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https://oercommons.org/courseware/lesson/66687/overview	OER Design, Authoring and Remixing Overview The Summer Institute session covered the following: 1.Share any changes we made to our proposals 2.Explore designing and iterating for continuous improvement –Share best practices and get inspiration from other educators 3.Get an overview of OER authoring tool, Open Author –Discover how to edit, describe, and publish a resource Webinar recording: Link to zoom recording: https://iskme.zoom.us/rec/share/uedTDYqv5kFJWoWX5lH-eJ9_Q6K5eaa8gCAfq_JYzhrpBtLqZ6dSnHccl4vvoGvO?startTime=1591808490000 Slides are attached Here is the Open Author instructional video that shows you how to edit, describe, and publish a resource, as well as how to remix. This week's practice: Begin designing your module in Open Author - In our Summer Institute Group click Contribute to this Group and select Open Author (you need to be logged in) - Give your module a title and start creating your sections - add co-authors, format sections, embed media (images and videos), attach files from your computer, add instructor notes if applicable, check sections for accessibility - Describe your module, choose a license, add keywords, align to standards if applicable - Publish and be ready to share your first draft next week	oercommons	2025-03-18T00:39:30.999421	05/12/2020	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/66687/overview", "title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive, OER Design, Authoring and Remixing", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/101425/overview	Free & Forced Vibration Quiz 01 Overview "File: Thinking Cartoon Businessman (Flipped).svg" by Clip Art by Vector Toons is licensed under CC BY-SA 4.0. "File: Vertical-mass-on-spring-2.svg" by MikeRun is licensed under CC BY-SA 4.0. Free & Forced Vibration Quiz A short quiz was provided using LibreOffice (Open Document Drawing).	oercommons	2025-03-18T00:39:31.015666	02/27/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/101425/overview", "title": "Free & Forced Vibration Quiz 01", "author": "Farid Mahboubi Nasrekani" }
https://oercommons.org/courseware/lesson/105198/overview	Product Based Assessment Overview Product Based Assessment Product Based Assessment By: Girlly Oyangoren	oercommons	2025-03-18T00:39:31.032118	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105198/overview", "title": "Product Based Assessment", "author": "Girlly Oyangoren" }
https://oercommons.org/courseware/lesson/68270/overview	Lectures2 Honors Linear Algebra 2 Lecture Summary Overview Honors Linear Algebra 2 Lecture Summary Honors Linear Algebra 2 Lecture Summary	oercommons	2025-03-18T00:39:31.048535	06/08/2020	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/68270/overview", "title": "Honors Linear Algebra 2 Lecture Summary", "author": "Leonardo Rolla" }
https://oercommons.org/courseware/lesson/90488/overview	Lesson 4 Section 2 Industrialization & Technological Innovation Lesson 4 Section 3 Immigration and Urbanization Lesson 4 Section 4 The New South and the Problem of Race Lesson 4 Section 5 Gender, Religion, and Culture Life in Industrial America Overview Link to student view Unit 1 Lesson 4 https://www.oercommons.org/courseware/lesson/90488/student/ Teacher resources linked for The American Yawp content can be found at this link https://www.americanyawp.com/text/teaching-materials/ Quiz for this Unit 1 Lesson 4 https://www.americanyawp.com/text/wp-content/uploads/Quiz-18.pdf Did you have an idea for improving this content? We’d love your input. Introduction When British author Rudyard Kipling visited Chicago in 1889, he described a city captivated by technology and blinded by greed. He described a rushed and crowded city, a “huge wilderness” with “scores of miles of these terrible streets” and their “hundred thousand of these terrible people.” “The show impressed me with a great horror,” he wrote. “There was no color in the street and no beauty—only a maze of wire ropes overhead and dirty stone flagging under foot.” He took a cab “and the cabman said that these things were the proof of progress.” Kipling visited a “gilded and mirrored” hotel “crammed with people talking about money, and spitting about everywhere.” He visited extravagant churches and spoke with their congregants. “I listened to people who said that the mere fact of spiking down strips of iron to wood, and getting a steam and iron thing to run along them was progress, that the telephone was progress, and the network of wires overhead was progress. They repeated their statements again and again.” Kipling said American newspapers report “that the snarling together of telegraph-wires, the heaving up of houses, and the making of money is progress.”1 Chicago embodied the triumph of American industrialization. Its meatpacking industry typified the sweeping changes occurring in American life. The last decades of the nineteenth century, a new era for big business, saw the formation of large corporations, run by trained bureaucrats and salaried managers, doing national and international business. Chicago, for instance, became America’s butcher. The Chicago meat processing industry, a cartel of five firms, produced four fifths of the meat bought by American consumers. Kipling described in intimate detail the Union Stock