberry Pi from another computer using SSH
VNC — allow remote access to the Raspberry Pi Desktop from another computer using VNC
SPI — enable the SPI GPIO pins
I2C — enable the I2C GPIO pins
Serial — enable the Serial (Rx, Tx) GPIO pins
1-Wire — enable the 1-Wire GPIO pin
Remote GPIO — allow access to your Raspberry Pi’s GPIO pins from another computer
Performance
If you need to do so for a particular project you want to work on, you can change the performance settings of your Raspberry Pi in this tab. Warning: Changing your Raspberry Pi’s performance settings may result in it behaving erratically or not working.
Overclock — change the CPU speed and voltage to increase performance
GPU Memory — change the allocation of memory given to the GPU
Localisation
This tab allows you to change your Raspberry Pi settings to be specific to a country or location. Locale — set the language, country, and character set used by your Raspberry Pi Timezone — set the time zone
Keyboard — change your keyboard layout
WiFi Country — set the WiFi country code
Step 11 How to get help
If you are experiencing problems with your Raspberry Pi, there are lots of ways you can get help and advice:
Check out the help section (https://www.raspberrypi.org/help/) and the troubleshooting guide (https://www.raspberrypi.org/learning/troubleshooting-guide/) on raspberrypi.org (https://www.raspberrypi.org)
The Raspberry Pi forum (https://www.raspberrypi.org/forums), including the Beginners (https://www.raspberrypi.org/forums/viewforum.php?f=91) section, is a great place to ask questions and get support from the Raspberry Pi community
Call out on Twitter (https://twitter.com) using the hashtag #rpilearn, or submit a question on the Raspberry Pi Stack Exchange (https://raspberrypi.stackexchange.com/)
You could also attend a free Raspberry Jam (https://rpf.io/jam) community event to talk to people about their experiences and get some first-hand help from fellow Raspberry Pi users
Step 12 What next?
Well done! You have just completed the second project in the Raspberry Pi for beginners (https://projects.raspberrypi.org/en/pathways/raspberry-pi-beginners) pathway. Next, try the third project in the pathway, Customise your Raspberry Pi desktop (https://projects.raspberrypi.org/en/projects/custom-pi-desktop/). The complete Raspberry Pi for beginners pathway
Setting up your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-setting-up/)
Using your Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-using/)
Customise your Raspberry Pi desktop (https://projects.raspberrypi.org/en/projects/custom-pi-desktop/)
Pac-Man treasure hunt on the terminal (https://projects.raspberrypi.org/en/projects/pacman-terminal)
Create a new command on Raspberry Pi (https://projects.raspberrypi.org/en/projects/raspberry-pi-command/)
Other Raspberry Pi projects on the Raspberry Pi website
Take a look at some of our many other Raspberry Pi projects (https://projects.raspberrypi.org/en/projects?hardware%5B%5D=raspberry-pi).
Published by Raspberry Pi Foundation (https://www.raspberrypi.org) under a Creative Commons license (https://creativecommons.org/licenses/by-sa/4.0/). View project & license on GitHub (https://github.com/RaspberryPiLearning/raspberry-pi-using)
Getting Started With Raspberry Pi
Getting started with Raspberry Pi
Set up your Raspberry Pi and explore what it can do
Step 1 Introduction
In this project you will connect up a Raspberry Pi computer and find out what it can do.
Note: this guide is an introduction to the Raspberry Pi computer, there are also detailed guides to Setting up your Raspberry Pi (https://rpf.io/setting-up) and Using your Raspberry Pi (http://rpf.io/using).
What you will make
The Raspberry Pi is a small computer that can do lots of things. You plug it into a monitor and attach a keyboard and mouse.
What you will learn
This project covers elements from the following strands of the Raspberry Pi Digital Making Curriculum (http://rpf.io/curriculum):
Use basic digital, analogue, and electromechanical components (https://curriculum.raspberrypi.org/physical-computing/creator/)
Step 2 What you will need
Hardware
A Raspberry Pi computer with an SD card or micro SD card
A monitor with a cable (and, if needed, an HDMI adaptor)
A USB keyboard and mouse
A power supply
Headphones or speakers (optional)
An ethernet cable (optional)
Software
Raspberry Pi OS, installed using the Raspberry Pi Imager (https://www.raspberrypi.org/downloads/)
Step 3 Meet Raspberry Pi
You are going to take a first look at Raspberry Pi! You should have a Raspberry Pi computer in front of you for this. The computer shouldn’t be connected to anything yet. Look at your Raspberry Pi. Can you find all the things labelled on the diagram?
USB ports — these are used to connect a mouse and keyboard. You can also connect other components, such as a USB drive.
SD card slot — you can slot the SD card in here. This is where the operating system software and your files are stored.
Ethernet port — this is used to connect Raspberry Pi to a network with a cable. Raspberry Pi can also connect to a network via wireless LAN.
Audio jack — you can connect headphones or speakers here.
HDMI port — this is where you connect the monitor (or projector) that you are using to display the output from the Raspberry Pi. If your monitor has speakers, you can also use them to hear sound.
Micro USB power connector — this is where you connect a power supply. You should always do this last, after you have connected all your other components. GPIO ports — these allow you to connect electronic components such as LEDs and buttons to Raspberry Pi.
Step 4 Connect your Raspberry Pi
Let’s connect up your Raspberry Pi and get it running.
Check the slot on the underside of your Raspberry Pi to see whether an SD card is inside. If no SD card is there, then insert an SD card with Raspbian installed (via NOOBS).
Note: Many microSD cards come inside a larger adapter — you can slide the smaller card out using the lip at the bottom.
Find the USB connector end of your mouse’s cable, and connect the mouse to a USB port on your Raspberry Pi (it doesn’t matter which port you use).
Connect the keyboard in the same way.
Make sure your screen is plugged into a wall socket and switched on.
Look at the HDMI port(s) on your Raspberry Pi — notice that they have a flat side on top.
Use a cable to connect the screen to the Raspberry Pi’s HDMI port — use an adapter if necessary.
Raspberry Pi 4
Connect your screen to the first of Raspberry Pi 4’s HDMI ports, labelled HDMI0.
You could connect an optional second screen in the same way.
Raspberry Pi 1, 2, 3
Connect your screen to the single HDMI port.
Note: nothing will display on the screen, because the Raspberry Pi is not running yet.
If you want to connect the Pi to the internet via Ethernet, use an Ethernet cable to connect the Ethernet port on the Raspberry Pi to an Ethernet socket on the wall or on your internet router. You don’t need to do this if you want to use wireless connectivity, or if you don’t want to connect to the internet.
If your screen has speakers, your Raspberry Pi can play sound through these. Or you could connect headphones or speakers to the audio port.
Plug the power supply into a socket and then connect it to your Raspberry Pi’s USB power port.
You should see a red light on your Raspberry Pi and raspberries on the monitor.
Your Raspberry Pi then boots up into a graphical desktop.
Step 5 Finish the setup
When you start your Raspberry Pi for the first time, the Welcome to Raspberry Pi application will pop up and guide you through the initial setup.
Click Next to start the setup.
Set your Country, Language, and Timezone, then click Next again.
Enter a new password for your Raspberry Pi and click Next.
Connect to your WiFi network by selecting its name, entering the password, and clicking Next.
Note: if your Raspberry Pi model doesn’t have wireless connectivity, you won’t see this screen.
Click Next let the wizard check for updates to Raspbian and install them (this might take a little while).
Click Done or Reboot to finish the setup.
Note: you will only need to reboot if that’s necessary to complete an update.
Step 6 A tour of Raspberry Pi
Now it’s time to take a tour of your Raspberry Pi.
Do you see the raspberry symbol in the top left-hand corner? That’s where you access the menu: click on it to find lots of applications. Click on Accessories, and then click on Text Editor.
Type I just built a Raspberry Pi computer in the window that appears.
Click on File, then choose Save, and then click on Desktop and save the file as rp.txt.
You should see an icon named rp.txt appear on the desktop.
Your file has been saved to your Raspberry Pi’s SD card.
Close the text editor by clicking the X in the top right-hand corner of the window.
Return to the menu, click on Shutdown, and then click on Reboot.
When Raspberry Pi has rebooted, your text file should still be there on the desktop.
Raspberry Pi runs a version of an operating system called Linux (Windows and macOS are other operating systems). This operating system allows you to make things happen by typing in commands instead of clicking on menu options. To try this out, click on the Terminal symbol at the top of the screen:
In the window that appears, type:
ls |
and then press Enter on the keyboard.
You can now see a list of the files and folders in your home directory.
Now type this command to change directory to the Desktop:
cd Desktop |
You have to press the Enter key after every command.
Then type:
ls |
Can you see the text file you created?
Close the terminal window by clicking on the X.
Now drag rp.txt to the Wastebasket on the desktop so the Raspberry Pi will be tidy for the next person using it.
Step 7 Browsing the web
You might want to connect your Raspberry Pi to the internet. If you didn’t plug in an ethernet cable or connect to a WiFi network during the setup, then you can connect now.
Click the icon with red crosses in the top right-hand corner of the screen, and select your network from the drop-down menu. You may need to ask an adult which network you should choose.
Type in the password for your wireless network, or ask an adult to type it for you, then click OK.
When your Pi is connected to the internet, you will see a wireless LAN symbol instead of the red crosses.
Click the web browser icon and search for raspberry pi.
Step 8 Challenge: explore your Raspberry Pi
Take a tour of the menu — can you find:
A version of Scratch?
A Python game to play?
A version of Minecraft that you can program?
Published by Raspberry Pi Foundation (https://www.raspberrypi.orghttps://www.raspberrypi.org) under a Creative Commons license (https://creativecommons.org/licenses/by-sa/4.0/). View project & license on GitHub (https://github.com/RaspberryPiLearning/raspberry-pi-getting-started)
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oercommons
|
2025-03-18T00:38:33.824335
|
Information Science
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/78296/overview",
"title": "Raspberry Pi Resources, Setup to First Program",
"author": "Electronic Technology"
}
|
https://oercommons.org/courseware/lesson/88819/overview
|
Romanticism PDF
Modern World Literature Volume 3: Romanticism
Overview
This textbook covers the Romanticism period with works from selected authors.
Modern World Literature Volume 3: Romanticism
This is volume 3 of a 5 volume set for Modern World Literature. This section covers the Romanticism period.
|
oercommons
|
2025-03-18T00:38:33.844382
|
12/16/2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/88819/overview",
"title": "Modern World Literature Volume 3: Romanticism",
"author": "Colleen McCready"
}
|
https://oercommons.org/courseware/lesson/94205/overview
|
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
Overview
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions
|
oercommons
|
2025-03-18T00:38:33.861494
|
Susan Jennings
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/94205/overview",
"title": "Peter Oliver, letter to the Massachusetts Gazette, January 1776, Discussion Questions",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/109923/overview
|
James Love "Creation of a Thing"...Introduction to Sociology Textbook
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
Project Planning
My OER Goals & Purpose: I have discover a vast amount of resources that will most defeinetly aid in the creaton of OER resources. Additionally, I have founds a large community of colleagues and professionals that have rpovide numerous resources and ideas that have been very helpful. My primary goal is to create and use OER resoures that are high quality and lower cost barriers for students.
My Audience: Introduction to Sociology students. Learning needs include a desire to explore Social Justie topics, technological and internet interaction, interactive video and assignments, self reflection, valueing student perspective and experience, muliple types of assesments.
My Team: Sociology and Social Science Faculty. Instructional Designers
Existing Resources: Numerous resources exist for introduction to Sociology course and course supports. Material can be easily gathered from other OER sources.
New Resources: Outlines, assesments, videos, and interactive support.
Supports Needed: Aligned OER with selected pedogogical perspective. Research avaliable sources and existing research.
Our Timeline: Fall 2024
OER Item
Introduction to Sociology
Sociology 101
Course Description
An overview of sociology focusing on its main perspectives, theories, and research methods. Areas of emphasis include culture, socialization, social institutions, social in- teraction, groups and organizations, social class and social stratification, deviance and crime, race and ethnicity, and gender and sexuality.
Course Content Statement:
The field of Sociology presents theory and research regarding sensitive topics such as race, reli- gion, sexuality, and gender. The intent of this course is to provide a well-rounded foundation of knowledge regarding the sociological perspective on content areas that are at times considered controversial. It is the instructor’s job to present information and provide learning opportunities that highlight these issues and perspectives; however, there is no expectation that students agree with or adopt a particular viewpoint outside that which is necessary for critical analysis and demonstration of learning. It is the student’s responsibility to utilize sociological theory and re- search to complete course materials in order to better understand those viewpoints, regardless of personal philosophy or opinion. Debate and discussion are appropriate and important aspects of the learning process, but the instructor’s responsibility within that discourse is to approach such discussions from the perspective of the field. Students who agree to continue in the course should understand that not all ideas are comfortable, but learning has value aside from the confirmation of preexisting attitudes, values, and beliefs. This course uses Sociology as its primary academic and pedagogical approach and, at times, will present a critique of the social world. This critique is essential as it provides the tools to define, analyze, and respond to pressing social issues, facilitates scrutinization of familiar truths and es- tablished facts, and is explicitly based upon the values of freedom, equality, and justice. In addition, Sociology focuses on relations of domination, oppression, and exploitation because they so obviously violate personal freedom and social equality. Sociology may appear radical to some, but it essentially the pedagogical realization of societies goals to be more inclusive and forward thinking.
Course Outcomes:
1. Identify and describe major sociological concepts including but not limited to culture, so- cialization, social structure, and social stratification.
2. Describe the sociological imagination and its relevance to both individual circumstances and society at large.
3. Compare and contrast the fundamental sociological frameworks of functionalism, conflict theory, and symbolic interactionism.
4. Describe the social construction of reality and how it affects social definitions such as race and gender.
5. Analyze the theory of intersectionality and apply it to social issues.
Videos: Crash Course Sociology
Topics:
The Sociological Perspective
Culture
Methods
Socialization
Social Structure and Interaction :
Deviance Class and Stratification
Race and Ethnicity
Gender
Sexuality
Families and Religion
Education and Health Care
Economy and Politics
Environment, Population, and Social Change
Reflection
This been an eye-opening course and has been very helpful in the creation and editing of existing resources. My initial intent in taking this course was to learn how to lower barriers surrounding pedological materials for students; however, I have leaned there OER can offer so many new and exciting ways to engage in scholarship.
Some of the reflections I have had during my time in this course are noted below:
- Cost savings from not requiring students to purchase traditional textbooks, which could increase access to course materials.
- Ability to customize, edit and adapt OER materials to better suit curriculum and teaching style.
- Student engagement with more interactive, up-to-date open resources.
- Collaboration with colleagues to share and build on each other's OER materials.
- Insights from student feedback on the effectiveness of OERs compared to traditional learning materials.
- Assessment of the impact on student learning outcomes using OERs compared to traditional textbooks.
- Reflection on how the flexibility of OERs allows more responsiveness to current issues and real-world examples.
- Consideration of how OERs allow great inclusion of diverse perspectives, voices and representations in course materials.
- Reflection on any challenges encountered in adopting, adapting or creating OERs and how those can be addressed.
The ability to customize, update, adapt and share OERs provides valuable benefits for educators and students. Reflecting on insights gained through integrating OER practices informs ongoing improvement and adoption efforts.
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oercommons
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2025-03-18T00:38:33.882855
|
11/03/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/109923/overview",
"title": "James Love \"Creation of a Thing\"...Introduction to Sociology Textbook",
"author": "James Love"
}
|
https://oercommons.org/courseware/lesson/110124/overview
|
Arabic Language for Beginners
How to Greet People in Arabic
Lesson 1 for the OER course
Arabic Language for Beginners
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
Project Planning
My OER Goals & Purpose:
I am creating an OER Arabic Conversational Module for beginners. The course will focus on three topics: Greetings and introductions, Daily activities, and Work. I hope to help students develop the communication skills they need to interact with native Arabic speakers in everyday situations.
My Audience:
My target audience for this course is beginners who have little or no experience with Arabic. The Module is designed to be accessible to students with a variety of learning needs and preferences.
My Team:
I am working on this OER independently. However, I have consulted with other Arabic language teachers to get feedback on the course content and design.
Existing Resources:
There are a number of existing resources that I will be utilizing for this OER item. These include:
- Arabic language textbooks and grammar books
- Arabic-language newspapers, magazines, TV shows, and movies
- Online Arabic language resources, such as websites and apps
New Resources:
I will need to create some new resources for this OER item, such as:
- Interactive exercises for each topic
- Audio recordings of native Arabic speakers speaking about each topic
- Video recordings of role-playing exercises and conversation drills
Supports Needed:
I would appreciate feedback on the course content and design from other Arabic language teachers. I would also be grateful for any suggestions for new resources that I could include in the course.
Timeline:
I plan to release the first draft of the course by the end of the year. I will then continue to refine the course based on feedback from students and teachers.
Material Description
Objectives:
- Students will be able to identify and use basic Arabic greetings and introductions.
- Students will be able to talk about their daily activities in Arabic.
- Students will be able to use basic Arabic vocabulary and grammar to discuss work-related topics.
Learning Outcomes:
By the end of the course, students will be able to:
- Introduce themselves and others in Arabic.
- Make conversation about daily activities in Arabic, such as eating, drinking, shopping, and getting around.
- Ask for and give directions in Arabic.
- Order food and drinks at a restaurant in Arabic.
- Make a purchase at a store in Arabic.
- Talk about their job and education in Arabic.
- Discuss basic cultural topics in Arabic.
Reflection
Having participated in a series of webinars on remixing OERs, I have gained valuable insights into the process of preparing practical educational resources. While creating an OER for a foreign language is challenging, I have learned how to effectively remix various resources to meet the specific needs of my students by observing and analyzing existing OERs.
The webinars shed light on the benefits of OERs, motivating me to incorporate these learnings into my classes. I intend to apply the strategies and techniques I acquired to enhance the Arabic Conversational Module I am developing. This approach will significantly benefit my students, providing them with a more comprehensive and engaging learning experience.