Yards, the nation’s largest meat processing zone, a square mile just southwest of the city whose pens and slaughterhouses linked the city’s vast agricultural hinterland to the nation’s dinner tables. “Once having seen them,” he concluded, “you will never forget the sight.” Like other notable Chicago industries, such as agricultural machinery and steel production, the meatpacking industry was closely tied to urbanization and immigration. In 1850, Chicago had a population of about thirty thousand. Twenty years later, it had three hundred thousand. Nothing could stop the city’s growth. The Great Chicago Fire leveled 3.5 square miles and left a third of its residents homeless in 1871, but the city quickly recovered and resumed its spectacular growth. By the turn of the twentieth century, the city was home to 1.7 million people. Chicago’s explosive growth reflected national trends. In 1870, a quarter of the nation’s population lived in towns or cities with populations greater than 2,500. By 1920, a majority did. But if many who flocked to Chicago and other American cities came from rural America, many others emigrated from overseas. Mirroring national immigration patterns, Chicago’s newcomers had at first come mostly from Germany, the British Isles, and Scandinavia, but, by 1890, Poles, Italians, Czechs, Hungarians, Lithuanians, and others from southern and eastern Europe made up a majority of new immigrants. Chicago, like many other American industrial cities, was also an immigrant city. In 1900, nearly 80 percent of Chicago’s population was either foreign-born or the children of foreign-born immigrants.2 Kipling visited Chicago just as new industrial modes of production revolutionized the United States. The rise of cities, the evolution of American immigration, the transformation of American labor, the further making of a mass culture, the creation of great concentrated wealth, the growth of vast city slums, the conquest of the West, the emergence of a middle class, the problem of poverty, the triumph of big business, widening inequalities, battles between capital and labor, the final destruction of independent farming, breakthrough technologies, environmental destruction: industrialization created a new America. Notes Title Image Mulberry Street, New York City, c. 1900, Library of Congress 1.Rudyard Kipling, The Works of Rudyard Kipling, Volume II (New York: Doubleday, 1899), 141. 2. For the transformation of Chicago, see William Cronon’s defining work, Nature’s Metropolis: Chicago and the West (New York: Norton, 1991). Industrialization & Technological Innovation The railroads created the first great concentrations of capital, spawned the first massive corporations, made the first of the vast fortunes that would define the Gilded Age, unleashed labor demands that united thousands of farmers and immigrants, and linked many towns and cities. National railroad mileage tripled in the twenty years after the outbreak of the Civil War, and tripled again over the four decades that followed. Railroads impelled the creation of uniform time zones across the country, gave industrialists access to remote markets, and opened the American West. Railroad companies were the nation’s largest businesses. Their vast national operations demanded the creation of innovative new corporate organization, advanced management techniques, and vast sums of capital. Their huge expenditures spurred countless industries and attracted droves of laborers. And as they crisscrossed the nation, they created a national market, a truly national economy, and, seemingly, a new national culture.1 The railroads were not natural creations. Their vast capital requirements required the use of incorporation, a legal innovation that protected shareholders from losses. Enormous amounts of government support followed. Federal, state, and local governments offered unrivaled handouts to create the national rail networks. Lincoln’s Republican Party—which dominated government policy during the Civil War and Reconstruction—passed legislation granting vast subsidies. Hundreds of millions of acres of land and millions of dollars’ worth of government bonds were freely given to build the great transcontinental railroads and the innumerable trunk lines that quickly annihilated the vast geographic barriers that had so long sheltered American cities from one another. As railroad construction drove economic development, new means of production spawned new systems of labor. Many wage earners had traditionally seen factory work as a temporary stepping-stone to attaining their own small businesses or farms. After the war, however, new technology and greater mechanization meant fewer and fewer workers could legitimately aspire to economic independence. Stronger and more organized labor unions formed to fight for a growing, more-permanent working class. At the same time, the growing scale of economic enterprises increasingly disconnected owners from their employees and day-to-day business operations. To handle their vast new operations, owners turned to managers. Educated bureaucrats swelled the ranks of an emerging middle class. Industrialization also remade much of American life outside the workplace. Rapidly growing industrialized cities knit together urban consumers and rural producers into a single, integrated national market. Food production and consumption, for instance, were utterly nationalized. Chicago’s stockyards seemingly tied it all together. Between 1866 and 1886, ranchers drove a million head of cattle annually overland from Texas ranches to railroad depots in Kansas for shipment by rail to Chicago. After travelling through modern “disassembly lines,” the animals left the adjoining slaughterhouses as slabs of meat to be packed into refrigerated rail cars and sent to butcher shops across the continent. By 1885, a handful of large-scale industrial meatpackers in Chicago were producing nearly five hundred million pounds of “dressed” beef annually.2 The new scale of industrialized meat production transformed the landscape. Buffalo herds, grasslands, and old-growth forests gave way to cattle, corn, and wheat. Chicago became the Gateway City, a crossroads connecting American agricultural goods, capital markets in New York and London, and consumers from all corners of the United States. Technological innovation accompanied economic development. For April Fool’s Day in 1878, the New York Daily Graphic published a fictitious interview with the celebrated inventor Thomas A. Edison. The piece described the “biggest invention of the age”—a new Edison machine that could create forty different kinds of food and drink out of only air, water, and dirt. “Meat will no longer be killed and vegetables no longer grown, except by savages,” Edison promised. The machine would end “famine and pauperism.” And all for $5 or $6 per machine! The story was a joke, of course, but Edison nevertheless received inquiries from readers wondering when the food machine would be ready for the market. Americans had apparently witnessed such startling technological advances—advances that would have seemed far-fetched mere years earlier—that the Edison food machine seemed entirely plausible.3 In September 1878, Edison announced a new and ambitious line of research and development—electric power and lighting. The scientific principles behind dynamos and electric motors—the conversion of mechanical energy to electrical power, and vice versa—were long known, but Edison applied the age’s bureaucratic and commercial ethos to the problem. Far from a lone inventor gripped by inspiration toiling in isolation, Edison advanced the model of commercially minded management of research and development. Edison folded his two identities, business manager and inventor, together. He called his Menlo Park research laboratory an “invention factory” and promised to turn out “a minor invention every ten days and a big thing every six months or so.” He brought his fully equipped Menlo Park research laboratory and the skilled machinists and scientists he employed to bear on the problem of building an electric power system—and commercializing it. By late fall 1879, Edison exhibited his system of power generation and electrical light for reporters and investors. Then he scaled up production. He sold generators to businesses. By the middle of 1883, Edison had overseen construction of 330 plants powering over sixty thousand lamps in factories, offices, printing houses, hotels, and theaters around the world. He convinced municipal officials to build central power stations and run power lines. New York’s Pearl Street central station opened in September 1882 and powered a square mile of downtown Manhattan. Electricity revolutionized the world. It not only illuminated the night, it powered the Second Industrial Revolution. Factories could operate anywhere at any hour. Electric rail cars allowed for cities to build out and electric elevators allowed for them to build up. Economic advances, technological innovation, social and cultural evolution, demographic changes: the United States was a nation transformed. Industry boosted productivity, railroads connected the nation, more and more Americans labored for wages, new bureaucratic occupations created a vast “white collar” middle class, and unprecedented fortunes rewarded the owners of capital. These revolutionary changes, of course, would not occur without conflict or consequence (see Chapter 16), but they demonstrated the profound transformations remaking the nation. Change was not confined to economics alone. Change gripped the lives of everyday Americans and fundamentally reshaped American culture.4 Notes - See Richard White, Railroaded: The Transcontinentals and the Making of Modern America (New York: Norton, 2011). - Cronon, Nature’s Metropolis, 239. - David Hochfelder, “Edison and the Age of Invention,” in A Companion to the Reconstruction Presidents 1865–1881, ed. Edward O. Frantz (Chichester, UK: Blackwell, 2014), 499. - Ibid., 499–517. Immigration and Urbanization Industry pulled ever more Americans into cities. Manufacturing needed the labor pool and the infrastructure. America’s urban population increased sevenfold in the half century after the Civil War. Soon the United States had more large cities than any country in the world. The 1920 U.S. census revealed that, for the first time, a majority of Americans lived in urban areas. Much of that urban growth came from the millions of immigrants pouring into the nation. Between 1870 and 1920, over twenty-five million immigrants arrived in the United States. By the turn of the twentieth century, new immigrant groups such as Italians, Poles, and Eastern European Jews made up