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oercommons
|
2025-03-18T00:38:33.907437
|
11/14/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/110124/overview",
"title": "Arabic Language for Beginners",
"author": "Nicolas Hanhan"
}
|
https://oercommons.org/courseware/lesson/109507/overview
|
Melito's Murmurs
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
How To Remix This Template
- Make sure you are logged in by looking at the top right of the platform for your Avatar.
- Click the "Remix" button on this resource to make your own version of this template. (You might want to "right-click" and choose "Open in a New Tab".)
- Change the title to describe your project and add text, videos, images, and attachments to the sections below.
- Delete this section (Section One) and any instructions in the other sections before publishing.
- When you are ready to publish, click "Next" to update the overview, license, and description of your resource, and then click Publish.
Project Planning
My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next?
Creating an OER is actually more possible than I thought.
My Audience: Who are you designing this OER item for and what are their learning needs and preferences?
My goal is to create short shareable resources for PIE Paragraph development and for Concise Writing Strategies for a current lab course we are developing.
My Team: Who else might support your OER item and what are their roles and responsibilities?
My English department will support the OER item and will likely collaborate with me to create it.
Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders.
We have some in house videos and lecture notes that we would like to include. We would like to figure out a way to add interactive practice.
New Resources: What new resources will you need for your OER item's next steps?
I am not sure; however, I have been spending a lot of time previewing potential OER content that will be relevant to remix.
Supports Needed: What additional supports do you need to complete your OER item? Do you need to gather more research and data to inform the design of your OER item?
I would like to learn a little more about finding the liscensing on exisiting, general internet content. There are things that exist I would like to bring into my OER but I can't always be confident it's okay.
Our Timeline: What deadlines do you have for your OER item deliverables?
1 month
OER Item
Reflection
Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.
The aspect of OER that has impressed on me the most is the way that building and using these resources creates community. I am now connected to a larger community. I am also watching as my department is collaborating more closely to build our resource. Additionally, I see my colleagues excited - even passionate- about having tailored and responsive free resources for students.
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oercommons
|
2025-03-18T00:38:33.924370
|
10/20/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/109507/overview",
"title": "Melito's Murmurs",
"author": "Ella Melito"
}
|
https://oercommons.org/courseware/lesson/124310/overview
|
Template - OER Syllabi Sharing
Overview
This template was created for Higher Ed Faculty to share OER Syllabi that they have created.
How To Remix This Template
- Make sure you are logged in by looking at the top right of the platform for your Avatar.
- Click the "Remix" button on this resource to make your own version of this template. (You might want to "right-click" and choose "Open in a New Tab".)
- Change the title to describe your project and add text, videos, images, and attachments to the sections below.
- Delete this section (Section One) and any instructions in the other sections before publishing.
- When you are ready to publish, click "Next" to update the overview, license, and description of your resource, and then click Publish.
Background on the Syllabi
Course Name and Course Coding Number:
Course Audience: Describe details of audience for this course. (Example: This is an upper-level class for students majoring in biology.)
OER Used in the Course: Briefly list and describe the OER used in this course.
Key Parts of the Syllabi: Describe 2 - 3 unique features of this syllabus/course. (Example: I have designed my assessments to be student-interest driven, so there each assessment includes both auto-graded quizzes on Canvas and also small research article analysis.)
Opportunities for Collaboration: What topics or intersets do you have regarding future possibilities for collaboration in course and syllabi design? (Example: I am really interested in including the use of AI as a brainstorming tool and would like to work with others to embed this in my course.)
Openly Licensed Syllabus
Add your OER Syllabus here including the course name and number.
To add content in this section:
- Add any text, images or videos by using this editing pane.
- Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K"
- Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save.
Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources.
Reflection
Please reflect and share any observations and insights you noticed as a result of this OER Syllabus, such as changes in your own practice, impact on colleagues or student engagement and impact.
|
oercommons
|
2025-03-18T00:38:33.939939
|
01/31/2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/124310/overview",
"title": "Template - OER Syllabi Sharing",
"author": "Joanna Schimizzi"
}
|
https://oercommons.org/courseware/lesson/68324/overview
|
Chapter 1: An Introduction to Analyzing Data
Overview
This is a test section
1.3: Measures of Center
Learning Objectives
Calculate the mode, median, andmean for a set of data.
Explain the conceptual differences between the mode, median, and mean.
Identify the symbols and know the formulas for sample and population means.
Describe how outliers can influence the mean and median.
Solve problems involving the mode, mean, and median.
Calculate a weighted mean.
Introduction
Once data are collected, it is useful to summarize the data set by identifying a value around which the data are centered or clustered. Many times we refer to this idea as an average, but we must be careful to specify what we are focusing on to call something 'average.'
Three commonly used measures of central tendency are the mode, the median, and the mean. This lesson examines each measure of center based on the primary characteristic it uses to determine "average-ness."
The Mode
The mode can be a useful measure of data when that data falls into a small number of categories. It is simply a measure of the most common number, or sometimes the most popular choice. The mode is an especially useful concept for categorical data sets at the nominal level, such as eye color or favorite ice-cream flavor, where it wouldn't make sense to talk about a mean or median. In a previous section, we referred to the data with the Galapagos tortoises and noted that the variable 'Climate Type' was such a measurement. For that example, the mode is the value 'humid'.
Example 1
Antoinette collected color data on the vehicles in the parking lot as show in the table:
| Color | Frequency |
| Blue | 3 |
| Green | 5 |
| Red | 4 |
| White | 3 |
| Black | 2 |
| Gray | 3 |
For this data, 'Green' is the mode because it is the data value that occurred most often.
Example 2
The students in a statistics class were asked to report the number of children that live in their house (including brothers and sisters temporarily away at college). The data are recorded below:
1, 3, 4, 3, 1, 2, 2, 2, 1, 2, 2, 3, 4, 5, 1, 2, 3, 2, 1, 2, 3, 6
The mode can also be used a measure of center for quantitative data. In this example, the mode could be a useful statistic that would tell us something about the families of statistics students in our school. In this case, 2 is the mode, as it is the most frequently occurring number of children in the sample, telling us that more students in the class come from families where there are 2 children than from any other household size.
If there were seven 3-child households and seven 2-child households, we would say the data set has two modes, or the data set is bimodal. When a data set is described as being bimodal, it is clustered about two different modes. Technically, there can be more than two modes, but the more modes there are, the more trivial the mode becomes. In these cases, we would most likely search for a different statistic to describe the center of such data. You might encounter data sets with two or even three modes, but more than that would be unlikely unless you are working with very small sample sets.
If there is an equal number of each data value, the mode is not useful in helping us understand the data, and thus, we say the data set has no mode.
The Mean
Another measure of central tendency is the arithmetic average, or mean. We will look at two interpretations of the mean that are often seen in elementary school curricula.
Leveling Out
One interpretation of the mean is "leveling out." The mean is the value that results from equal sharing of a set of values among n individuals.
Suppose five children each made towers out of blocks. Child A has 2 blocks, Child B has 4 blocks, Child C has 7 blocks, Child D has 3 blocks, and Child E has 4 blocks as shown.
If these children were asked to equally share their blocks, Child C would give some blocks to Child A and Child D.
Now, all five children have 4 blocks and the stacks are leveled. The number of blocks in each stack, 4, is the mean. Note that during this entire process of leveling the total number of blocks remained 20 and the number of stacks remained 5. The only difference was the ways the 20 blocks were distributed among the 5 stacks. The data began as {2, 4, 7, 3, 4} and ended as {4, 4, 4, 4, 4}.
Another way the children could have fairly shared the blocks would be to dump all the blocks into a box and then take turns picking blocks until they were all gone. This process mirrors the typical formula we all know for calculating the mean: add all the data values and divide the sum by the total number of data values.
Symbolically, the formula for the sample mean is
\(\overline{x}= \frac{\sum_{}^{} x_i}{n} = \frac{x_1+x_2+\ldots+x_n}{n}\) where \(x_i\) is the \(i^\text{th}\) data value of the sample and \(n\) is the sample size.
Statisticians use the symbol \(\overline{x}\) to represent the mean when \(x\) is the symbol for a single measurement. Read \(\overline{x}\) as “x bar.” The formula for finding the mean of a population is the same, but we denote that it was calculated through a census by the Greek letter, μ. The sample mean \(\overline{x}\) is a statistic because it is a measure of a sample, and μ is a parameter because it is a measure of a population. We say that \(\overline{x}\) is an estimate of μ.
Balance Point
Another common interpretation of the mean is as the balancing point of a distribution. We can illustrate this physical interpretation of the mean as the balance point. Recall the number of children in a household data from Example 2:
1, 3, 4, 3, 1, 2, 2, 2, 1, 2, 2, 3, 4, 5, 1, 2, 3, 2, 1, 2, 3, 6.
There are 22 students in this class, and the total number of children in all of their houses is 55, so the mean of this data is \(\overline{x}=\frac{55}{22}=2.5\). Here is a graph of that data:
Suppose we use snap cubes to make a physical model of the graph, using one cube to represent each student’s family and a row of six cubes at the bottom to hold them together, like this:
It turns out that the model that you created balances at 2.5. In the pictures below, you can see that a block placed at 2 causes the graph to tip right, while one placed at 3 causes the graph to tip left. However, if you place the block at 2.5, it balances perfectly!
The Median
The median is simply the middle number in an ordered set of data.
Suppose a student took five statistics quizzes and received the following scores: 80, 94, 75, 96, 90. To find the median, you must put the data in order. The median will be the score that is in the middle. Placing the data in order from least to greatest yields: 75, 80, 90, 94, 96. The middle number in this case is the third score, or 90, so the median of this data is 90.
When there is an even number of numbers, no one of the data points will be in the middle. In this case, we take the mean of the two middle numbers.
Example 3
Find the median of the following quiz scores: 91, 83, 97, 89.
Place them in numeric order: 83, 89, 91, 97. The second and third numbers straddle the middle of this set. The mean of these two numbers is 90, so the median of the data is 90.
While it is easy to find the "middle" of a small set of numbers just by looking, this is a bit more trouble when the data set is large. It may be useful to have a guide to help. To find the median,
- Begin by listing the data in order from smallest to largest, or largest to smallest.
- If the number of data values \(n\) is odd, then the median will be the middle data value. To find the position of the median, round \(n/2\) up to the next whole number and count until you reach that position.
- If the number of data values \(n\) is even, there is no one middle value. Find the mean of the values in the data at the \((n/2)^\text{th}\) and \((n/2 +1)^\text{th}\) locations.
Example 4
Let's revisit the sample data about number of children in the household from Example 1. Find the median.
1, 3, 4, 3, 1, 2, 2, 2, 1, 2, 2, 3, 4, 5, 1, 2, 3, 2, 1, 2, 3, 6
Begin by ordering the data: 1, 1, 1, 1, 1, 2, 2, 2, 2, 2, 2, 2, 2, 3, 3, 3, 3, 3, 4, 4, 5, 6.
There is an event number of data, \(n-22\). We need to find the mean of the numbers in the \(22/2=11^\text{th} \) position and the \(22/2+1=11^\text{th} \) position. The median is \(\frac {2+2}{2}=2\).
Technology Note: Finding the Mean and Median on the TI-83/84 Calculator | ||
1. | Press [STAT] to open the Statistics menu. Choose 1: Edit on the menu to get a screen that allows you to enter the data in a column. Press [ENTER]. | |
2. | Enter the number of children data in L1. Be sure to press [ENTER] after each value. | |
3. | Again, press [STAT] and use the right arrow to access the CALC menu. | |
4. | Choose 1:1-Var Stats. You will have one of the two screens shown. If you have a screen like the one on the top, press [2ND] [1] for the list L1 and press [ENTER]. If you have a STAT WIZARD screen that looks like the one on the bottom, enter the name of the list by pressing [2ND] [1]. Leave FreqList blank. Choose Calculate and press [ENTER]. | |
5. | The calculator will display several values. We will learn about all these statistics later. The first screen shows the mean x¯¯¯, the sum of the data values Σx , and the number of data values n. If you use the down arrow, you will also see the median (Med.) |
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Example 5
This table shows the number of home runs for the past ten baseball games of the season. Find the median number of home runs.
| Number of Home Runs | Frequency |
|---|---|
| 4 | 1 |
| 5 | 2 |
| 6 | 0 |
| 7 | 2 |
| 8 | 4 |
| 9 | 1 |
Rather than list all the data, just work in the table. There are 10 pieces so \(n=10\), which is even. We need to find the data values in the \(10/2=5^\text{th}\) position and \(10/2+1=6^\text{th}\) position. The data are ordered so just count to find the data values in these positions and average them. The median is \(\frac{7+8}{2}=7.5\) home runs.
The Mean vs. the Median
Both the mean and the median are important and widely used measures of center. Is one better to use than the other? It depends as the following example shows.
Example 6
Suppose you got an 85 and a 93 on your first two statistics quizzes, but then you had a really bad day and got a 14 on your next quiz!
The mean of your three grades would be 64: \(\frac {85+93+14}{3}=64\)
The median of your three grades would be 85: \(14 \ \ \boxed{85} \ \ 93\)
Which is a better measure of your performance? The median does not change if the lowest grade is an 84, or if the lowest grade is a 14. However, when you add the three numbers to find the mean, the sum will be much smaller if the lowest grade is a 14.
The mean and the median are so different in this example because there is one grade that is extremely different from the rest of the data. In statistics, we call such an extreme value an outliers The mean is affected by the presence of an outlier; however, the median is not. A statistic that is not affected by outliers is called resistant.
We say that the median is a resistant measure of center, and the mean is not resistant. In a sense, the median is able to resist the pull of a far away value, but the mean is drawn to such values. It cannot resist the influence of outlier values. As a result, when we have a data set that contains an outlier, it is often better to use the median to describe the center, rather than the mean.
Example 7
In 2005, the CEO of Yahoo, Terry Semel, was paid almost $231,000,000. This is certainly not typical of what the average worker at Yahoo could expect to make. Instead of using the mean salary to describe how Yahoo pays its employees, it would be more appropriate to use the median salary of all the employees. The CEO's salary will have a big impact on the mean and inflate it to the point where it might no longer be representative.
You will often see medians used to describe the typical salary or the average value of houses in a neighborhood, as the presence of a very few extremely well-paid employees or expensive homes could make the mean appear misleadingly large.
The Trimmed Mean
Since the mean is not resistant to the effects of outliers, many students ask their teacher to “drop the lowest grade.” The argument is that everyone has a bad day, and one extreme grade that is not typical of the rest of their work should not have such a strong influence on their average. The problem is that this can work both ways; it could also be true that a student who is performing poorly most of the time could have a really good day (or even get lucky) and get one extremely high grade. We wouldn’t blame this student for not asking the teacher to drop the highest grade!
Attempting to more accurately describe a data set by removing the extreme values is referred to as "trimming the data." To be fair, a valid trimmed statistic must remove both the extreme maximum and minimum values. So, while some students might disapprove, to calculate a trimmed mean, you remove the maximum and minimum values and divide by the number of values that remain.
Example 8
Barron’s Profiles of American Colleges, 19th Edition, lists average class size for introductory lecture courses at each of the profiled institutions. A sample of 20 colleges and universities in California for introductory lecture courses resulted in the following:
14 20 20 20 20 23 25 30 30 30 35 35 35 40 40 42 50 50 80 80
The mean of all 20 data values is \(\overline{x}=\frac {∑x}{n}=\frac{719}{20}≈36.0\) and the median is \(\frac{30+35}{2}=32.5\). The mean and the median are quite different.
To find a 5% trimmed mean, we need to remove the lowest 5% and highest 5% of data values and calculate the mean again. Find 5% of 20, or 1. Remove the one smallest data value and one largest data value from the sample. Then, calculate the mean again. (The median won't change.)
14 20 20 20 20 23 25 30 30 30 35 35 35 40 40 42 50 50 80 80
The trimmed mean is \(\overline{x}=\frac {∑x}{n}=\frac{625}{18}≈34.7\). This new mean is closer to the median because we have trimmed the extreme values which affect the mean more than they do the median.
Problem Solving with the Mean
Typically, we think about finding the mean from a set of data that is given or collected. But, there may also be situations where you know the mean and want to find a missing data value or even create the entire data set. We need to think about the formula for the mean flexibly.
We can rewrite the formula for the mean algebraically to solve for the the sum of the data values:
\(\begin{align*} \overline{x}&= \frac{\sum_{}^{} x}{n}\\ n\cdot \overline{x}&=\sum_{}^{} x\\ \sum_{}^{} x &=n\cdot \overline{x} \end{align*}\).
This shows that the sum of all the data equals the product of the number of data values and the mean.
Example 9
The 28 students in Ms. Tracy's homeroom collected canned food items for the food drive. If the mean number of cans collected by each student was 12, how many cans of food did the class collect?
While we don't know how many cans any the individual 28 students collected, we know that the mean was 12 cans. This tells us that \(n=28\) and \(\overline{x}=12\). Substituting into the formula that is solved for the sum of the data gives \(\sum_{}^{} x =n\cdot \overline{x}=12 \cdot 28=336\) cans.
Sometimes we will need to use a similar process to find a missing individual data value.
Example 10
To qualify for the bowling tournament, Mara must have a 180 bowling score average in her most recent 5 games. So far, Mara has bowled 4 games with scores of 170, 184, 160, and 195. What score must Mara get in her 5th game to have a 180 average?
Again, we know n=5 and x¯¯¯=180. We also know four of the individual data values but not the fifth one: \(x_1=170, \ x_2=184,\ x_3=160, \ x_4=195, \text{ and } x_5=?\)
\(\begin{align*} ∑x = & = n\cdot \overline{x}\\ 170+184+160+192+ x_5&=5\cdot180\\ 706+x_5&=900\\ x_5&=900-706 \\ x_5&=184 \end{align*}\)
Mara needs to score 184 to bring her bowling average to 180.
Example 11
Design a set of data to represent nine 10-point quiz scores where the mean is 7 and the median is 8.
The sum of the nine quiz scores must be \(9 \times 7=63\) points. There are an odd number of data values and the median is 8 so the middle value must be 8:
\(x_1 \quad x_2 \quad x_3 \quad x_4 \quad \mathbf{8} \quad x_6 \quad x_7 \quad x_8 \quad x_9\)
The sum of the missing data values must be \(63−8=55\), the x-values to the left of 8 must be 8 or less and the x-values to the right of 8 must be 8 or more (but 10 or less.) There are many possibilities. Here is one possible solution: 2, 5, 6, 7, 8, 8, 8, 9, 10.