a larger percentage of arrivals than the Irish and Germans. The specific reasons that immigrants left their particular countries and the reasons they came to the United States (what historians call push and pull factors) varied. For example, a young husband and wife living in Sweden in the 1880s and unable to purchase farmland might read an advertisement for inexpensive land in the American Midwest and immigrate to the United States to begin a new life. A young Italian man might simply hope to labor in a steel factory long enough to save up enough money to return home and purchase land for a family. A Russian Jewish family persecuted in European pogroms might look to the United States as a sanctuary. Or perhaps a Japanese migrant might hear of fertile farming land on the West Coast and choose to sail for California. But if many factors pushed people away from their home countries, by far the most important factor drawing immigrants was economics. Immigrants came to the United States looking for work. Industrial capitalism was the most important factor that drew immigrants to the United States between 1880 and 1920. Immigrant workers labored in large industrial complexes producing goods such as steel, textiles, and food products, replacing smaller and more local workshops. The influx of immigrants, alongside a large movement of Americans from the countryside to the city, helped propel the rapid growth of cities like New York, Pittsburgh, Cleveland, Milwaukee, and St. Louis. By 1890, immigrants and their children accounted for roughly 60 percent of the population in most large northern cities (and sometimes as high as 80 or 90 percent). Many immigrants, especially from Italy and the Balkans, always intended to return home with enough money to purchase land. But what about those who stayed? Did the new arrivals assimilate together in the American melting pot—becoming just like those already in the United States—or did they retain, and sometimes even strengthen, their traditional ethnic identities? The answer lies somewhere in between. Immigrants from specific countries—and often even specific communities—often clustered together in ethnic neighborhoods. They formed vibrant organizations and societies, such as Italian workmen’s clubs, Eastern European Jewish mutual aid societies, and Polish Catholic churches, to ease the transition to their new American home. Immigrant communities published newspapers in dozens of languages and purchased spaces to keep their arts, languages, and traditions alive. And from these foundations they facilitated even more immigration: after staking out a claim to some corner of American life, they wrote home and encouraged others to follow them (historians call this chain migration). Many cities’ politics adapted to immigrant populations. The infamous urban political machines often operated as a kind of mutual aid society. New York City’s Democratic Party machine, popularly known as Tammany Hall, drew the greatest ire from critics and seemed to embody all of the worst of city machines, but it also responded to immigrant needs. In 1903, journalist William Riordon published a book, Plunkitt of Tammany Hall, which chronicled the activities of ward heeler George Washington Plunkitt. Plunkitt elaborately explained to Riordon the difference between “honest graft” and “dishonest graft”: “I made my pile in politics, but, at the same time, I served the organization and got more big improvements for New York City than any other livin’ man.” While exposing corruption, Riordon also revealed the hard work Plunkitt undertook on behalf of his largely immigrant constituency. On a typical day, Riordon wrote, Plunkitt was awakened at two a.m. to bail out a saloonkeeper who stayed open too late, was awakened again at six a.m. because of a fire in the neighborhood and spent time finding lodgings for the families displaced by the fire, and, after spending the rest of the morning in court to secure the release of several of his constituents, found jobs for four unemployed men, attended an Italian funeral, visited a church social, and dropped in on a Jewish wedding. He returned home at midnight.1 Tammany Hall’s corruption, especially under the reign of William “Boss” Tweed, was legendary, but the public works projects that funded Tammany Hall’s graft also provided essential infrastructure and public services for the city’s rapidly expanding population. Water, sewer, and gas lines; schools, hospitals, civic buildings, and museums; police and fire departments; roads, parks (notably Central Park), and bridges (notably the Brooklyn Bridge): all could, in whole or in part, be credited to Tammany’s reign. Still, machine politics could never be enough. As the urban population exploded, many immigrants found themselves trapped in crowded, crime-ridden slums. Americans eventually took notice of this urban crisis and proposed municipal reforms but also grew concerned about the declining quality of life in rural areas. While cities boomed, rural worlds languished. Some Americans scoffed at rural backwardness and reveled in the countryside’s decay, but many romanticized the countryside, celebrated rural life, and wondered what had been lost in the cities. Sociologist Kenyon Butterfield, concerned by the sprawling nature of industrial cities and suburbs, regretted the eroding social position