Example 12
Mr. Henry gave the same science test to two classes. The morning class of 18 students scored a mean of 78. His afternoon class of 24 students scored a mean of 85. What is the mean score when the classes are combined into one group?
First, we calculate the sum of the scores for each class using the rearranged mean formula:
\(\displaystyle\sum_{morning}^{} x=n \cdot \overline{x} =18 \cdot 78=1404 \quad \quad \displaystyle\sum_{afternoon}^{} x=n \cdot \overline{x} =24 \cdot 85=2040 \)
Next, find the mean of the combined scores by adding the sums for the two classes into one sum and divide by the total number of students in the two classes together:
\(\overline{x}_\text{combined}=\frac{\sum{x}}{n}=\frac{1404+2040}{18+24}=\frac{3444}{42}=82\)
When considered as one group, the mean score of the two classes is 82.
The Weighted Mean
The weighted mean is a method of calculating the mean where instead of each data value contributing equally to the mean, some data values contribute more than others. This could be because they appear more often or because a decision was made to increase their importance (give them more weight).
One common type of "weight" to use is the frequency, which is the number of times each number is observed in the data. When we calculated the mean for the children living at home, we could have used a weighted mean calculation. The calculation would look like this:
\(\frac{(5)(1)+(8)(2)+(5)(3)+(2)(4)+(1)(5)+(1)(6)}{22}\)
The symbolic representation of this is \(\overline{x}_{weighted}=\frac{\sum_{}^{} f_ix_i}{\sum_{}^{} f_i}\)where \(x_i\) is the ith data value and \(f_i\) is the frequency for that data value.
Example 13
The results on a 20-point multiple choice test are as follows: none students scored 20 points, four students scored 19, three students scored 18, five students scored 17, and one student scored 12. What was the mean score for the class?
The scores were 20. 19, 18, 17, and 12. However, we cannot just average those scores because they occurred with different frequency. The scores must be weighted by the number of times they each occurred. Using the formula for the weighted mean,
\(\begin{align*} \overline{x}_{weighted}&=\frac{\sum_{}^{} f_ix_i}{\sum_{}^{} f_i}\\ &=\frac{(9\times 20) + (4\times 19) + (3\times 18) + (5\times 17) + (1\times 12)}{9+4+3+5+1}\\ &=\frac{180+76+54+85+12}{22}\\ &=\frac{407}{22}\\ &=18.5 \end{align*}\)
The class mean was 18.5 points.
You can also weight data by a relative percentage. You are sure to have experienced this many times in calculating grades.
Example 14
Professor Henry uses a weighted grading system to determine his students' course grades in a history class:
- Tests - 50%
- Quizzes - 10%
- Research Paper - 15%
- Final Exam - 25%
If Jessica has an 82% average on tests, 90% average on quizzes, 78% on her research paper, and a 72% on the final exam. What is Jessica's course average?
We will use the formula for a weighted mean where percentages are used as the weights instead on frequencies:
\(\begin{align*} \overline{x}_{weighted}&=\frac{\sum_{}^{} p_ix_i}{\sum_{}^{} p_i}\\ &=\frac{(50\%\times 82\%) + (10\%\times 90\%) + (15\%\times 78\%) + (25\%\times 72\%)}{50\%+10\%+15\%+25\%}\\ &=\frac{0.41+0.09+0.117+0.18}{100\%}\\ &=\frac{0.797}{100\%}\\ &=0.797 = 79.7\% \end{align*}\)
Jessica's course average is 79.7%.
Another common use of weighted mean is a school GPA (grade point average.) At the college level, students receive points for each grade they receive: A = 4, B = 3, C = 2, D = 1, and F = 0 points. However, the average of the grade points is based on the number of credits each course is worth.
Example 15
Here is Tiffany's grade report for the Fall semester. Find Tiffany's GPA.
| Subject | Credits | Grade |
|---|---|---|
| Precalculus | 5 | A |
| English | 3 | D |
| Biology | 4 | B |
| Biology Lab | 1 | C |
| Bowling | 1 | A |
We apply the formula for the weighted mean where the weights are the number of credits:
\(\begin{align*} \overline{x}_{weighted}&=\frac{\sum_{}^{} f_ix_i}{\sum_{}^{} f_i}\\ &=\frac{(5\times 4) + (3\times 1) + (4\times 3) + (1\times 2) + (1\times 4)}{5+3+4+1+1}\\ &=\frac{20+3+12+2+4}{14}\\ &=\frac{41}{14}\\ &=2.93 \end{align*}\)
Tiffany's GPA for the Fall semester was 2.93.
Technology Note: Finding a Weighted Mean on the TI 83/84 Calculator
If you have weights for data values, you can enter the frequency or weights in L2. When following the steps above for finding the mean, enter L1,L2 instead of L1. If you have the Stat Wizard Screen, enter L2 for the FreqList.
Lesson Summary
When examining a set of data, we use descriptive statistics to provide information about where the data are centered.
The mode is a measure of the most frequently occurring response in a data set and is most useful for categorical data and data measured at the nominal level.
The mean and median are two of the most commonly used measures of center. The sample mean, \(\overline{x}\), is the sum of the data values divided by the number of data values in the sample. The mean is the leveling out amount or the numerical balancing point for the data.
The median is the numeric middle of a data set. If there are an odd number of data points, the median will be one of the data values. If there is an even number of data values, the median is the mean of the middle two values.
An outlier is a number that has an extreme value when compared with most of the data. The median is resistant to an outlier. That is, the median is not affected much by the presence of outliers. The mean is not resistant to outliers. The median tends to be a more appropriate measure of center to use for data sets that contain outliers.
A weighted mean involves multiplying individual data values by their frequencies or percentages before adding them and then dividing by the total of the frequencies (weights). Weighted means are often in combining data sets, determining grades, or GPA.
Review Questions
1. Draw a sketch of blocks and explain how you can use the idea of leveling out to find the mean of each set of numbers below:
a. {3, 6, 4, 7}
b. {2, 1, 6, 5, 1, 6}
2. Jerome shows the data set {4, 6, 8, 10, 11, 12, 12} by placing counters on a number line. Jerome knows that the mean is 9 and shows the balance point is there.
a. Where can Jerome put one more counter so that the balance point will not change?
b. Where can Jerome put two more counters so that the balance point will not change?
c. Suppose that Jerome puts one counter at 5 and another counter at 12. Where can Jerome put a third counter so that the balance point will not change?
d. Suppose Jerome puts a counter at 2. Where could Jerome place two more counters so that the balance point will not change?
3. The following data represent the number of pop-up advertisements a user received while surfing the internet during the past month:
43 37 35 30 41 23 33 31 16 21
a. Calculate the mean and median number of these advertisements by hand.
b. Confirm the answers to part (a) using technology.
4. Find the mean, median, mode, and 10% trimmed mean of the following numbers. Which of them do you think gives the best average? Why?
15, 19, 15, 16, 11, 11, 18, 21, 165, 9, 11, 20, 16, 8, 17, 10, 12, 11, 16, 14.
5. The frequency table below shows the heights of a group of 8th graders.
Height in cm | Frequency |
|---|---|
152 | 1 |
153 | 1 |
154 | 2 |
155 | 4 |
156 | 3 |
157 | 5 |
158 | 8 |
159 | 12 |
160 | 15 |
161 | 7 |
162 | 4 |
a. Calculate the mode, mean, and median by hand.
b. Confirm the answers to part (a) using technology.
6. In Lois’ 2nd grade class, all of the students are between 45 and 52 inches tall, except one boy, Lucas, who is 62 inches tall. Which of the following statements do you expect to be true about the heights of all of the students?
a. The mean height and the median height are about the same.
b. The mean height is greater than the median height.
c. The mean height is less than the median height.
7. Enrique has a 91, 87, and 95 for his statistics grades for the first three quarters. His mean grade for the year must be a 93 in order for him to be exempt from taking the final exam. Assuming grades are rounded following valid mathematical procedures, what is the lowest whole number grade he can get for the 4th quarter and still be exempt from taking the exam?
8. A math student scored 75, 70, 85, 90, and 100 on the first five tests he took. After he took his sixth math test, the average is now 85. What did he score on the sixth test?
9. The average time a man spent watching TV daily for the past week is 4 hours. If we remove one of these days, the average time he spent watching TV becomes 3.5 hours. How many hours did the man watch TV on the day we removed?
10. Create a set of 7 test scores (0 to 100 points) that have a mean of 82 and a median of 80.
11. Clarice rolled a number cube (labeled with the numbers 1 through 6) ten times and found the mean was 3 and the median was 3.5. Give one possible list of numbers she could have rolled.
12. The ages of the 8 children on a playground have a mean of 8.25 and a median of 8. There is no mode. Give a reasonable set of data for this situation.
13. Six people on an elevator have a mean weight of 110 pounds. Three more people with a mean weight of 150 pounds got on the elevator when the elevator stopped. What is the mean weight of all the people on the elevator?
14. For the month of April, a checking account has a balance of $700 for 24 days, 1215 for 2 days, and 375 for 4 days. What is the average daily balance for April?
15. Mary ordered dinner for a party of 10 people. Three people ordered the $4.75 chicken dinner, two people ordered the $4.95 fish dinner, and five had the beef dinner at a cost of $6.75 each. What was the average cost of each dinner at Mary’s party?
16. Mrs. Morris weights her grades. Tests are worth 60%, quizzes are worth 15%, homework is 10% and notebooks are 5%. Mike has a test average of 90, a quiz average of 87, a homework average of 65, and a notebook average of 70. What is Mike's grade?
Section 1.4: Measures of Position
Learning Objectives
Interpret the meaning of a percentile in context of a large data set.
Find the quartiles of a data set.
Describe a data set by presenting its five-number summary.
Identify outliers using the interquartile range (IQR.)
Introduction
While measures of central tendency such as the mean, median, and mode are important, they do not tell the whole story. Suppose the mean score on a social studies exam is 80%. From this information, can we determine a range in which most people scored? The answer is no. It is possible that everyone scored close to 80% - such as between 78 and 82. Or, no one may have scored close to 80% with all students scoring higher than 95 or lower than 65.
Besides the center, measures of position and spread help paint a more precise picture of what is going on in the data. In this section, we will consider the measures of position and discuss measures of spread in the next one.
Percentiles
A measure of position may describe where a certain percentage of the data fall. The measure of position we consider here is a percentile.
A percentile is a statistic that divides the data into hundredths. A percentile of a data value identifies the percentage of the data that is the same or less than the given data value. The most commonly used percentile is the median. The median is the halfway point in the data and 50% of the data fall at or below its value. Therefore, we can call the median the 50th percentile.
More generally, the pth percentile of a data set is a measurement such that after the data are ordered from smallest to largest, at most p% of the data are at or below this value and at most (100−p)% of the data are at or above it. The 40th percentile is the observation in which 40% of the data set are less than or equal to that observation. Percentiles are mostly used with very large populations and are expressed as integer values.
Example 1
To check a child’s physical development, pediatricians use height and weight charts that help them know how the child compares to children of the same age. A child whose height is at the 70th percentile is taller than 70% of children of the same age.
A common application of percentiles is their use in standardized testing. If a student scores at the 75th percentile, that student scored as well as or better than 75% of all other students who took the test. Some colleges and universities use percentiles to determine admittance into their programs.
As a future educator, it is important to distinguish between a raw score, a percent score, and a percentile. Lets say that you gave a 25-question test to your class of 20 fourth graders. Alex is one of your students. He answered 20 questions correct. His raw score was 20. His percent score is \(20/25=80\%\) correct. Let's also say that 7 students scored the same or lower than Alex. This means that Alex's score of 80% correct is located at the 35th percentile because he outscored \(7/20=35\%\) of his classmates. A low percentile does not imply a bad performance. It implies that the performance was lower relative to his peers.
Low percentiles always correspond to lower data values. High percentiles always correspond to higher data values. A percentile may correspond to a value judgment about whether it is "good" or "bad." The interpretation of whether a certain percentile is "good" or "bad" depends on the context of the situation to which the data applies. In some situations, a low percentile would be considered "good." In other contexts a high percentile might be considered "good." In many situations, there is no value judgment that applies.
Understanding how to interpret percentiles properly is important not only when describing data, but also when calculating probabilities in later chapters of this text. When writing the interpretation of a percentile in the context of the given data, the sentence should contain the following information:
information about the context of the situation being considered
the data value (value of the variable) that represents the percentile
the percent of individuals or items with data values below the percentile
the percent of individuals or items with data values above the percentile.
Example 2
During a season, a player who scores 8 points per game is at the 40th percentile. Interpret the 40th percentile in the context of this situation.
Forty percent of players scored eight points or fewer. Sixty percent of players scored eight points or more. A higher percentile here is good because getting more points in a basketball game is desirable.
Example 3
For the 100-meter dash, the 80th percentile of finishing times was 11.5 seconds. Interpret the 80th percentile in the context of the situation.
Eighty percent of runners finished the race in 11.5 seconds or less. Twenty percent of runners finished the race in 11.5 seconds or more. A lower percentile is good because finishing a race more quickly is desirable.
Quartiles
Two very commonly used percentiles are the 25th and 75th percentiles. The 25th percentile, median, and 75th percentile divide the data into four quarters. Because of this, the 25th percentile is notated as \(Q_1\) and is called the first (lower) quartile, and the 75th percentile is notated as \(Q_3\) and is called the third (upper) quartile. The median is the second (middle) quartile and is sometimes referred to as \(Q_2\).
Example 4
Let's return to a previous data set, which is as follows:
1, 1, 1, 1, 1, 2, 2, 2, 2, 2, 2, 2, 2, 3, 3, 3, 3, 3, 4, 4, 5, 6
Recall that the median (50th percentile) is 2. You can think of the quartiles as the medians of the upper and lower halves of the data.
The lower quartile is \(Q_1=2\). One-fourth (25%) of the entire set of values are less than or equal to 2 and three-fourths (75%) of the values are greater than or equal to 2. The value \(Q_1=2\) is part of the data set in this example.
The upper quartile is \(Q_3=3\). Three-fourths (75%) of the entire data set are less than or equal to 3. One-fourth (25%) of the values is greater than or equal to 3. The value \(Q_3=3\) is part of the data set in this example.
In the previous example there were an odd number of values in each half. If there were an even number of values, then we would follow the procedure for medians and average the middle two values of each half. Look at the set of data below:
For this example, neither \(Q_1=77.5\) nor \(Q_3=93.5\) are part of the set of data.
Five-Number Summary
One way to summarize a set of data is to give the lowest number, the highest number, and the middle number. In addition to these three numbers it is also useful to give Q1 and Q3. This list of five numbers gives a very concise summary of the data and is referred to as the five-number summary.
The five-number summary of a data set is its minimum value, \(Q_1\), median, \(Q_3\), and maximum.
Example 5
Find the five-number summary of the heights (in inches) of 9 females:
| 59 | 60 | 62 | 64 | 66 | 67 | 69 | 70 | 72 |
The data are already ordered. There is an odd number of data, \(n=9\). The median's location is at the 5th position:
\(\begin{align*} 59, \ 60, \ 62, \ 64, \boxed{66}, &\ 67, \ 69, \ 70, \ 72\\ \\ \text {Median} &=66 \end{align*}\)
To find \(Q_1\) and \(Q_3 \), find the median of the left half of data and the median of the right half of the data. \(Q_1\) and \(Q_3\) are each positioned between the 2nd and 3rd piece of data in each half as shown:
\(\begin{align*} 59,\boxed{60, \ 62}, \ 64, & \boxed{66}, \ 67,\boxed{69, \ 70},\ 72 \\ \\ Q_1=\frac{60+62}{2} =61 \ & \text{ and } \ Q_3=\frac{69+70}{2} =69.5 \end{align*}\)
The minimum value is 67 and the maximum value is 72. We report the five-number summary as {59, 61, 66, 69.5, 72}.
Example 6
Suppose a chain restaurant advertises that a typical number of french fries in a large order is 82. Roberta is a bit curious about this claim so she bought a large order of fries each day for the past 18 days and counted the number of fries in the orders. Her data are shown below. Find the five-number summary for the data in her sample.
| 80 | 72 | 77 | 80 | 90 | 85 | 93 | 52 | 84 | 87 | 80 | 86 | 92 | 88 | 67 | 86 | 66 | 77 |
First put the data in order and find the median. There are an even number of data values, \(n=18\), so the median will be between the data values in position #\((18/2)=9\) and position #\((18/2)+1=10\) as shown:
\(\begin{align*} 52, \ 66, \ 67, \ 72, \ 77, \ 77, \ 80, \ 80, \ & \boxed{80, \ 84}, 85, \ 86, \ 86, \ 87, \ 88, \ 90, \ 92, \ 93 \\ \\ \text{Median} &=\frac{80+84}{2}=82 \end{align*} \)
The values \(Q_1\) and \(Q_3\) will each be at position #\((9+1)/2=5\) in each half of the data:
\(\begin{align*} 52, \ 66, \ 67, \ 72, \boxed{77}, 77, \ 80, \ 80, & \boxed{80, \ 84}, \ 85, \ 86, \ 86, \boxed{87}, 88, \ 90, \ 92, \ 93 \\ \\ Q_1=77 \ &\text { and } \ Q_3=87 \end{align*} \)
The minimum number of fries was 52 and the maximum number of fries was 93. The five-number summary is {52, 77, 82, 87, 93}.
Technology Note: Finding Five-Number Summary on the TI 83/84 Calculator
You may recall seeing the five-number summary when finding the mean and median on the calculator in the previous section. Follow that same procedure and make sure you "arrow down" to see the five-number summary. The sequence of screenshots is shown below for the data in Example 4.
Test for Outliers using the Quartiles
Many data sets have values that are either extremely high or extremely low when compared to the rest of the data values. These values are called outliers. If the position of a data value is too far below or above the rest of the data, we consider it to be outlier. One way to check for outliers is to use the quartiles of the five-number summary. Here are the steps:
- Order the data set and find the values \(Q_1\) and \(Q_3\) .
- Calculate the difference between \(Q_1\) and \(Q_3\). This difference is called the interquartile range: \(IQR=Q_3−Q_1\) .
- Find the step by multiplying 1.5 times the IQR: \(\text{Step}=1.5×IQR\) .
- Find \((Q_1−\text{Step})\) and \((Q_3+\text{Step})\) to locate the fence values.
- Any data that fall beyond these fences are considered outliers. That is, any value lower than \((Q_1−\text{Step})\) or any value higher than \((Q_3+\text{Step})\) is an outlier. There may be none, one, or more than one outlier.
Example 7
Determine if any of the values in the french fries data were outlier values. We will follow the steps above using the resuts from Example 6/
- Recall that \(Q_1=77\) and \(Q_3=87\).
- \(IQR=Q_3−Q_1=87-77=10\).
- \(\text{Step}=1.5×IQR=1.5\times 10=15\)
- \(\text{Lower Fence} = Q_1-\text{Step} = 77-15=62\\ \text{Upper Fence} = Q_3+\text{Step} = 87+15=102\)
- Any values below 62 or above 102 will be considered outliers. Consulting the data, the day when Roberta got only 52 fries was an outlier. The remaining data all lie in the range created by the fences [62,102].
Example 8
Based on past school spelling bee records, Ms. Lopez found the five-number summary of the number of words used in the bee before a winner was determined. Are there any outliers in the data?
| Minimum | Quartile 1 | Median | Quartile 3 | Maximum |
| 48 | 80 | 92 | 99 | 154 |
We will follow the steps above:
- \(Q_1=80\) and\(Q_3=99\).
- \(IQR=Q_3−Q_1=99-80=19\).
- \(\text{Step}=1.5×IQR=1.5\times 19=28.5\)
- \(\text{Lower Fence}=Q1−Step=80−28.5=51.5 \\ \text{Upper Fence}=Q3+Step=99+51.5=150.5\)
- Any values outside the fenced interval will be considered outliers. Consulting the five-number summary, the minimum value was 48 so there are no outliers on the low side. The maximum value was 154 which is beyond the fence of 150.5. Therefore, the year when 154 words were used is an outlier. There could be other outliers on this higher end, but they cannot be identified without knowing the full set of raw data.
Lesson Summary
The pth percentile is the data value that divides an ordered data set into two parts so that p% of the data are less than or equal to that data value and (100−p)% of the data are greater than or equal to that data value.
The quartiles and median are special percentiles:
- Quartile 1 is the value where 25% of the data is less than or equal to that value.
- Median is the value where 50% of the data is less than or equal to that value.
- Quartile 3 is the value where 75% of the data is less than or equal to that value.
The five-number summary is a set of five values that divides a data set into quarters: minimum, lower quartile, median, upper quartile, and maximum.
Quartiles are used to test a data set for outliers. Any data value that is less than \(Q_1−1.5(Q_3−Q_1)\) or greater than \(Q_3+1.5(Q_3−Q_1)\) are outlier values when compared to the rest of the data. The difference \(Q_3−Q_1\) is called the interquartile range (IQR.)
Review Questions
1. Mina is waiting in line at the Department of Motor Vehicles (DMV). Her wait time of 32 minutes is the 85th percentile of wait times. Is that good or bad? Write a sentence interpreting the 85th percentile in the context of this situation.
2. On a 20-question math test, the 70th percentile for number of correct answers was 16.
a. What percent of the questions did a student scoring at the 70th percentile answer correctly?
b. What percent of students scored higher than 16 on this math test?
c. Is a higher or lower percentile more desirable in this context?
3. The numbers of coins that 12 randomly selected people had in their piggy banks are shown below. Find the five-number summary and test for outliers.
\(35 \quad 58 \quad 29 \quad 44 \quad 104 \quad 39 \quad 72 \quad 34 \quad 50 \quad 41 \quad 64 \quad 54\)
4. Use the five-number summarybelow to determine whether the data set from wgich it was calculated contains any outliers.
Minimum | Quartile 1 | Median | Quartile 3 | Maximum |
5 | 12 | 14 | 16 | 24 |
5. The following data represent the average snowfall (in centimeters) for 18 Canadian cities for the month of January. Find the five-number summary and test for outliers.
Name of City | Amount of Snow(cm) |
|---|---|
Calgary | 123.4 |
Charlottetown | 74.5 |
Edmonton | 80.6 |
Fredericton | 73.8 |
Halifax | 64.0 |
Labrador City | 110.4 |
Moncton | 82.4 |
Montreal | 63.6 |
Ottawa | 48.9 |
Quebec City | 53.8 |
Regina | 35.9 |
Saskatoon | 25.4 |
St. John’s | 97.5 |
Sydney | 44.2 |
Toronto | 21.8 |
Vancouver | 12.8 |
Victoria | 8.3 |
Winnipeg | 76.2 |
6. Firman’s Fitness Factory is a new gym that offers reasonably-priced family packages. The following table represents the number of family packages sold during the opening month. Find the five-number summary and determine whether any values are
\(24 \quad 21 \quad 31 \quad 28 \quad 29\\ 27 \quad 22 \quad 27 \quad 30 \quad 32\\ 26 \quad 35 \quad 24 \quad 22 \quad 34\\ 30 \quad 28 \quad 24 \quad 32 \quad 27\\ 32 \quad 28 \quad 27 \quad 32 \quad 23\\ 20 \quad 32 \quad 28 \quad 32 \quad 34\)
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oercommons
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2025-03-18T00:38:34.099228
|
06/10/2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/68324/overview",
"title": "Chapter 1: An Introduction to Analyzing Data",
"author": "Andy Jones"
}
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https://oercommons.org/courseware/lesson/102082/overview
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OER Item Sharing Template
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
How To Remix This Template
- Make sure you are logged in by looking at the top right of the platform for your Avatar.
- Click the "Remix" button on this resource to make your own version of this template. (You might want to "right-click" and choose "Open in a New Tab".)
- Change the title to describe your project and add text, videos, images, and attachments to the sections below.
- Delete this section (Section One) and any instructions in the other sections before publishing.
- When you are ready to publish, click "Next" to update the overview, license, and description of your resource, and then click Publish.
Project Planning
My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next?
My Audience: Who are you designing this OER item for and what are their learning needs and preferences?
My Team: Who else might support your OER item and what are their roles and responsibilities?
Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders.
New Resources: What new resources will you need for your OER item's next steps?
Supports Needed: What additional supports do you need to complete your OER item? Do you need to gather more research and data to inform the design of your OER item?
Our Timeline: What deadlines do you have for your OER item deliverables?
OER Item
Add your OER item here including the course name and number and any aligned learning outcomes.
To add content in this section:
- Add any text, images or videos by using this editing pane.
- Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K"
- Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save.
Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources.
Reflection
Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.
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oercommons
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2025-03-18T00:38:34.118943
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Graphic Design
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/102082/overview",
"title": "OER Item Sharing Template",
"author": "Engineering"
}
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https://oercommons.org/courseware/lesson/77760/overview
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02_3DTranslate
03_ProgramWithCamera
04a_SimpleField
04b_FieldWithObstacles
05_WalkerOnField
06_2DHideAndSeek
07_WaveSurface
08_3DWalkWithObstaclesAndLight
3D Modelling with Processing
Overview
This workshop covers the basics of 3D modelling in Processing. From the 3D coordinate system, placing different shapes, surfaces, and camera angles. This introductory workshop is suitable for all students with some basic Processing knowledge. We assume that you are familiar with 2D shapes in Processing, including pushMatrix, rotate and translate. This workshop will only cover basics, sufficient to create a landscape with 3D objects and a moving object.
Lost in Translation
We assume that you already know how to do graphics in 2D in Processing; how to set the size of a canvas, draw rectangles, and how to use pushMatrix and popMatrix in combination with translate to move the origin of the canvas to a different location on the canvas. The latter is especially important to understand for 3D because that is the main mechanism to place objects in 3D space.
Mac users should use the latest version of Processing for this tutorial.
Recap: Placement of 2D objects.
The following setup will create a canvas 400 wide and 400 high, and set the rectMode to CENTER, which means just that a rectangle is positioned by its central point (rather than the top-left corner). We assume throughout this unit that the rectMode is CENTER since it is more consistent with how 3D boxes will be placed. More on that later. First, have a look at the program and what it will create.
void setup(){ size(400,400); rectMode(CENTER); } void draw(){ background(255); fill(100); rect(0,0,100,100); }
It creates a small rectangle in the top-left corner. Since we chose rectMode(CENTER), only part of the rectangle is visible. Most of it is outside of the canvas, as the center of the rectangle is at position (0,0), the top left corner of the canvas.
The following is the common way in Processing to place a rectangle in the center of the canvas:
void setup(){ size(400,400); rectMode(CENTER); } void draw(){ background(255); fill(100); rect(width/2,height/2,100,100); }
So far so good.
Recap: Placement with translate
Another way in Processing is to place objects in a different spot is to move the origin of the canvas, i.e. to change the coordinate system. To manage changes of the coordinate system and to limit the scope of this changes, you use pushMatrix() and popMatrix() in Processing. The command pushMatrix() stores the current coordinate system, then you can manipulate it as you please, and calling popMatrix() restores the one you stored. These two usually come in blocks, starting with pushMatrix() and ending with popMatrix().
The following is a way to place a rectangle in the center of the screen (we omit the setup):
void draw(){ background(255); pushMatrix(); translate(width/2,height/2); fill(100); rect(0,0,100,100); popMatrix(); }
This does exactly the same as the previous program. Differently. The nice thing is that you can nest those blocks, for example, to put a red rectangle 200 pixels to the right of the current one. Instead of computing the new position (width/2+200), you just translate the origin 200 pixels to the right from the current position and then draw a rectangle at (0,0).
Consider the following draw() method:
void draw(){ background(255); pushMatrix(); translate(width/2,height/2); fill(100); rect(0,0,100,100); pushMatrix(); translate(200,0); fill(200,0,0); rect(0,0,100,100); popMatrix(); popMatrix(); }
Note the following:
- The second call to pushMatrix() stores the current coordinate system, i.e. that the origin is currently at (width/2,height/2).
- The second call to translate will move the origin relative to the current origin, i.e. 200 pixels to the right, of (width/2,height/2).
- The first call to popMatrix() - which matches the second call to pushMatrix() - restores the origin to (width/2,height/2).
Exercise:
Your task is to insert another pushMatrix()/popMatrix() block that puts a green rectangle 200 pixels below the grey rectangle. Insert the following code at the appropriate position:
pushMatrix(); translate(0,200); fill(0,200,0); rect(0,0,100,100); popMatrix();
You can start with the code that is attached to this section.
Into a new dimension
Now that we covered how to translate rectangles in 2D, we can continue to the third dimension. The first you will have to do is define a 3D renderer. We will be using P3D. To use it pass P3D to the call to size like this:
size(600,600,P3D);
Now you can place objects in 3 dimensions. While you cannot simply add a third coordinate to 2D shapes like rect en ellipse, you can specify a third dimension - once you specified the P3D renderer - in a call to translate. This is why the pervious section of this unit went on and on about translate. The following is the same program as from the last section, but now with 3 coordinates in calls to translate.
void draw(){ background(255); pushMatrix(); translate(width/2,height/2,0); fill(100); rect(0,0,100,100); pushMatrix(); translate(200,0,0); fill(200,0,0); rect(0,0,100,100); popMatrix(); pushMatrix(); translate(0,200,0); fill(0,200,0); rect(0,0,100,100); popMatrix(); popMatrix(); }
This does about the same as the program from the last section. So where is the third dimension? While the x-axis is horizontal, and the y-axis vertical, the third dimension the y-axis points outward from the screen.
Exercise
Add a blue rectangle 200 pixels in front of the grey rectangle. That would be position (0,0,200) relative to the center of the canvas. To achieve this, copy one of the pushMatrix()/popMatrix() blocks and insert it at the appropriate place in the program above. Change the colour to blue, and change the coordinates to (0,0,200). To the right, you see what it would result in. A blue rectangle, obscuring the view on the grey one. It appears larger because it is "sticking" 200 pixels out of the canvas.
You can start with the code attached to this section.
Rotations in 3D
Of course, this is not the real 3D look you might have been hoping for. To see things at an angle you have to rotate it. In 2D you can use rotate to rotate objects around the origin (which is actually a rotation around the z-axis).
In 3D we have to select which axis you want to rotate around, in addition to an angle. Consequently, there are three rotate functions, rotateX, rotateY, and rotateZ.
For example, to show the blue rectangle hovering above the grey rectangle, we can rotate the canvas around the x-axis. If you then rotate the canvas also around the z-axis you can see all three axes.
To do this, insert the rotations before you start drawing and after you have moved the origin to the appropriate point on the canvas. Suppose we change the first six lines of the draw method as follows:
void draw(){ background(255); pushMatrix(); translate(width/2,height/2,0); rotateX(PI/4); rotateZ(PI/4); fill(100); rect(0,0,100,100);
All subsequent pushMatrix()/popMatrix() block will then be drawn relative rotations around the origin, in the middle of the grey rectangle.
Of course, 2D rectangles in 3D may not be the shapes you are looking for.
Exercise
Replace the rectangle with boxes. Simple replace any mention of rect(0,0,100,10) by box(100) to get a cube of size 100.
You may notice that the box command has no position information. Unlike the 2D rect command. Boxes will always be placed at the current origin, i.e. position (0,0,0). The only way to move them to another position is to move the origin. This is why we practised the use of translate in section 1.
.
A point of view
You can get quite far with translating and rotating 3D objects in creating the desired look. But it is advised to use rotate and translate to place your object in 3D space and treat the point-of-view separately. From where and at what angle you view an object should not change the object (outside of quantum mechanics).
You can define the point from where you view 3D objects with the camera command. It takes three sets of three coordinates.
camera(eyeX, eyeY, eyeZ, centerX, centerY, centerZ, upX, upY, upZ)
The coordinates (eyeX, eyeY, eyeZ) defines where the camera is located, relative to the current origin. The coordinated (centerX, centerY, centerZ) define which point the camera is looking at. And the third set of coordinates (upX, upY, upZ) defines which side is up.
Consider the following program and the output it produces:
void draw(){ background(255); camera(300,300,300,0,0,0,0,0,-1); fill(100); box(100); pushMatrix(); translate(200,0,0); fill(200,0,0); box(100); popMatrix(); pushMatrix(); translate(0,200,0); fill(0,200,0); box(100); popMatrix(); pushMatrix(); translate(0,0,200); fill(0,0,200); box(100); popMatrix(); }
This program is also attached to this section.
Note, that this program does not start by moving the origin (width/2,height/2,0), unlike the program discussed in the previous section. It also does not use rotateX(PI/4), and rotateZ(PI/4) to get the desired view from a certain angle. This choice of what the camera looks at, from where, and at what angle is all part of the command camera(300,300,300,0,0,0,1,1,0). It puts the camera at position (300,300,300), and points it at position (0,0,0). Having those two positions is not enough to fully define the view, as you can still rotate the camera. The effect of the last set of coordinates (0,0,-1) is that the z-axis is pointing up.
Below are a few more examples of how changing the parameters of camera will change what you see.
The top-left view moves the camera to position (600,600,600), i.e further away. Consequently, the objects appear smaller. The top-right view focusses on position (0,0,200), the position of the blue box. The bottom-left view shows the same boxes at the same positions, but moves the point of view to the opposite side, to position (-300,-300,-300). And the bottom-right view changes the up-vector to (0,0,1), such that the z-axis is pointing down, instead of up. As an exercise, play with different parameters to get a feel for how the camera command works.
You can use all the 3D commands like translate, rotate, and camera to get the desired view. The rule in programming that you should write programs that confuse yourself applies especially to 3D modelling. So, to conclude this section some word of advice:
- Keep the position of your 3D separate from the view on those objects.
- Have a mental model (or a real one) of where in 3D space your objects are. Use translate and rotate in combination with pushMatrix()/popMatrix() blocks to move the objects to the desired spot.
- Treat the view on the objects separately, and use camera to achieve the desired view.
- Do not use translate, or rotate to achieve the desired view. They change the entire coordinate system.
Objects for objects
Processing is an object-oriented language. A basic rule of object-oriented programming is that objects should reflect reality, and this is especially true when it comes to 3D modelling. You shouldn't see this as a chore but as an opportunity to write well-behaved components that can be combined to form larger systems.
Challenge
The remainder of this unit on 3D modelling will create a field with obstacles,(boxes) on which keyboard-controlled walkers (spheres) can move around.
This means that we need objects that model a field, an obstacle, and a walker.
Field
As a field, we just want a square rectangle in 3D space. But instead of just drawing a green rectangle, it is better to write a class for a field that encapsulates all relevant behaviour of a field. Initially, that will not be much, but it still helps to turn a program that draws something which then resembles a field, into a model that explicitly defines what a field is.
To define a field we need to know its position, in 3D, and its size. The constructor is used to define those values and a method that displays the field. Consider the following class definition:
class Field { float size; float x, y,z; Field(float x, float y, float z, float size) { this.x = x; this.y = y; this.z = z; this.size=size; } void display() { rectMode(CENTER); pushMatrix(); translate(x, y,z); noStroke(); fill(100, 200, 150); rect(0, 0, size, size); popMatrix(); } }
Inside of the constructor, you see the keyword this. It is used to distinguish between the parameters, x,y,z, and size of the constructor (see Field(float x, float y, float z, float size) ) from the attributes x,y,z, and size that are defined in line 3 and 4 of this class definition. The line this.x = x means that the value of the parameter x is assigned to the attribute x. The use of this is a common idiom in languages like Processing, Java, JavaScript or Python.
The benefit of the class definition is that once we define an object of type Field, we do not have to worry about how it displays itself, just where it is and what size it is. It provides an abstraction. The following shows how to use the field in the Processing main tab:
Field playground; float fieldSize; void setup() { size(800, 800,P3D); // Pick the smaller size for the square. fieldSize = min(width, height); playground = new Field(0, 0, 0, fieldSize); } void draw() { background(200); camera(fieldSize,fieldSize,fieldSize,0,0,0,0,0,-1); playground.display(); }
The method setup() defines a square field, and the draw picks a camera angle and display the field. Note, that the position of the field itself is treated separately from the angle at which you are viewing it.