of rural citizens and farmers: “Agriculture does not hold the same relative rank among our industries that it did in former years.” Butterfield saw “the farm problem” as part of “the whole question of democratic civilization.”2 He and many others thought the rise of the cities and the fall of the countryside threatened traditional American values. Many proposed conservation. Liberty Hyde Bailey, a botanist and rural scholar selected by Theodore Roosevelt to chair a federal Commission on Country Life in 1907, believed that rural places and industrial cities were linked: “Every agricultural question is a city question.”3 Many longed for a middle path between the cities and the country. New suburban communities on the outskirts of American cities defined themselves in opposition to urban crowding. Americans contemplated the complicated relationships between rural places, suburban living, and urban spaces. Los Angeles became a model for the suburban development of rural places. Dana Barlett, a social reformer in Los Angeles, noted that the city, stretching across dozens of small towns, was “a better city” because of its residential identity as a “city of homes.”4 This language was seized upon by many suburbs that hoped to avoid both urban sprawl and rural decay. In Glendora, one of these small towns on the outskirts of Los Angeles, local leaders were “loath as anyone to see it become cosmopolitan.” Instead, in order to have Glendora “grow along the lines necessary to have it remain an enjoyable city of homes,” they needed to “bestir ourselves to direct its growth” by encouraging not industry or agriculture but residential development.5 Notes - William L. Riordon, Plunkitt of Tammany Hall: A Series of Very Plain Talks on Very Practical Politics (New York: McClure, Phillips, 1905). - Kenyon L. Butterfield, Chapters in Rural Progress (Chicago: University of Chicago Press, 1908), 15. - L. H. Bailey, The Harvest of the Year to the Tiller of the Soil (New York: Macmillan, 1927), 60. - Oscar Osburn Winther, “The Rise of Metropolitan Los Angeles, 1870–1900,” Huntington Library Quarterly 10 (August 1947), 391-405. - “Chamber Meeting,” Glendora Gleaner, September 28, 1923. The New South and the Problem of Race “There was a South of slavery and secession,” Atlanta Constitution editor Henry Grady proclaimed in an 1886 speech in New York. “That South is dead.”1 Grady captured the sentiment of many white southern business and political leaders who imagined a New South that could turn its back to the past by embracing industrialization and diversified agriculture. He promoted the region’s economic possibilities and mutual future prosperity through an alliance of northern capital and southern labor. Grady and other New South boosters hoped to shape the region’s economy in the North’s image. They wanted industry and they wanted infrastructure. But the past could not be escaped. Economically and socially, the “New South” would still be much like the old. A “New South” seemed an obvious need. The Confederacy’s failed insurrection wreaked havoc on the southern economy and crippled southern prestige. Property was destroyed. Lives were lost. Political power vanished. And four million enslaved Americans—representing the wealth and power of the antebellum white South—threw off their chains and walked proudly forward into freedom. Emancipation unsettled the southern social order. When Reconstruction regimes attempted to grant freedpeople full citizenship rights, anxious whites struck back. From their fear, anger, and resentment they lashed out, not only in organized terrorist organizations such as the Ku Klux Klan but in political corruption, economic exploitation, and violent intimidation. White southerners took back control of state and local governments and used their reclaimed power to disenfranchise African Americans and pass “Jim Crow” laws segregating schools, transportation, employment, and various public and private facilities. The reestablishment of white supremacy after the “redemption” of the South from Reconstruction contradicted proclamations of a “New” South. Perhaps nothing harked so forcefully back to the barbaric southern past than the wave of lynchings—the extralegal murder of individuals by vigilantes—that washed across the South after Reconstruction. Whether for actual crimes or fabricated crimes or for no crimes at all, white mobs murdered roughly five thousand African Americans between the 1880s and the 1950s. Lynching was not just murder, it was a ritual rich with symbolism. Victims were not simply hanged, they were mutilated, burned alive, and shot. Lynchings could become carnivals, public spectacles attended by thousands of eager spectators. Rail lines ran special cars to accommodate the rush of participants. Vendors sold goods and keepsakes. Perpetrators posed for photos and collected mementos. And it was increasingly common. One notorious example occurred in Georgia in 1899. Accused of killing his white employer and raping the man’s wife, Sam Hose was captured by a mob and taken to the town of Newnan. Word of the impending lynching quickly spread, and specially chartered passenger trains brought some four thousand visitors from Atlanta to witness the gruesome affair. Members of the mob tortured Hose for about an hour. They sliced off pieces of his body as he screamed in agony. Then