A floating green square is not exactly exciting, but in the remainder of this unit, we will extend the field class with a few additional methods, such that a Field object can work together with other objects. First, we will add a few obstacles to the field.
Obstacles
The next step is to add obstacles to the field. There are different ways to do it, but sticking by the rule that the program should reflect "reality", we take the "add obstacles to the field" quite literally. We define an obstacles class, and then add an array of obstacles to the field. Or to be more precise, to the Field class.
An obstacle is defined by its position and size, and to display it you have to draw a box. Since boxes are defined by their central point this requires the origin to be moved half the size of the box, above its coordinates. The class definition of an obstacle looks as follows:
class Obstacle { float x, y, z; float size; color obstacleColor; Obstacle(float x, float y, float z, float size) { this.x = x; this.y = y; this.z = z; this.size = size; this.obstacleColor=color(random(0, 255), random(0, 100), random(0, 255)); } void display() { pushMatrix(); translate(x, y,z+size/2); noStroke(); fill(obstacleColor); box(size); popMatrix(); } }
Note that the constructor doe not just set the position and size, but also assigns a random colour to each obstacle.
You note that in the display method there is a pushMatrix()/popMatrix() block, that calls translate(x,y,z+size/2). The nice thing about putting this inside of a method of an obstacle object is that once you define it, and because you used a pushMatrix()/popMatrix() block you can now use it without thinking about the details of how the obstacle is displayed.
As mentioned before, we want to add obstacles to the field. And not to the main tab. This means we extend the class definition of Field. If done correctly, if an object of type Field is displayed, it will also display the obstacles. This, since the obstacles are "part-of" the field. Here is the new class definition of Field.
class Field { float size; float x, y, z; Obstacle[] obstacles; float obstacleScale = sqrt(2); //Found by trying Field(float x, float y, float z, float size, int numberObstacles) { this.x = x; this.y = y; this.z = z; this.size=size; this.obstacles = new Obstacle[numberObstacles]; float obstacleSize = obstacleScale*size/numberObstacles; for (int i=0; i<obstacles.length; i++) { //Pick a ranom point of the field minus half the size of the obstacle float randomX = x+random(-size/2+obstacleSize/2, size/2-obstacleSize/2); float randomY = y+random(-size/2+obstacleSize/2, size/2-obstacleSize/2); this.obstacles[i]=new Obstacle(randomX, randomY, z, obstacleSize); } } void display() { rectMode(CENTER); pushMatrix(); translate(x, y, z); noStroke(); fill(100, 200, 150); rect(0, 0, size, size); for (int i=0; i<obstacles.length; i++) { obstacles[i].display(); } popMatrix(); } }
The for-loop in the constructor selects random x and y position for the obstacles. It selects a random number between -size/2+obstacleSize/2 and -size/2+obstacleSize/2 to ensure that the obstacle fits fully on the field.
The constructor of Field has one additional parameter for the number of obstacles. This means that in the main tab you have to add one argument. The image shows a field with 10 obstacles.
Boxes as obstacles may be quite simple But nothing stops you from making the obstacles more interesting, adding a roof, or adding trees or walls. The basic idea remains the same: define a class that defines the object, and then use those objects in your 3D model.
The next section will add a walker to a field.
On the move
Until now the landscape is rather static. How do you move an object? Essentially like you did in 2D, except that your point of view may also change. To show how this works we add a walker to an empty field. And unlike in 2D where it would be common to view the scene from the top, we view the scene from the perspective of the walker. To keep things simple the walker will be just a sphere.
The description in the previous section also mentioned that the walker should be keyboard controlled. In 2D it would be obvious to use the UP, DOWN, LEFT and RIGHT button to move the object up, down, left, and right, respectively. In 3D, when you take the "first-person" perspective of the walker, it is more natural to associate UP and DOWN with moving forward and backward and left and right with turning left or right.
Note, that in this example we are actually only moving in 2 dimensions, over a field. Moving in 3D is of course also possible - like flying - but that would require more than a default keyboard control.
The Walker
The walker is defined, just like the field and obstacles by their x, y, and z position, and their size. For a sphere that the radius. But we also need a direction, and for this unit, we decided to use a heading, i.e. an angle, from which we can compute dx and dy, the velocity in the x and y-direction. For this walker, we also want to explicitly specify the colour. The class definition of the Walker is as follows:
class Walker { float x, y, z; float speed; int heading; color teamColor; float radius; Field area; Walker(Field f, float r, color c) { area = f; radius = r; teamColor = c; heading = int(random(0, 60))*6; //60 minutes of 6 degrees, makes 360 degrees. x = area.x+random(-area.size/2+radius, area.size/2-radius); y = area.y+random(-area.size/2+radius, area.size/2-radius); z = area.z; } void view(){ float dx = cos(radians(heading)); float dy = sin(radians(heading)); camera(x-radius*dx,y-radius*dy,z+2.4*radius,x,y,z+2.4*radius,0,0,-1); } void display() { pushMatrix(); translate(x, y, z+radius); noStroke(); fill(teamColor); sphere(radius); popMatrix(); } void walk() { float newX = x + speed * cos(radians(heading)); float newY = y + speed * sin(radians(heading)); if (area.isOnField(newX, newY, radius)) { x = newX; y = newY; } } void turnLeft() { heading= (heading-6)%360; } void turnRight() { heading= (heading+6)%360; } void moveForward() { speed = radius/10; } void moveBackward() { speed = -radius/10; } void halt() { speed= 0; } }
Let's have a view of the parts one by one:
- The attributes of the walker are the position, heading, speed, radius its colour, and a field. The field is not a part of the walker but exists independently. The walker is however associated with a field, meaning it can access the field, and for example, access its position.
- The constructor of the Walker requires as parameters a field, a colour, and a radius. It then selects a random initial position on the field, with a random heading.
- The method view, defines the "first-person view". The camera is situated just a bit above and behind the sphere, approximately a radius distance behind the centre of the sphere. The exact position was found by trying a few values that gave the desired effect of the top of the sphere being visible without obstructing the view.
- The display method just displays a sphere. This is intentionally independent of the view. The view may change - and it will later - but the outward appearance of the sphere remains the same regardless of who views it.
- The walk method first computes the new x and y positions, given the heading and speed, and then checks if the new position is still in the area. If it is it updates the position. This also means that we have to add a method isOnField to the class definition of Field. More on that later. The following shows how to use cos and sin to translate a heading to an increment in the x and y direction:
- The last five methods can be used to move forward, backward, turn left, right and halt. They will be used by the main tab when keyboard events happen.
As noted, the field has to provide a method to check if the walker is still on the field.
On-Field Check
The program is constructed such that the field checks if a position is on a (free) part of the field. Sure, the walker could do all of this, getting the position of the field, the size (and later where the obstacles are), but if you have to get a lot of information from another object to complete a task, it is worth considering letting that other object do the work.
For the on-field check we include the following in class Field:
boolean isOnField(float otherX, float otherY, float radius) { float margin = size/2 - radius; float distX = abs(x-otherX); float distY = abs(y-otherY); return (distX<margin) && (distY<margin); }
This method gets as parameters a position and a radius and uses a simple notion of distance.to decide if an object with that position and that radius would be on the field. If it would, it returns true.
Walking on the field
To finish this section we add the walker to the main tab of the processing program. As said, the field and the walker exists independently of another, even though you need to pass an object of type Field to the when you call the constructor of Walker.
This is the main tab followed by a short clip of the animation.
float fieldSize; Field playground; Walker alice; void setup() { size(1200, 800, P3D); fieldSize = 3*min(width, height);// See note playground = new Field(0, 0, 0, fieldSize); alice = new Walker(playground, fieldSize/25, color(255, 0, 0)); } void draw() { background(200); playground.display(); alice.display(); alice.walk(); alice.view(); } void keyPressed() { if (key==CODED) { if (keyCode==LEFT) { alice.turnLeft(); } else if (keyCode==RIGHT) { alice.turnRight(); } else if (keyCode==UP) { alice.moveForward(); } else if (keyCode==DOWN) { alice.moveBackward(); } } } void keyReleased() { if (!keyPressed) { alice.halt(); } }
A few notes on the program
- The main tab defines a Field called playground, and a Walker called alice. The setup() method defines objects for playground and alice. The playground is passed as a parameter to alice.
- The fieldSize is multiplied by 3 for a rather prosaic reason. If a camera is too close to a surface, in terms of the absolute number of pixels, the surface becomes transparent. In this case, this is not an effect we want, it means that we would see the red sphere. We hence scale everything by 3, the playground, and the size of alice, and the position of the camera relative to alice.
- In the draw() method you notice that it does not specify where the camera is. Instead it call method view of alice.
- The methods keyPressed() and keyReleased() control the movement of the alice.
- The method keyReleased() contains the condition if(!keyPressed) because if you control a walker by keyboard it happens that the user presses multiple buttons at once. Only releasing all buttons should stop the walker.
You can find the program attached to this section.
Hide and Seek
The exercise requires comes down to identifying which parts of the existing program can be copied where. The overall structure of the program, w.r.t the 2D version does not need to be changed. You only need to
- Add the P3D renderer to the size() in the setup()
- Remove the initial pushMarix()/popMatrix() in the main tab, together with the translate(width/2,height/2).
- Add a third coordinate to all other translates().
- Replace the rect in the Obstacle, and the ellipse and arc in the Walker by a box and sphere, respectively.
- Copy the view() method to the Walker. class.
- Call activeWalker.view() from draw().
- To improve the quality, increase the fieldSize.
As mentioned in the text, this is the main exercise, the next section are for students who managed this. Try to get the participant to this point, and treat the remainder as optional.
The last two sections did not contain any exercises. This section is in contrast one big exercise. The task is to put everything together in a game of hide-and-seek. You are given a 2D game of hide-and-seek, which might be a tad bit boring. You will see that adding the 3rd dimension makes all of a difference.
2D hide-and-seek
Attached is a 2D program of hide-andseek. It has the same components that we discussed so far, but leaves out the third dimension. This is a clip of the game:
The section will not discuss the entire 2D hide-and-seek program, but discuss some noticeable differences and additions. The program itself is attached to this section.
- The main tab defines two Walker alice an bob, and creates for each a sepate object. It also contains a variable activeWalker which is initially alice. The active walker is the walker that actually walks.
- The event hander keyPressed only changes the direction of the activeWalker. If the user pressed 'A' the activeWalker will become alice. If the user presses 'B' then it will become bob. This means by pressing 'A' or 'B' the user can switch between alice and bob.
- The method isOnField of class Field, not only checks if the other object is on the field, but also whether it is not overlapping with any of the obstacles. That is what the additional for-loop in isOnField does.
- The Obstacle class also has a method isOnObstacle, that is called by method isOnField of class Field to check for a given position and a radius whether it would overlap with the obstacle. It is similar to method isOnField, except that it checks if there is any overlap, instead of a full overlap.
- The constructor of the class Walker includes a while loop that will pick a new random starting position if the walker is not on a free spot on the field.
As an exercise try to identify and understand these parts of the program.
Exercise
This is the main exercise of the entire 3D modelling unit. Take the program of the 2D model and turn it into a 3D model, where the scene is seen from the view of the activeWalker. A few hints
- Make sure to use the P3D mode.
- Extend all translates to 3 coordinates, and replace 2D shapes by 3D shapes.
- Remove the 2D command that center the view of the screen.
- Instead use the view of the activeWalker. Of course in the 2D model, the Walker does not have a view, so you will need to add it first.
- Good luck.
If you were successful, you will see something like in this video clip:
This clip shows first the view from alice's perspective. Once the user presses "B" it will change to bob's perspective..
Making Waves
While moving in 3D on a 2D surface is interesting, it would be even more interesting if the surface weren't just a flat trectangle. The common way to achieve an uneven surface in Processing is by using so-called triangle strips.
Triangle Strips
The following illustrates how a series of triangle strips creates a surface:
The following creates the simple strip:
float stepSize=20; beginShape(TRIANGLE_STRIP); for (float yi = 0; yi<=100; yi+=stepSize) { vertex(x0, yi, 0); vertex(x0+stepSize, yi, 0); } endShape();
It creates a series of pairs of vertices, that will be connected to a triangle strip.
The next code snippet creates a series of triangle strips, which then gives you a surface:
float stepSize =20; for (float xi = 0; xi<=100; xi+=stepSize) { beginShape(TRIANGLE_STRIP); for (float yi = 0; yi<=100; yi+=stepSize) { vertex(xi, yi, 0); vertex(xi+stepSize, yi, 0); } endShape(); }
This gives a nice tesselation of a rectangle, but it is still a flat 2D surface. We now introduce the third dimension.
Introducing the 3rd dimension
You may notice that the third coordinate in the vertex commands were all 0, meaning that all points in the triangle mesh had the same z-value. To get an uneven surface we can define different z-values, depending on the x and y values. In this unit we are using a simple function that uses sine and cosine, but you could use other functions as well.
Since we need the z-value in different places we define the following method getZ:
float getZ(float x, float y) { float a = 25; float f = 2*PI*4; return a*(sin(f*x/size)+cos(f*y/size)); }
The values of a and f define the amplitude and the frequency of the wave, this means how high and how many peaks there will be.
The next step is to use getZ wherever a z-position is used. So, vertex(xi,yi,0) will become vertex(xi,yi,getZ(xi,yi)), and vertex(xi+stepSize,yi,0) will become vertex(xi+stepSize,yi,getZ(xi+stepSize,yi)).
Attached to this section you find a program that defines a class Field that will create a wave surface. Note, that an object of type field also has a z-position, but that is merely used as an offset. Given an object f of type Field, the z-position that belongs to coordinates (x,y) is f.getZ(x,y).
If you run the program it will show the following:
Exercise
Incorporate the wave-surface in the 3D hide-and-seek game. Merge the constructor and display method as they are given in the program attached to this section with the one of the 3D hide-and-seek. Then use the getZ method where you need a z-position. For example, when you create the obstacles, use getZ() rather than attribute z to place the obstacles. And in the walker use area.getZ() rather than area.z or attribute z to determine the z-position of the walker and the camera.
The following show a clip:
If you want to draw other shapes, like cyllinders, or rooftops, try some of the other shapes, like triangle fans, or quad strips.
Let there be light.
The final topic of this unit and a way to make your landscape look more realistic is to use lights. But since we got this far we leave it to you figure out the details. there are various types of light, like ambientLight() or spotLight(). you an use it to illuminate entire scenes, but also to simply illuminate a single object. And you can have multiple lights to illuminate different objects differently. And you can switch off the light by noLights().
The following shows the 3D hide-and-seek, with basic light on the surface, only.
Exercise
The final exercise is to experiment with a different type of light. Put a directional light on the walkers, or some ambient light on the obstacles. Attached to this section is a program for you start with.
This concludes this unit on 3D modelling. Have fun creating your own worlds.
|
oercommons
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2025-03-18T00:38:34.173911
|
Ansgar Fehnker
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/77760/overview",
"title": "3D Modelling with Processing",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/113976/overview
|
CCCS Team Meisner - IHE Accessibility in OER Implementation Guide
Overview
This is our group final submission for our ISKME/CAST Cohort
Section One: Landscape Analysis for Accessibility in OER in Local Context
Group Members: CCCS - Rachel Meisner, Ally Jones, Lynne Collins, Justin Brown, Leslie Hurr
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. We encourage to explore some of the questions from each category. You may or may not answer all of these questions, but this is an offering. We ask that you complete Parts One, Two and Six of this Section.
Part One: Initial Thoughts
What is your team's initial goal for this series?
- To learn more about accessibility in OER and how to make all OER works accessible for all.
- To educate others in the CCCS system about accessbility best practices.
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility?
We have accessbility teams at some individual colleges, but do not have accessiblity protocols/best practices at the system level.
We are unsure how we currently measure accessibility.
What does OER look like in our organization? How do we measure access to OER?
Inidividual colleges develop OER (grants, college-paid, etc.), and some OER is developed at the system level.
At the system level, we do not measure access to OER. We are currently developing an OER website that will house our full OER collection developed at all colleges.
Part Three: Clarifying questions for accessibility:
What are the organizational structures that supports accessibility?
Who generates most of the accessibility structures/conversation in our organization?
Where do most educators get support with accessibility?
What content areas might have the largest gaps in access to accessibility?
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
What is our organizational structure that supports OER?
Who generates most of the curricular resources in our organization?
Where do most educators get support with curricular resources?
What content areas might have the largest gaps in access to curricular resources/OER?
Part Five: Clarifying questions for Faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators?
What PL structures have the best "production" rates for our educators?
What incentive do we have to offer people for participating in learning and engagement?
Who are the educators that would be most creative with accessibility and OER?
Who are the educators that would benefit the most from accessibility and OER?
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal?
Our current goal is to create a best practices in OER and Accessibility document to disperse to all college OER reps/librarians.
It is our goal, not only because it is the law, but because we want to promote equity for all students and instructors throughout the Colorado Community College System.
Who have we not yet included while thinking about this work?
Adjuncts/instructors - workload
What barriers remain when considering this work?
Cost
Time
Personnel
Buy-in
What would genuine change look like for our organization for this work?
People need to be open-minded and committed to making changes in current course materials so they are all accessible.
We would have what we need to generate investment in accessibilty and OER projects.
Section Two: Team Focus
Identifying and Describing a Problem of Practice
The following questions should help your team ensure that you are focusing your collaboration.
What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work.
Our current goal is to create a best practices in OER and Accessibility document to disperse to all college OER reps/librarians ("playbook").
What other partners might support this work?
Libraries, instructors, system office (IT, course materials, etc.).
What is your desired timeframe for this work?
~3 weeks
How will you include diverse voices and experiences in this work?
Voices from various colleges (MCC, FRCC, PCC), system office representation, multiple job types (Librarian, Instructor, Faculty, Learning Resources Coordinator, Instructional Designer).
Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback.
Did we cover everything needed regarding accessibliity and OER?
Is this understandable to someone outside of the accessilbity/OER community?