they poured a can of kerosene over his body and burned him alive.2 At the barbaric height of southern lynching, in the last years of the nineteenth century, southerners lynched two to three African Americans every week. In general, lynchings were most frequent in the Cotton Belt of the Lower South, where southern Black people were most numerous and where the majority worked as tenant farmers and field hands on the cotton farms of white landowners. The states of Mississippi and Georgia had the greatest number of recorded lynchings: from 1880 to 1930, Mississippi lynch mobs killed over five hundred African Americans; Georgia mobs murdered more than four hundred. Throughout the late nineteenth and early twentieth centuries, a number of prominent southerners openly supported lynching, arguing that it was a necessary evil to punish Black rapists and deter others. In the late 1890s, Georgia newspaper columnist and noted women’s rights activist Rebecca Latimer Felton—who would later become the first woman to serve in the U.S. Senate—endorsed such extrajudicial killings. She said, “If it takes lynching to protect women’s dearest possession from drunken, ravening beasts, then I say lynch a thousand a week.”3 When opponents argued that lynching violated victims’ constitutional rights, South Carolina governor Coleman Blease angrily responded, “Whenever the Constitution comes between me and the virtue of the white women of South Carolina, I say to hell with the Constitution.”4 Black activists and white allies worked to outlaw lynching. Ida B. Wells, an African American woman born in the last years of slavery and a pioneering anti-lynching advocate, lost three friends to a lynch mob in Memphis, Tennessee, in 1892. That year, Wells published Southern Horrors: Lynch Law in All Its Phases, a groundbreaking work that documented the South’s lynching culture and exposed the myth of the Black rapist.5 The Tuskegee Institute and the NAACP both compiled and publicized lists of every reported lynching in the United States. In 1918, Representative Leonidas Dyer of Missouri introduced federal anti-lynching legislation that would have made local counties where lynchings took place legally liable for such killings. Throughout the early 1920s, the Dyer Bill was the subject of heated political debate, but, fiercely opposed by southern congressmen and unable to win enough northern champions, the proposed bill was never enacted. Lynching was not only the form of racial violence that survived Reconstruction. White political violence continued to follow African American political participation and labor organization, however severely circumscribed. When the Populist insurgency created new opportunities for black political activism, white Democrats responded with terror. In North Carolina, Populists and Republicans “fused” together and won stunning electoral gains in 1896. Shocked White Democrats formed “Red Shirt” groups, paramilitary organizations dedicated to eradicating black political participation and restoring Democratic rule through violence and intimidation. Launching a self-described “white supremacy campaign” of violence and intimidation against black voters and officeholders during the 1898 state elections, the Red Shirts effectively took back state government. But municipal elections were not held that year in Wilmington, where Fusionists controlled city government. After manning armed barricades blocking black voters from entering the town to vote in the state elections, the Red Shirts drafted a “White Declaration of Independence” which declared “that that we will no longer be ruled and will never again be ruled, by men of African origin.” 457 white Democrats signed the document. They also issued a twelve-hour ultimatum that editor of the city’s black daily paper flee the city. The editor left, but it wasn’t enough. Twelve hours later, hundreds of Red Shirts raided the city’s armory and ransacked the newspaper office anyway. The mob swelled and turned on the city’s black neighborhood, destroying homes and businesses and opening fire on any Black person they found. Dozens were killed and hundreds more fled the city. The mob then forced the mayor, the city’s aldermen, and the police chief, at gun point, to immediately resign. To ensure their gains, the Democrats rounded up prominent fusionists, placed them on railroad cars, and, under armed guard, sent them out of the state. The mob installed and swore in their own replacements. It was a full-blown coup. Lynching and organized terror campaigns were only the violent worst of the South’s racial world. Discrimination in employment and housing and the legal segregation of public and private life also reflected the rise of a new Jim Crow South. So-called Jim Crow laws legalized what custom had long dictated. Southern states and municipalities enforced racial segregation in public places and in private lives. Separate coach laws were some of the first such laws to appear, beginning in Tennessee in the 1880s. Soon schools, stores, theaters, restaurants, bathrooms, and nearly every other part of public life were segregated. So too were social lives. The sin of racial mixing, critics said, had to be heavily guarded against. Marriage laws regulated against interracial couples, and white men, ever anxious of relationships between Black men and white women, passed miscegenation laws and justified lynching as an appropriate extralegal tool to police the racial divide. In politics, de facto limitations of Black voting had suppressed Black voters since Reconstruction. Whites stuffed ballot boxes and intimidated Black voters with physical and economic threats. And then, from roughly 1890 to 1908, southern states implemented de jure, or legal, disfranchisement. They passed laws requiring voters to pass literacy tests (which could be judged arbitrarily) and pay poll taxes (which hit poor white and poor Black Americans alike), effectively denying Black men the franchise that was supposed to have been guaranteed by the Fifteenth Amendment. Those responsible for such laws posed as reformers and justified voting restrictions as for the public good, a way to clean up politics by purging corrupt African Americans from the voting rolls. With white supremacy secured, prominent white southerners looked outward for support. New South boosters hoped to confront post-Reconstruction uncertainties by rebuilding the South’s economy and convincing the nation that the South could be more than an economically backward, race-obsessed backwater. And as they did, they began to retell the history of the recent past. A kind of civic religion known as the “Lost Cause” glorified the Confederacy and romanticized the Old South. White southerners looked forward while simultaneously harking back to a mythic imagined past inhabited by contented and loyal slaves, benevolent and generous masters, chivalric and honorable men, and pure and faithful southern belles. Secession, they said, had little to do with the institution of slavery, and soldiers fought only for home and honor, not the continued ownership of human beings. The New South, then, would be built physically with new technologies, new investments, and new industries, but undergirded by political and social custom. Henry Grady might have declared the Confederate South dead, but its memory pervaded the thoughts and actions of white southerners. Lost Cause champions overtook the South. Women’s groups, such as the United Daughters of the Confederacy, joined with Confederate veterans to preserve a pro-Confederate past. They built Confederate monuments and celebrated Confederate veterans on Memorial Day. Across the South, towns erected statues of General Robert E. Lee and other Confederate figures. By the turn of the twentieth century, the idealized Lost Cause past was entrenched not only in the South but across the country. In 1905, for instance, North Carolinian Thomas F. Dixon published a novel, The Clansman, which depicted the Ku Klux Klan as heroic defenders of the South against the corruption of African American and northern “carpetbag” misrule during Reconstruction. In 1915, acclaimed film director David W. Griffith adapted Dixon’s novel into the groundbreaking blockbuster film, Birth of a Nation. (The film almost singlehandedly rejuvenated the Ku Klux Klan.) The romanticized version of the antebellum South and the distorted version of Reconstruction dominated popular imagination.6 While Lost Cause defenders mythologized their past, New South boosters struggled to wrench the South into the modern world. The railroads became their focus. The region had lagged behind the North in the railroad building boom of the midnineteenth century, and postwar expansion facilitated connections between the most rural segments of the population and the region’s rising urban areas. Boosters campaigned for the construction of new hard-surfaced roads as well, arguing that improved roads would further increase the flow of goods and people and entice northern businesses to relocate to the region. The rising popularity of the automobile after the turn of the century only increased pressure for the construction of reliable roads between cities, towns, county seats, and the vast farmlands of the South. Along with new transportation networks, New South boosters continued to promote industrial growth. The region witnessed the rise of various manufacturing industries, predominantly textiles, tobacco, furniture, and steel. While agriculture—cotton in particular—remained the mainstay of the region’s economy, these new industries provided new wealth for owners, new investments for the region, and new opportunities for the exploding number of landless farmers to finally flee the land. Industries offered low-paying jobs but also opportunity for rural poor who could no longer sustain themselves through subsistence farming. Men, women, and children all moved into wage work. At the turn of the twentieth century, nearly one fourth of southern mill workers were children aged six to sixteen. In most cases, as in most aspects of life in the New South, new factory jobs were racially segregated. Better-paying jobs were reserved for whites, while the most dangerous, labor-intensive, dirtiest, and lowest-paying positions were relegated to African Americans. African American women, shut out of most industries, found employment most often as domestic help for white families. As poor as white southern mill workers were, southern Black people were poorer. Some white mill workers could even afford to pay for domestic help in caring for young children, cleaning houses, doing laundry, and cooking meals. Mill villages that grew up alongside factories were whites-only, and