What feedback did you receive from another team during the Implementation Session?
We were told it is awesome!
What is the purpose? - is this for newbies or for everyone?
Should the title be more like "Getting Started" since it is an intro?
Section Three: Team Work Time and Next Steps (Complete by the end of the series)
Sharing and Next Steps
What was your redefined goal for this series?
Instead of creating a playbook, we decided to create a "Getting Started with OER and Accessibility at CCCS" guide for those unfamiliar with OER and accessibility definitions and best practices.
What does your team want to celebrate?
We all have a greater understand of what OER is and what accessibility is.
We have information we can bring back to individual colleges and the system office to promote both OER and accessibility best practices.
What did your team accomplish? Please link to or attach at least one resource you have created/adapted.
We created a document called the "Getting Started with OER and Accessibility at CCCS," which is attached as a PDF.
What are your team’s next steps?
Make final edits to the document and post on our OER website.
Add this information to any PD opportunities we offer surrounding OER.
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oercommons
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2025-03-18T00:38:34.209138
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03/07/2024
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/113976/overview",
"title": "CCCS Team Meisner - IHE Accessibility in OER Implementation Guide",
"author": "Rachel Meisner"
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https://oercommons.org/courseware/lesson/90487/overview
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Lesson 3 Section 2 Post-Civil War Westward Migration
Lesson 3 Section 3 The Indian Wars and Federal Peace Policies
Lesson 3 Section 4 Beyond the Plains
Lesson 3 Section 5 Western Economic Expansion - Railroads and Cattle
Lesson 3 Section 6 The Allotment Era and Resistance in the Native West
Lesson 3 Section 7 Rodeos, Wild West Shows, and the Mythic American West
Lesson 3 Section 8 The West as History - The Turner Thesis
The West
Overview
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Introduction
Native Americans long dominated the vastness of the American West. Linked culturally and geographically by trade, travel, and warfare, various Indigenous groups controlled most of the continent west of the Mississippi River deep into the nineteenth century. Spanish, French, British, and later American traders had integrated themselves into many regional economies, and American emigrants pushed ever westward, but no imperial power had yet achieved anything approximating political or military control over the great bulk of the continent. But then the Civil War came and went and decoupled the West from the question of slavery just as the United States industrialized and laid down rails and pushed its ever-expanding population ever farther west.
Indigenous Americans have lived in North America for over ten millennia and, into the late nineteenth century, perhaps as many as 250,000 Native people still inhabited the American West.1 But then unending waves of American settlers, the American military, and the unstoppable onrush of American capital conquered all. Often in violation of its own treaties, the United States removed Native groups to ever-shrinking reservations, incorporated the West first as territories and then as states, and, for the first time in its history, controlled the enormity of land between the two oceans.
The history of the late-nineteenth-century West is not a simple story. What some touted as a triumph—the westward expansion of American authority—was for others a tragedy. The West contained many peoples and many places, and their intertwined histories marked a pivotal transformation in the history of the United States.
Notes
Title Image Edward S. Curtis, Navajo Riders in Canyon de Chelly, c1904. Library of Congress.
1. Based on U.S. Census figures from 1900. See, for instance, Donald Lee Parman, Indians and the American West in the Twentieth Century (Bloomington: Indiana University Press, 1994), ix.
Post-Civil War Westward Migration
In the decades after the Civil War, American settlers poured across the Mississippi River in record numbers. No longer simply crossing over the continent for new imagined Edens in California or Oregon, they settled now in the vast heart of the continent.
Many of the first American migrants had come to the West in search of quick profits during the midcentury gold and silver rushes. As in the California rush of 1848–1849, droves of prospectors poured in after precious-metal strikes in Colorado in 1858, Nevada in 1859, Idaho in 1860, Montana in 1863, and the Black Hills in 1874. While women often performed housework that allowed mining families to subsist in often difficult conditions, a significant portion of the mining workforce were single men without families dependent on service industries in nearby towns and cities. There, working-class women worked in shops, saloons, boardinghouses, and brothels. Many of these ancillary operations profited from the mining boom: as failed prospectors found, the rush itself often generated more wealth than the mines. The gold that left Colorado in the first seven years after the Pikes Peak gold strike—estimated at $25.5 million—was, for instance, less than half of what outside parties had invested in the fever. The 100,000-plus migrants who settled in the Rocky Mountains were ultimately more valuable to the region’s development than the gold they came to find.1
Others came to the Plains to extract the hides of the great bison herds. Millions of animals had roamed the Plains, but their tough leather supplied industrial belting in eastern factories and raw material for the booming clothing industry. Specialized teams took down and skinned the herds. The infamous American bison slaughter peaked in the early 1870s. The number of American bison plummeted from over ten million at midcentury to only a few hundred by the early 1880s. The expansion of the railroads allowed ranching to replace the bison with cattle on the American grasslands.2
The nearly seventy thousand members of the Church of Jesus Christ of Latter-Day Saints (more commonly called Mormons) who migrated west between 1846 and 1868 were similar to other Americans traveling west on the overland trails. They faced many of the same problems, but unlike most other American migrants, Mormons were fleeing from religious persecution.
Many historians view Mormonism as a “uniquely American faith,” not just because it was founded by Joseph Smith in New York in the 1830s, but because of its optimistic and future-oriented tenets. Mormons believed that Americans were exceptional—chosen by God to spread truth across the world and to build utopia, a New Jerusalem in North America. However, many Americans were suspicious of the Latter-Day Saint movement and its unusual rituals, especially the practice of polygamy, and most Mormons found it difficult to practice their faith in the eastern United States. Thus began a series of migrations in the midnineteenth century, first to Illinois, then Missouri and Nebraska, and finally into Utah Territory.
Once in the west, Mormon settlements served as important supply points for other emigrants heading on to California and Oregon. Brigham Young, the leader of the Church after the death of Joseph Smith, was appointed governor of the Utah Territory by the federal government in 1850. He encouraged Mormon residents of the territory to engage in agricultural pursuits and be cautious of the outsiders who arrived as the mining and railroad industries developed in the region.3
It was land, ultimately, that drew the most migrants to the West. Family farms were the backbone of the agricultural economy that expanded in the West after the Civil War. In 1862, northerners in Congress passed the Homestead Act, which allowed male citizens (or those who declared their intent to become citizens) to claim federally owned lands in the West. Settlers could head west, choose a 160-acre surveyed section of land, file a claim, and begin “improving” the land by plowing fields, building houses and barns, or digging wells, and, after five years of living on the land, could apply for the official title deed to the land. Hundreds of thousands of Americans used the Homestead Act to acquire land. The treeless plains that had been considered unfit for settlement became the new agricultural mecca for land-hungry Americans.4
The Homestead Act excluded married women from filing claims because they were considered the legal dependents of their husbands. Some unmarried women filed claims on their own, but single farmers (male or female) were hard-pressed to run a farm and they were a small minority. Most farm households adopted traditional divisions of labor: men worked in the fields and women managed the home and kept the family fed. Both were essential.5
Migrants sometimes found in homesteads a self-sufficiency denied at home. Second or third sons who did not inherit land in Scandinavia, for instance, founded farm communities in Minnesota, Dakota, and other Midwestern territories in the 1860s. Boosters encouraged emigration by advertising the semiarid Plains as, for instance, “a flowery meadow of great fertility clothed in nutritious grasses, and watered by numerous streams.”6 Western populations exploded. The Plains were transformed. In 1860, for example, Kansas had about 10,000 farms; in 1880 it had 239,000. Texas saw enormous population growth. The federal government counted 200,000 people in Texas in 1850, 1,600,000 in 1880, and 3,000,000 in 1900, making it the sixth most populous state in the nation.
Notes
- Rodman W. Paul, The Mining Frontiers of the West, 1848–1880 (New York: Holt, Rinehart and Winston, 1963); Richard Lingenfelter, The Hard Rock Miners (Berkeley: University of California Press, 1979).
- Richard White, It’s Your Misfortune and None of My Own: A New History of the American West (Norman: University of Oklahoma Press, 1991), 216–220.
- Matthew Bowman, The Mormon People: The Making of an American Faith (New York: Random House, 2012).
- White, It’s Your Misfortune, 142–148; Patricia Nelson Limerick, The Legacy of Conquest: The Unbroken Past of the American West (New York: Norton, 1987), 161–162.
- White, It’s Your Misfortune; Limerick, Legacy of Conquest.
- John D. Hicks, The Populist Revolt: A History of the Farmers’ Alliance and the People’s Party (Minneapolis: University of Minnesota Press, 1931), 6.
The Indian Wars and Federal Peace Policies
The “Indian wars,” so mythologized in western folklore, were a series of seemingly sporadic, localized, and often brief engagements between U.S. military forces and various Native American groups. More sustained and equally impactful conflicts were economic and cultural. New patterns of American settlement, railroad construction, and material extraction clashed with the vast and cyclical movement across the Great Plains to hunt buffalo, raid enemies, and trade goods. Thomas Jefferson’s old dream that Indigenous nations might live isolated in the West was, in the face of American expansion, no longer a viable reality. Political, economic, and even humanitarian concerns intensified American efforts to isolate Indians on reservations. Although Indian removal had long been a part of federal Indian policy, following the Civil War the U.S. government redoubled its efforts. If treaties and other forms of persistent coercion would not work, federal officials pushed for more drastic measures: after the Civil War, coordinated military action by celebrity Civil War generals such as William Sherman and William Sheridan exploited and exacerbated local conflicts sparked by illegal business ventures and settler incursions. Against the threat of confinement and the extinction of traditional ways of life, Native Americans battled the American army and the encroaching lines of American settlement.
In one of the earliest western engagements, in 1862, while the Civil War still consumed the United States, tensions erupted between Dakota Nation and white settlers in Minnesota and the Dakota Territory. The 1850 U.S. census recorded a white population of about 6,000 in Minnesota; eight years later, when it became a state, it was more than 150,000.1 The illegal influx of American farmers pushed the Dakota to the breaking point. Hunting became unsustainable and those Dakota who had taken up farming found only poverty. The federal Indian agent refused to disburse promised food. Many starved. Andrew Myrick, a trader at the agency, refused to sell food on credit. “If they are hungry,” he is alleged to have said, “let them eat grass or their own dung.” Then, on August 17, 1862, four young men of the Santees, a Dakota band, killed five white settlers near the Redwood Agency, an American administrative office. In the face of an inevitable American retaliation, and over the protests of many members, the tribe chose war. On the following day, Dakota warriors attacked settlements near the Agency. They killed thirty-one men, women, and children (including Myrick, whose mouth was found filled with grass). They then ambushed a U.S. military detachment at Redwood Ferry, killing twenty-three. The governor of Minnesota called up militia and several thousand Americans waged war against the Sioux insurgents. Fighting broke out at New Ulm, Fort Ridgely, and Birch Coulee, but the Americans broke the Indian resistance at the Battle of Wood Lake on September 23, ending the so-called Dakota War.2
More than two thousand Dakota had been taken prisoner during the fighting. Many were tried at federal forts for murder, rape, and other atrocities, in a kind of legalistic choreography that conveyed American ideas of Native guilt and white innocence. Military tribunals convicted 303 Dakota and sentenced them to hang. At the last minute, President Lincoln commuted all but thirty-eight of the sentences. Minnesota settlers and government officials insisted not only that the Dakota lose much of their reservation lands and be removed farther west, but that those who had fled be hunted down and placed on reservations as well. The American military gave chase and, on September 3, 1863, after a year of attrition, American military units surrounded a large encampment of Dakota. American troops killed an estimated three hundred men, women, and children. Dozens more were taken prisoner. Troops spent the next two days burning winter food and supply stores to starve out the Dakota resistance, which continued to insist on Dakota sovereignty and treaty rights.
Farther south, settlers inflamed tensions in Colorado. In 1851, the first Treaty of Fort Laramie had secured right-of-way access for Americans passing through on their way to California and Oregon. But a gold rush in 1858 drew approximately 100,000 white gold seekers, and they demanded new treaties be made with local Indian groups to secure land rights in the newly created Colorado Territory. Cheyenne bands splintered over the possibility of signing a new treaty that would confine them to a reservation. Settlers, already wary of raids by powerful groups of Cheyennes, Arapahos, and Comanches, meanwhile read in their local newspapers sensationalist accounts of the uprising in Minnesota. Militia leader John M. Chivington warned settlers in the summer of 1864 that the Cheyenne were dangerous, urged war, and promised a swift military victory. Settlers sparked conflict and sporadic fighting broke out. The aged Cheyenne chief Black Kettle, believing that a peace treaty would be best for his people, traveled to Denver to arrange for peace talks. He and his followers traveled toward Fort Lyon in accordance with government instructions, but on November 29, 1864, Chivington ordered his seven hundred militiamen to move on the Cheyenne camp near Fort Lyon at Sand Creek. The Cheyenne tried to declare their peaceful intentions but Chivington’s militia cut them down. It was a slaughter. Chivington’s men killed two hundred men, women, and children.3 The Sand Creek Massacre was a national scandal, alternately condemned and applauded.
As settler incursions continued to provoke conflict, Americans pushed for a new “peace policy.” Congress, confronted with these tragedies and further violence, authorized in 1868 the creation of an Indian Peace Commission. The commission’s study of American Indians decried prior American policy and galvanized support for reformers. After the inauguration of Ulysses S. Grant the following spring, Congress allied with prominent philanthropists to create the Board of Indian Commissioners, a permanent advisory body to oversee Indian affairs and prevent the further outbreak of violence. The board effectively Christianized American Indian policy. Much of the reservation system was handed over to Protestant churches, which were tasked with finding agents and missionaries to manage reservation life. Congress hoped that religiously minded men might fare better at creating just assimilation policies and persuading Indians to accept them. Historian Francis Paul Prucha believed that this attempt at a new “peace policy . . . might just have properly been labelled the ‘religious policy.’”4
Many female Christian missionaries played a central role in cultural reeducation programs that attempted to not only instill Protestant religion but also impose traditional American gender roles and family structures. They endeavored to replace Indians’ tribal social units with small, patriarchal households. Women’s labor became a contentious issue because few tribes divided labor according to the gender norms of middle- and upper-class Americans. Fieldwork, the traditional domain of white males, was primarily performed by Native women, who also usually controlled the products of their labor, if not the land that was worked, giving them status in society as laborers and food providers. For missionaries, the goal was to get Native women to leave the fields and engage in more proper “women’s” work—housework. Christian missionaries performed much as secular federal agents had. Few American agents could meet Native Americans on their own terms. Most viewed reservation Indians as lazy and thought of Native cultures as inferior to their own. The views of J. L. Broaddus, appointed to oversee several small Indian tribes on the Hoopa Valley reservation in California, are illustrative: in his annual report to the Commissioner of Indian Affairs for 1875, he wrote, “The great majority of them are idle, listless, careless, and improvident. They seem to take no thought about provision for the future, and many of them would not work at all if they were not compelled to do so. They would rather live upon the roots and acorns gathered by their women than to work for flour and beef.”5 If the Indians could not be forced through kindness to change their ways, most agreed that it was acceptable to use force, which Native groups resisted. In Texas and the Southern Plains, the Comanche, the Kiowa, and their allies had wielded enormous influence. The Comanche in particular controlled huge swaths of territory and raided vast areas, inspiring terror from the Rocky Mountains to the interior of northern Mexico to the Texas Gulf Coast. But after the Civil War, the U.S. military refocused its attention on the Southern Plains.
The American military first sent messengers to the Plains to find the elusive Comanche bands and ask them to come to peace negotiations at Medicine Lodge Creek in the fall of 1867. But terms were muddled: American officials believed that Comanche bands had accepted reservation life, while Comanche leaders believed they were guaranteed vast lands for buffalo hunting. Comanche bands used designated reservation lands as a base from which to collect supplies and federal annuity goods while continuing to hunt, trade, and raid American settlements in Texas.
Confronted with renewed Comanche raiding, particularly by the famed war leader Quanah Parker, the U.S. military finally proclaimed that all Indians who were not settled on the reservation by the fall of 1874 would be considered “hostile.” The Red River War began when many Comanche bands refused to resettle and the American military launched expeditions into the Plains to subdue them, culminating in the defeat of the remaining roaming bands in the canyonlands of the Texas Panhandle. Cold and hungry, with their way of life already decimated by soldiers, settlers, cattlemen, and railroads, the last free Comanche bands were moved to the reservation at Fort Sill, in what is now southwestern Oklahoma.6
On the northern Plains, the Sioux people had yet to fully surrender. Following the military defeats of 1862, many bands had signed treaties with the United States and drifted into the Red Cloud and Spotted Tail agencies to collect rations and annuities, but many continued to resist American encroachment, particularly during Red Cloud’s War, a rare victory for the Plains people that resulted in the Treaty of 1868 and created the Great Sioux Reservation. Then, in 1874, an American expedition to the Black Hills of South Dakota discovered gold. White prospectors flooded the territory. Caring very little about Indian rights and very much about getting rich, they brought the Sioux situation again to its breaking point. Aware that U.S. citizens were violating treaty provisions, but unwilling to prevent them from searching for gold, federal officials pressured the western Sioux to sign a new treaty that would transfer control of the Black Hills to the United States while General Philip Sheridan quietly moved U.S. troops into the region. Initial clashes between U.S. troops and Sioux warriors resulted in several Sioux victories that, combined with the visions of Sitting Bull, who had dreamed of an even more triumphant victory, attracted Sioux bands who had already signed treaties but now joined to fight.7
In late June 1876, a division of the 7th Cavalry Regiment led by Lieutenant Colonel George Armstrong Custer was sent up a trail into the Black Hills as an advance guard for a larger force. Custer’s men approached a camp along a river known to the Sioux as Greasy Grass but marked on Custer’s map as Little Bighorn, and they found that the influx of “treaty” Sioux as well as aggrieved Cheyenne and other allies had swelled the population of the village far beyond Custer’s estimation. Custer’s 7th Cavalry was vastly outnumbered, and he and 268 of his men were killed.8
Custer’s fall shocked the nation. Cries for a swift American response filled the public sphere, and military expeditions were sent out to crush Native resistance. The Sioux splintered off into the wilderness and began a campaign of intermittent resistance but, outnumbered and suffering after a long, hungry winter, Crazy Horse led a band of Oglala Sioux to surrender in May 1877. Other bands gradually followed until finally, in July 1881, Sitting Bull and his followers at last laid down their weapons and came to the reservation. Indigenous powers had been defeated. The Plains, it seemed, had been pacified.
Notes
- Robert Utley, The Indian Frontier 1846–1890 (Albuquerque: University of New Mexico Press, 1984), 76.
- Jeffrey Ostler, The Plains Sioux and U.S. Colonialism from Lewis and Clark to Wounded Knee (New York: Cambridge University Press, 2004).
- Elliott West, The Contested Plains: Indians, Goldseekers, and the Rush to Colorado (Lawrence: Kansas University Press, 1998.
- Francis Paul Prucha, The Great Father: The United States Government and the American Indians (Lincoln: University of Nebraska Press, 1995), 482.
- Bureau of Indian Affairs, Annual Report of the Commissioner of Indian Affairs to the Secretary of the Interior (Washington, DC: U.S. Government Printing Office, 1875), 221.
- For the Comanche, see especially Pekka Hämäläinen, The Comanche Empire (New Haven, CT: Yale University Press, 2008).
- Ostler, The Plains Sioux and U.S. Colonialism.
- Utley, The Indian Frontier.
Beyond the Plains
Plains peoples were not the only ones who suffered as a result of American expansion. Groups like the Utes and Paiutes were pushed out of the Rocky Mountains by U.S. expansion into Colorado and away from the northern Great Basin by the expanding Mormon population in Utah Territory in the 1850s and 1860s. Faced with a shrinking territorial base, members of these two groups often joined the U.S. military in its campaigns in the southwest against other powerful Native groups like the Hopi, the Zuni, the Jicarilla Apache, and especially the Navajo, whose population of at least ten thousand engaged in both farming and sheep herding on some of the most valuable lands acquired by the United States after the Mexican War.
Conflicts between the U.S. military, American settlers, and Native nations increased throughout the 1850s. By 1862, General James Carleton began searching for a reservation where he could remove the Navajo and end their threat to U.S. expansion in the Southwest. Carleton selected a dry, almost treeless site in the Bosque Redondo Valley, three hundred miles from the Navajo homeland.
In April 1863, Carleton gave orders to Colonel Kit Carson to round up the entire Navajo population and escort them to Bosque Redondo. Those who resisted would be shot. Thus began a period of Navajo history called the Long Walk, which remains deeply important to Navajo people today. The Long Walk was not a single event but a series of forced marches to the reservation at Bosque Redondo between August 1863 and December 1866. Conditions at Bosque Redondo were horrible. Provisions provided by the U.S. Army were not only inadequate but often spoiled; disease was rampant, and thousands of Navajos died.
By 1868, it had become clear that life at the reservation was unsustainable. General William Tecumseh Sherman visited the reservation and wrote of the inhumane situation in which the Navajo were essentially kept as prisoners, but lack of cost-effectiveness was the main reason Sherman recommended that the Navajo be returned to their homeland in the West. On June 1, 1868, the Navajo signed the Treaty of Bosque Redondo, an unprecedented treaty in the history of U.S.-Indian relations in which the Navajo were able to return from the reservation to their homeland.
The attacks on Native nations in California and the Pacific Northwest received significantly less attention than the dramatic conquest of the Plains, but Native peoples in these regions also experienced violence, population decline, and territorial loss. For example, in 1872, the California/Oregon border erupted in violence when the Modoc people left the reservation of the Klamath Nation, onto which they had been forced, and returned to their homelands in an area known as Lost River. Americans had settled the region after Modoc removal several years before, and they complained bitterly of the Natives’ return. The U.S. military arrived when fifty-two remaining Modoc warriors, led by Kintpuash, known to settlers as Captain Jack, refused to return to the reservation and holed up in defensive positions along the state border. They fought a guerrilla war for eleven months in which at least two hundred U.S. troops were killed before they were finally forced to surrender. Despite appeals from settlers acquainted with the Modoc, the federal government hanged Kintpuash and three others leaders in a highly choreographed and publicized public execution.1
Four years later, in the Pacific Northwest, a branch of the Nez Perce (who, generations earlier, had aided Lewis and Clark in their famous journey to the Pacific Ocean) refused to be moved to a reservation and, under the leadership of Hin-mah-too-yah-lat-kekt, known to settlers and American readers as Chief Joseph, attempted to flee to Canada but were pursued by the U.S. Cavalry. The outnumbered Nez Perce battled across a thousand miles and were attacked nearly two dozen times before they succumbed to hunger and exhaustion, surrendered, were imprisoned, and removed to a reservation in Indian Territory. The flight of the Nez Perce captured the attention of the United States, and a transcript of Chief Joseph’s surrender, as allegedly recorded by a U.S. Army officer, became a landmark of American rhetoric. “Hear me, my chiefs,” Joseph was supposed to have said, “I am tired. My heart is sick and sad. From where the sun now stands, I will fight no more forever.” Chief Joseph used his celebrity, and, after several years, negotiated his people’s relocation to a reservation nearer to their historic home.2
The treaties that had been signed with numerous Native nations in California in the 1850s were never ratified by the Senate. Over one hundred distinct Native groups had lived in California before the Spanish and American conquests, but by 1880, the Native population of California had collapsed from about 150,000 on the eve of the gold rush to a little less than 20,000. A few reservation areas were eventually set up by the U.S. government to collect what remained of the Native population, but most were dispersed throughout California. This was partly the result of state laws from the 1850s that allowed white Californians to obtain both Native children and adults as “apprentice” laborers by merely bringing the desired laborer before a judge and promising to feed, clothe, and eventually release them after a period of “service” that ranged from ten to twenty years. Thousands of California’s Natives were thus pressed into a form of slave labor that supported the growing mining, agricultural, railroad, and cattle industries.
Notes
- Boyd Cothran, Remembering the Modoc War: Redemptive Violence and the Making of American Innocence (Chapel Hill: University of North Carolina Press, 2014).
- Report of the Secretary of War, Being Part of the Message and Documents Communicated to the Two Houses of Congress, Beginning of the Second Session of the Forty-Fifth Congress. Volume I (Washington, DC: U.S. Government Printing Office 1877), 630.
Western Economic Expansion: Railroads and Cattle
Aside from agriculture and the extraction of natural resources—such as timber and precious metals—two major industries fueled the new western economy: ranching and railroads. Both developed in connection with each other, accelerated the inrush of settlers displacing Native peoples out, and shaped the collective American memory of the post–Civil War “Wild West.”
As one booster put it, “the West is purely a railroad enterprise.” No economic enterprise rivaled the railroads in scale, scope, or sheer impact. No other businesses had attracted such enormous sums of capital, and no other ventures ever received such lavish government subsidies (business historian Alfred Chandler called the railroads the “first modern business enterprise”).1 By “annihilating time and space”—by connecting the vastness of the continent—the railroads transformed the United States and made the American West.
No railroad enterprise so captured the American imagination—or federal support—as the transcontinental railroad. The transcontinental railroad crossed western plains and mountains and linked the West Coast with the rail networks of the eastern United States. Constructed from the west by the Central Pacific and from the east by the Union Pacific, the two roads were linked in Utah in 1869 to great national fanfare. But such a herculean task was not easy, and national legislators threw enormous subsidies at railroad companies, a part of the Republican Party platform since 1856. The 1862 Pacific Railroad Act gave bonds of between $16,000 and $48,000 for each mile of construction and provided vast land grants to railroad companies. Between 1850 and 1871 alone, railroad companies received more than 175,000,000 acres of public land, an area larger than the state of Texas. Investors reaped enormous profits. As one congressional opponent put it in the 1870s, “If there be profit, the corporations may take it; if there be loss, the Government must bear it.”2
If railroads attracted unparalleled subsidies and investments, they also created enormous labor demands. By 1880, approximately four hundred thousand men—or nearly 2.5 percent of the nation’s entire workforce—labored in the railroad industry. Much of the work was dangerous and low-paying, and companies relied heavily on immigrant labor to build tracks. Companies employed Irish workers in the early nineteenth century and Chinese workers in the late nineteenth century. By 1880, over two hundred thousand Chinese migrants lived in the United States. Once the rails were laid, companies still needed a large workforce to keep the trains running. Much railroad work was dangerous, but perhaps the most hazardous work was done by brakemen. Before the advent of automatic braking, an engineer would blow the “down brake” whistle and brakemen would scramble to the top of the moving train, regardless of the weather conditions, and run from car to car manually turning brakes. Speed was necessary, and any slip could be fatal. Brakemen were also responsible for coupling the cars, attaching them together with a large pin. It was easy to lose a hand or finger and even a slight mistake could cause cars to collide.3
The railroads boomed. In 1850, there were 9,000 miles of railroads in the United States. In 1900 there were 190,000, including several transcontinental lines.4 To manage these vast networks of freight and passenger lines, companies converged rails at hub cities. Of all the Midwestern and western cities that blossomed from the bridging of western resources and eastern capital in the late nineteenth century, Chicago was the most spectacular. It grew from two hundred inhabitants in 1833 to over a million by 1890. By 1893 it and the region from which it drew were completely transformed. The World’s Columbian Exposition that year trumpeted the city’s progress and broader technological progress, with typical Gilded Age ostentation. A huge, gleaming (but temporary) “White City” was built in neoclassical style to house all the features of the fair and cater to the needs of the visitors who arrived from all over the world. Highlighted in the title of this world’s fair were the changes that had overtaken North America since Columbus made landfall four centuries earlier. Chicago became the most important western hub and served as the gateway between the farm and ranch country of the Great Plains and eastern markets. Railroads brought cattle from Texas to Chicago for slaughter, where they were then processed into packaged meats and shipped by refrigerated rail to New York City and other eastern cities. Such hubs became the central nodes in a rapid-transit economy that increasingly spread across the entire continent linking goods and people together in a new national network.
This national network created the fabled cattle drives of the 1860s and 1870s. The first cattle drives across the central Plains began soon after the Civil War. Railroads created the market for ranching, and for the few years after the war that railroads connected eastern markets with important market hubs such as Chicago, but had yet to reach Texas ranchlands, ranchers began driving cattle north, out of the Lone Star state, to major railroad terminuses in Kansas, Missouri, and Nebraska. Ranchers used well-worn trails, such as the Chisholm Trail, for drives, but conflicts arose with Native Americans in the Indian Territory and farmers in Kansas who disliked the intrusion of large and environmentally destructive herds onto their own hunting, ranching, and farming lands. Other trails, such as the Western Trail, the Goodnight-Loving Trail, and the Shawnee Trail, were therefore blazed.
Cattle drives were difficult tasks for the crews of men who managed the herds. Historians estimate the number of men who worked as cowboys in the late-nineteenth century to be between twelve thousand and forty thousand. Perhaps a fourth were African American, and more were likely Mexican or Mexican American. Much about the American cowboys evolved from Mexican vaqueros: cowboys adopted Mexican practices, gear, and terms such as rodeo, bronco, and lasso.”
While most cattle drivers were men, there are at least sixteen verifiable accounts of women participating in the drives. Some, like Molly Dyer Goodnight, accompanied their husbands. Others, like Lizzie Johnson Williams, helped drive their own herds. Williams made at least three known trips with her herds up the Chisholm Trail.
Many cowboys hoped one day to become ranch owners themselves, but employment was insecure and wages were low. Beginners could expect to earn around $20–$25 per month, and those with years of experience might earn $40–$45. Trail bosses could earn over $50 per month. And it was tough work. On a cattle drive, cowboys worked long hours and faced extremes of heat and cold and intense blowing dust. They subsisted on limited diets with irregular supplies.5
But if workers of cattle earned low wages, owners and investors could receive riches. At the end of the Civil War, a steer worth $4 in Texas could fetch $40 in Kansas. Although profits slowly leveled off, large profits could still be made. And yet, by the 1880s, the great cattle drives were largely done. The railroads had created them, and the railroads ended them: railroad lines pushed into Texas and made the great drives obsolete. But ranching still brought profits and the Plains were better suited for grazing than for agriculture, and western ranchers continued supplying beef for national markets.
Ranching was just one of many western industries that depended on the railroads. By linking the Plains with national markets and rapidly moving people and goods, the railroads made the modern American West.
Notes
- Alfred D. Chandler Jr. The Visible Hand: The Managerial Revolution in American Business (Cambridge, MA: Belknap Press, 1977).
- Richard White, Railroaded: The Transcontinentals and the Making of Modern America (New York: Norton, 2011), 107.
- Walter Licht, Working on the Railroad: The Organization of Work in the Nineteenth Century (Princeton, NJ: Princeton University Press, 2014), chap. 5.
- John F. Stover, The Routledge Historical Atlas of the American Railroads (New York: Routledge, 1999), 15, 17, 39, 49.
- Richard W. Slatta, Cowboys of the Americas (New Haven, CT: Yale University Press, 1994).
The Allotment Era and Resistance in the Native West
As the rails moved into the West, and more and more Americans followed, the situation for Native groups deteriorated even further. Treaties negotiated between the United States and Native groups had typically promised that if tribes agreed to move to specific reservation lands, they would hold those lands collectively. But as American westward migration mounted and open lands closed, white settlers began to argue that Native people had more than their fair share of land, that the reservations were too big, that Native people were using the land “inefficiently,” and that they still preferred nomadic hunting instead of intensive farming and ranching.
By the 1880s, Americans increasingly championed legislation to allow the transfer of indigienous lands to farmers and ranchers, while many argued that allotting land to individual Native Americans, rather than to tribes, would encourage American-style agriculture and finally put Indians who had previously resisted the efforts of missionaries and federal officials on the path to “civilization.”
Passed by Congress on February 8, 1887, the Dawes General Allotment Act splintered Native American reservations into individual family homesteads. Each head of a Native family was to be allotted 160 acres, the typical size of a claim that any settler could establish on federal lands under the provisions of the Homestead Act. Single individuals over age eighteen would receive an eighty-acre allotment, and orphaned children received forty acres. A four-year timeline was established for Indian peoples to make their allotment selections. If at the end of that time no selection had been made, the act authorized the secretary of the interior to appoint an agent to make selections for the remaining tribal members. Allegedly to protect Indians from being swindled by unscrupulous land speculators, all allotments were to be held in trust—they could not be sold by allottees—for twenty-five years. Lands that remained unclaimed by tribal members after allotment would revert to federal control and be sold to American settlers.1
Americans touted the Dawes Act as an uplifting humanitarian reform, but it upended Native lifestyles and left Native nations without sovereignty over their lands. The act claimed that to protect Native property rights, it was necessary to extend “the protection of the laws of the United States . . . over the Indians.” Tribal governments and legal principles could be superseded, or dissolved and replaced, by U.S. laws. Under the terms of the Dawes Act, Native nations struggled to hold on to some measure of tribal sovereignty.
The stresses of conquest unsettled generations of Native Americans. Many took comfort from the words of prophets and holy men. In Nevada, on January 1, 1889, Northern Paiute prophet Wovoka experienced a great revelation. He had traveled, he said, from his earthly home in western Nevada to heaven and returned during a solar eclipse to prophesy to his people. “You must not hurt anybody or do harm to anyone. You must not fight. Do right always,” he allegedly exhorted. And they must, he said, participate in a religious ceremony that came to be known as the Ghost Dance. If the people lived justly and danced the Ghost Dance, Wovoka said, their ancestors would rise from the dead, droughts would dissipate, the whites in the West would vanish, and the buffalo would once again roam the Plains.2
Native American prophets had often confronted American imperial power. Some prophets, including Wovoka, incorporated Christian elements like heaven and a Messiah figure into Indigenous spiritual traditions. And so, though it was far from unique, Wovoka’s prophecy nevertheless caught on quickly and spread beyond the Paiutes. From across the West, members of the Arapaho, Bannock, Cheyenne, and Shoshone nations, among others, adopted the Ghost Dance religion. Perhaps the most avid Ghost Dancers—and certainly the most famous—were the Lakota Sioux.
The Lakota were in dire straits. South Dakota, formed out of land that belonged by treaty to the Lakota, became a state in 1889. White homesteaders had poured in, reservations were carved up and diminished, starvation set in, corrupt federal agents cut food rations, and drought hit the Plains. Many Lakota feared a future as the landless subjects of a growing American empire when a delegation of eleven men, led by Kicking Bear, joined Ghost Dance pilgrims on the rails westward to Nevada and returned to spread the revival in the Dakotas.
The energy and message of the revivals frightened settlers and Indian agents. Newly arrived Pine Ridge agent Daniel Royer sent fearful dispatches to Washington and the press urging a military crackdown. Newspapers, meanwhile, sensationalized the Ghost Dance.3 Agents began arresting Lakota leaders. Chief Sitting Bull and several others were killed in December 1890 during a botched arrest, convincing many bands to flee the reservations to join fugitive bands farther west, where Lakota adherents of the Ghost Dance preached that the Ghost Dancers would be immune to bullets.
Two weeks later, an American cavalry unit intercepted a band of 350 Lakotas, including over 100 women and children, under Chief Spotted Elk (later known as Bigfoot) seeking refuge at the Pine Ridge Agency. They were escorted to Wounded Knee Creek, where they camped for the night. The following morning, December 29, the American cavalrymen entered the camp to disarm Spotted Elk’s band. Tensions flared, a shot was fired, and a skirmish became a massacre. The Americans fired their heavy weaponry indiscriminately into the camp. Two dozen cavalrymen had been killed by the Lakotas’ concealed weapons or by friendly fire, but when the guns went silent, between 150 and 300 Native men, women, and children were dead.4
Wounded Knee marked the end of sustained, armed Native American resistance on the Plains. Individuals continued to resist the pressures of assimilation and preserve traditional cultural practices, but sustained military defeats, the loss of sovereignty over land and resources, and the onset of crippling poverty on the reservations marked the final decades of the nineteenth century as a particularly dark era for America’s western tribes. But for Americans, it became mythical.
Notes
- Limerick, Legacy of Conquest, 195–199; White, It’s Your Misfortune, 115.
- On the Ghost Dance Religion, see especially Louis S. Warren, God’s Red Son: The Ghost Dance Religion and the Making of Modern America (New York: Basic, 2017).
- See, for instance, Oliver Knight, Following the Indian Wars (Norman: University of Oklahoma Press, 1960).
- Dee Brown, Bury My Heart at Wounded Knee: An Indian History of the American West (New York: Holt, Rinehart and Winston, 1970).
Rodeos, Wild West Shows, and the Mythic American West
“The American West” conjures visions of tipis, cabins, cowboys, Indians, farm wives in sunbonnets, and outlaws with six-shooters. Such images pervade American culture, but they are as old as the West itself: novels, rodeos, and Wild West shows mythologized the American West throughout the post–Civil War era.
In the 1860s, Americans devoured dime novels that embellished the lives of real-life individuals such as Calamity Jane and Billy the Kid. Owen Wister’s novels, especially The Virginian, established the character of the cowboy as a gritty stoic with a rough exterior but the courage and heroism needed to rescue people from train robbers, Indians, and cattle rustlers. Such images were later reinforced when the emergence of rodeo added to popular conceptions of the American West. Rodeos began as small roping and riding contests among cowboys in towns near ranches or at camps at the end of the cattle trails. In Pecos, Texas, on July 4, 1883, cowboys from two ranches, the Hash Knife and the W Ranch, competed in roping and riding contests as a way to settle an argument; this event is recognized by historians of the West as the first real rodeo. Casual contests evolved into planned celebrations. Many were scheduled around national holidays, such as Independence Day, or during traditional roundup times in the spring and fall. Early rodeos took place in open grassy areas—not arenas—and included calf and steer roping and roughstock events such as bronc riding. They gained popularity and soon dedicated rodeo circuits developed. Although about 90 percent of rodeo contestants were men, women helped popularize the rodeo and several popular female bronc riders, such as Bertha Kaepernick, entered men’s events, until around 1916 when women’s competitive participation was curtailed. Americans also experienced the “Wild West”—the mythical West imagined in so many dime novels—by attending traveling Wild West shows, arguably the unofficial national entertainment of the United States from the 1880s to the 1910s. Wildly popular across the country, the shows traveled throughout the eastern United States and even across Europe and showcased what was already a mythic frontier life. William Frederick “Buffalo Bill” Cody was the first to recognize the broad national appeal of the stock “characters” of the American West—cowboys, Indians, sharpshooters, cavalrymen, and rangers—and put them all together into a single massive traveling extravaganza. Operating out of Omaha, Nebraska, Buffalo Bill launched his touring show in 1883. Cody himself shunned the word show, fearing that it implied an exaggeration or misrepresentation of the West. He instead called his production “Buffalo Bill’s Wild West.” He employed real cowboys and Indians in his productions. But it was still, of course, a show. It was entertainment, little different in its broad outlines from contemporary theater. Storylines depicted westward migration, life on the Plains, and Indian attacks, all punctuated by “cowboy fun”: bucking broncos, roping cattle, and sharpshooting contests.1
Buffalo Bill, joined by shrewd business partners skilled in marketing, turned his shows into a sensation. But he was not alone. Gordon William “Pawnee Bill” Lillie, another popular Wild West showman, got his start in 1886 when Cody employed him as an interpreter for Pawnee members of the show. Lillie went on to create his own production in 1888, “Pawnee Bill’s Historic Wild West.” He was Cody’s only real competitor in the business until 1908, when the two men combined their shows to create a new extravaganza, “Buffalo Bill’s Wild West and Pawnee Bill’s Great Far East” (most people called it the “Two Bills Show”). It was an unparalleled spectacle. The cast included American cowboys, Mexican vaqueros, Native Americans, Russian Cossacks, Japanese acrobats, and an Australian aboriginal.
Cody and Lillie knew that Native Americans fascinated audiences in the United States and Europe, and both featured them prominently in their Wild West shows. Most Americans believed that Native cultures were disappearing or had already, and felt a sense of urgency to see their dances, hear their song, and be captivated by their bareback riding skills and their elaborate buckskin and feather attire. The shows certainly veiled the true cultural and historic value of so many Native demonstrations, and the Indian performers were curiosities to white Americans, but the shows were one of the few ways for many Native Americans to make a living in the late nineteenth century.
In an attempt to appeal to women, Cody recruited Annie Oakley, a female sharpshooter who thrilled onlookers with her many stunts. Billed as “Little Sure Shot,” she shot apples off her poodle’s head and the ash from her husband’s cigar, clenched trustingly between his teeth. Gordon Lillie’s wife, May Manning Lillie, also became a skilled shot and performed as “World’s Greatest Lady Horseback Shot.” Female sharpshooters were Wild West show staples. As many as eighty toured the country at the shows’ peak. But if such acts challenged expected Victorian gender roles, female performers were typically careful to blunt criticism by maintaining their feminine identity—for example, by riding sidesaddle and wearing full skirts and corsets—during their acts.
The western “cowboys and Indians” mystique, perpetuated in novels, rodeos, and Wild West shows, was rooted in romantic nostalgia and, perhaps, in the anxieties that many felt in the late nineteenth century’s new seemingly “soft” industrial world of factory and office work. The mythical cowboy’s “aggressive masculinity” was the seemingly perfect antidote for middle- and upper-class, city-dwelling Americans who feared they “had become over-civilized” and longed for what Theodore Roosevelt called the “strenuous life.” Roosevelt himself, a scion of a wealthy New York family and later a popular American president, turned a brief tenure as a failed Dakota ranch owner into a potent part of his political image. Americans looked longingly to the West, whose romance would continue to pull at generations of Americans.
Notes
- Joy S. Kasson, Buffalo Bill’s Wild West: Celebrity, Memory, and Popular History (New York: Macmillan, 2001).
The West as History: the Turner Thesis
In 1893, the American Historical Association met during that year’s World’s Columbian Exposition in Chicago. The young Wisconsin historian Frederick Jackson Turner presented his “frontier thesis,” one of the most influential theories of American history, in his essay “The Significance of the Frontier in American History.”
Turner looked back at the historical changes in the West and saw, instead of a tsunami of war and plunder and industry, waves of “civilization” that washed across the continent. A frontier line “between savagery and civilization” had moved west from the earliest English settlements in Massachusetts and Virginia across the Appalachians to the Mississippi and finally across the Plains to California and Oregon. Turner invited his audience to “stand at Cumberland Gap [the famous pass through the Appalachian Mountains], and watch the procession of civilization, marching single file—the buffalo following the trail to the salt springs, the Indian, the fur trader and hunter, the cattle-raiser, the pioneer farmer—and the frontier has passed by.”1
Americans, Turner said, had been forced by necessity to build a rough-hewn civilization out of the frontier, giving the nation its exceptional hustle and its democratic spirit and distinguishing North America from the stale monarchies of Europe. Moreover, the style of history Turner called for was democratic as well, arguing that the work of ordinary people (in this case, pioneers) deserved the same study as that of great statesmen. Such was a novel approach in 1893.
But Turner looked ominously to the future. The Census Bureau in 1890 had declared the frontier closed. There was no longer a discernible line running north to south that, Turner said, any longer divided civilization from savagery. Turner worried for the United States’ future: what would become of the nation without the safety valve of the frontier? It was a common sentiment. Theodore Roosevelt wrote to Turner that his essay “put into shape a good deal of thought that has been floating around rather loosely.”2
The history of the West was made by many persons and peoples. Turner’s thesis was rife with faults, not only in its bald Anglo-Saxon chauvinism—in which nonwhites fell before the march of “civilization” and Chinese and Mexican immigrants were invisible—but in its utter inability to appreciate the impact of technology and government subsidies and large-scale economic enterprises alongside the work of hardy pioneers. Still, Turner’s thesis held an almost canonical position among historians for much of the twentieth century and, more importantly, captured Americans’ enduring romanticization of the West and the simplification of a long and complicated story into a march of progress.
Notes
- Frederick Jackson Turner, The Frontier in American History (New York: Holt, 1921), 12.
- Kasson, Buffalo Bill’s Wild West, 117.
Primary Sources
1. Chief Joseph on Indian Affairs (1877, 1879)
A branch of the Nez Percé tribe, from the Pacific Northwest, refused to be moved to a reservation and attempted to flee to Canada but were pursued by the U.S. Cavalry, attacked, and forced to return. The following is a transcript of Chief Joseph’s surrender, as recorded by Lieutenant Wood, Twenty-first Infantry, acting aide-de-camp and acting adjutant-general to General Oliver O. Howard, in 1877.
2. William T. Hornady on the Extermination of the American Bison (1889)
William T. Hornady, Superintendent of the National Zoological Park, wrote a detailed account of the near-extinction of the American bison in the late-nineteenth century.
3. Chester A. Arthur on American Indian Policy (1881)
The following is extracted from President Chester A. Arthur’s First Annual Message to Congress, delivered December 6, 1881.
4. Frederick Jackson Turner, “Significance of the Frontier in American History” (1893)
Perhaps the most influential essay by an American historian, Frederick Jackson Turner’s address to the American Historical Association on “The Significance of the Frontier in American History” defined for many Americans the relationship between the frontier and American culture and contemplated what might follow “the closing of the frontier.”
5. Turning Hawk and American Horse on the Wounded Knee Massacre (1890/1891)
On February 11, 1891, a Sioux delegation met with the Commissioner of Indian Affairs in Washington D.C. and gave their account of the Wounded Knee Massacre six weeks prior.
6. Laura C. Kellogg on Indian Education (1913)
The United States used education to culturally assimilate Native Americans. Laura Cornelius Kellogg, an Oneida author, performer, and activist who helped found the Society of American Indians (SAI) in 1913, criticized the cultural chauvinism of American policy. Speaking to the SAI, she challenged her Indian audience to embrace modern American democracy while maintaining their own identity.
7. Helen Hunt Jackson on a Century of Dishonor (1881)
In 1881, Helen Hunt Jackson published A Century of Dishonor, a history of the injustices visited upon Native Americans. Exposing the many wrongs perpetrated by her country, she hoped “to redeem the name of the United States from the stain of a century of dishonor.”
Tom Torlino, a member of the Navajo Nation, entered the Carlisle Indian School, a Native American boarding school founded by the United States government in 1879, on October 21, 1882 and departed on August 28, 1886. Torlino’s student file contained photographs from 1882 and 1885.
9. Frances Densmore and Mountain Chief (1916)
American anthropologist and ethnographer Frances Densmore records the Blackfoot chief Mountain Chief in 1916 for the Bureau of American Ethnology.
Reference Material
This chapter was edited by Lauren Brand, with content contributions by Lauren Brand, Carole Butcher, Josh Garrett-Davis, Tracey Hanshew, Lindsay Stallones Marshall, Nick Roland, David Schley, Emma Teitelman, and Alyce Webb.
Recommended citation: Lauren Brand et al., “Conquering the West,” Lauren Brand, ed., in The American Yawp, eds. Joseph Locke and Ben Wright (Stanford, CA: Stanford University Press, 2018).
Recommended Reading
- Aarim, Najia. Chinese Immigrants, African Americans, and Racial Anxiety in the United States, 1848–1882. Champaign: University of Illinois Press, 2006.
- Andrews, Thomas. Killing for Coal: America’s Deadliest Labor War. Cambridge, MA: Harvard University Press, 2009.
- Brown, Dee. Bury My Heart at Wounded Knee: An Indian History of the American West. New York: Holt, Rinehart and Winston, 1970.
- Cahill, Cathleen. Federal Fathers and Mothers: A Social History of the United States Indian Service, 1869–1933. Chapel Hill: University of North Carolina Press, 2011.
- Cronon, William. Nature’s Metropolis: Chicago and the Great West. New York: Norton, 1991.
- Estes, Nick. Our History is the Future: Standing Rock Versus the Dakota Access Pipeline, and the Long Tradition of Indigenous Resistance. New York: Verso, 2019.
- Gordan, Linda. The Great Arizona Orphan Abduction. Cambridge, MA: Harvard University Press, 1999.
- Hämäläinen, Pekka. The Comanche Empire. New Haven, CT: Yale University Press, 2008.
- Hine, Robert V. The American West: A New Interpretive History. New Haven, CT: Yale University Press, 2000.
- Huhndorf, Shari M. Going Native: Indians in the American Cultural Imagination. Ithaca, NY: Cornell University Press, 2001.
- Isenberg, Andrew C. The Destruction of the Bison: An Environmental History, 1750–1920. Cambridge, UK: Cambridge University Press, 2000.
- Jacobs, Margaret D. White Mother to a Dark Race: Settler Colonialism, Maternalism, and the Removal of Indigenous Children in the American West and Australia, 1880–1940. Lincoln: University of Nebraska Press, 2009.
- Johnson, Benjamin Heber. Revolution in Texas: How a Forgotten Rebellion and Its Bloody Suppression Turned Mexicans into Americans. New Haven, CT: Yale University Press, 2003.
- Kelman, Ari. A Misplaced Massacre: Struggling over the Memory of Sand Creek. Cambridge, MA: Harvard University Press, 2013.
- Krech, Shepard. The Ecological Indian: Myth and History. New York: Norton, 1999.
- Limerick, Patricia Nelson. The Legacy of Conquest: The Unbroken Past of the American West. New York: Norton, 1987.
- Marks, Paula Mitchell. In a Barren Land: American Indian Dispossession and Survival. New York: Morrow, 1998.
- Montejano, David. Anglos and Mexicans in the Making of Texas, 1836–1986. Austin: University of Texas Press, 1987.
- Pascoe, Peggy. Relations of Rescue: The Search for Female Moral Authority in the American West, 1874–1939. New York: Oxford University Press, 1990.
- Prucha, Francis Paul. The Great Father: The United States Government and the American Indians. Lincoln: University of Nebraska Press, 1984.
- Schulten, Susan. The Geographical Imagination in America, 1880–1950. Chicago: University of Chicago Press, 2001.
- Shah, Nayan. Stranger Intimacy: Contesting Race, Sexuality, and the Law in the North American West. Berkeley: University of California Press, 2011.
- Smith, Henry Nash. Virgin Land: The American West as Symbol and Myth. New York: Vintage Books, 1957.
- Taylor, Quintard. In Search of the Racial Frontier: African Americans in the American West, 1528–1990. New York: Norton, 1999.
- Warren, Louis S. Buffalo Bill’s America: William Cody and the Wild West Show. New York: Knopf, 2005.
- White, Richard. “It’s Your Misfortune and None of My Own”: A New History of the American West. Norman: University of Oklahoma Press, 1991.
|
oercommons
|
2025-03-18T00:38:34.280333
|
02/28/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/90487/overview",
"title": "Statewide Dual Credit American History II, Reconstruction, Growth, and Transformation, The West",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/92448/overview
|
Compton College - OER Trainer Resources
Overview
This resource includes the recordings and practice activities for the OER Trainer Academy which consists of six synchronous, virtual sessions.
Session 1: Introduction to OER Practices & Tools for Discovery
Exploration of the what, why, and how of OER, highlighting use cases involving successful adoption and implementation of OER.
Goals:
Discuss OER goals, supports, outcomes, and expectations.
Hear from other OER pioneers
Slidedeck and Recording:
- Slidedeck
Recording: View Session 1 Recording here (will be posted soon)
Practice, Reflection & Advocacy Activities:
Engagement - Join our Group
Practice - Save a Resource to our Group
Reflection - Complete our short survey
Advocacy - Reach out to one other faculty member and ask if they know what OER are.
Session 2: OER Collaboration & Curation
Examination of curation strategies to collaboratively plan for how to support Compton Faculty to identify, evaluate, organize, create, remix, and share OER to meet teaching and learning needs and priorities.
Goals:
Connect and learn from each other
Discuss best practices for OER Curation
Exploration of the what, why, and how of OER, highlighting use cases involving successful adoption and implementation of OER.
Slidedeck and Recording:
- Slidedeck
- Recording
Practice, Reflection & Advocacy Activities:
Session 3: Evaluating a Resource
Consider your local context and design the aspects of a training session that would enage Compton Faculty
Goals:
Connect and learn from each other
Use a provided rubric to select evaluation criteria that are most impactful for your conext
Evaluate a provided esource using selected criteria
Slidedeck:
Practice, Reflection & Advocacy Activities:
Engagement - Finish your comments on the Principles of Macroeconomics resource
Practice - Evaluate the resource that you saved to our group
Reflection - Complete our short survey
Advocacy - Find a resource someone else made and leave warm and cool feedback!
Session 4: Imagining Training Design
Consider your local context and design the aspects of a training session that would enage Compton Faculty
Goals:
Connect and learn from each other
Imagine session details when there are no constraints
Give warm and cool feedback on session design features
Slidedeck and Recording:
- Slidedeck
- Recording
Practice, Reflection & Advocacy Activities:
Engagement - Finish your comments on the Principles of Macroeconomics resource
Practice - Evaluate the resource that you saved to our group
Reflection - Complete our short survey
Advocacy - Find a resource someone else made and leave warm and cool feedback!
Session 5: Designing an "Intro to OER" Training Session
Consider your local context and design the aspects of a training session that would enage Compton Faculty
Goals:
Connect and learn from each other
Design a session to introduce OER to Compton College
Give warm and cool feedback on session design features
Slidedeck and Recording:
- Slidedeck
- Recording
Practice, Reflection & Advocacy Activities:
Engagement - Consider making your own group
Practice - Save a new resource that you found to our group
Reflection - Complete our short survey
Advocacy - Reach out to another faculty member and ask if they know what OER are.
Section 6: Designing a session to Evaluate, Remix and Author
Consider your local context and design the aspects of a training session that would enage Compton Faculty
Goals:
Connect and learn from each other
Design a session to support Compton College faculty in evaluating, remixing and creating OER
Give warm and cool feedback on session design features
Slidedeck and Recording:
- Slidedeck
- Recording
Practice, Reflection & Advocacy Activities:
Engagement - Train the Next Generation
Practice - Keep creating your own resources!
Reflection - Complete our short survey
Advocacy - Keep in touch!
|
oercommons
|
2025-03-18T00:38:34.313907
|
05/03/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/92448/overview",
"title": "Compton College - OER Trainer Resources",
"author": "Joanna Schimizzi"
}
|
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