African American families were pushed to the outer perimeter of the settlements. That a “New South” emerged in the decades between Reconstruction and World War I is debatable. If measured by industrial output and railroad construction, the New South was a reality but if measured relative to the rest of the nation, it was a limited one. If measured in terms of racial discrimination, however, the New South looked much like the Old. Boosters such as Henry Grady said the South was done with racial questions but lynching and segregation and the institutionalization of Jim Crow exposed the South’s lingering racial obsessions. Meanwhile, most southerners still toiled in agriculture and still lived in poverty. Industrial development and expanding infrastructure, rather than re-creating the South, coexisted easily with white supremacy and an impoverished agricultural economy. The trains came, factories were built, and capital was invested, but the region remained mired in poverty and racial apartheid. Much of the “New South,” then, was anything but new. Notes - Henry Grady, The Complete Orations and Speeches of Henry Grady, ed. Edwin DuBois Shurter (New York: Hinds, Noble and Eldredge, 1910), 7. - William Fitzhugh Brundage, Lynching in the New South: Georgia and Virginia, 1880–1930 (Champaign: University of Illinois Press, 1993), 82–84. - Grace Elizabeth Hale, Making Whiteness: The Culture of Segregation in the South, 1890–1940 (New York: Pantheon Books, 1998), 201. - Jacquelyn Dowd Hall, Revolt Against Chivalry: Jessie Daniel Ames and the Women’s Campaign Against Lynching (New York: Columbia University Press, 1993), 195. - Ida B. Wells, Crusade for Justice: The Autobiography of Ida B. Wells (Chicago: University of Chicago Press, 1970). - Charles Reagan Wilson, Baptized in Blood: The Religion of the Lost Cause, 1865–1920 (Athens: University of Georgia Press, 1980). Gender, Religion, and Culture In 1905, Standard Oil tycoon John D. Rockefeller donated $100,000 (about $2.5 million today) to the American Board of Commissioners for Foreign Missions. Rockefeller was the richest man in America but also one of the most hated and mistrusted. Even admirers conceded that he achieved his wealth through often illegal and usually immoral business practices. Journalist Ida Tarbell had made waves describing Standard Oil’s long-standing ruthlessness and predilections for political corruption. Clergymen, led by reformer Washington Gladden, fiercely protested the donation. A decade earlier, Gladden had asked of such donations, “Is this clean money? Can any man, can any institution, knowing its origin, touch it without being defiled?” Gladden said, “In the cool brutality with which properties are wrecked, securities destroyed, and people by the hundreds robbed of their little all to build up the fortunes of the multi-millionaires, we have an appalling revelation of the kind of monster that a human being may become.”1 Despite widespread criticism, the board accepted Rockefeller’s donation. Board president Samuel Capen did not defend Rockefeller, arguing that the gift was charitable and the board could not assess the origin of every donation, but the dispute shook Capen. Was a corporate background incompatible with a religious organization? The “tainted money debate” reflected questions about the proper relationship between religion and capitalism. With rising income inequality, would religious groups be forced to support either the elite or the disempowered? What was moral in the new industrial United States? And what obligations did wealth bring? Steel magnate Andrew Carnegie popularized the idea of a “gospel of wealth” in an 1889 article, claiming that “the true antidote for the temporary unequal distribution of wealth” was the moral obligation of the rich to give to charity.2 Farmers and labor organizers, meanwhile, argued that God had blessed the weak and that new Gilded Age fortunes and corporate management were inherently immoral. As time passed, American churches increasingly adapted themselves to the new industrial order. Even Gladden came to accept donations from the so-called robber barons, such as the Baptist John D. Rockefeller, who increasingly touted the morality of business. Meanwhile, as many churches wondered about the compatibility of large fortunes with Christian values, others were concerned for the fate of traditional American masculinity. The economic and social changes of the late nineteenth and early twentieth centuries—including increased urbanization, immigration, advancements in science and technology, patterns of consumption and the new availability of goods, and new awareness of economic, racial, and gender inequalities—challenged traditional gender norms. At the same time, urban spaces and shifting cultural and social values presented new opportunities to challenge traditional gender and sexual norms. Many women, carrying on a campaign that stretched long into the past, vied for equal rights. They became activists: they targeted municipal reforms, launched labor rights campaigns, and, above all, bolstered the suffrage movement. Urbanization and immigration fueled anxieties that old social mores were being subverted and that old forms of social and moral policing were increasingly inadequate. The anonymity of urban spaces presented an opportunity in particular for female sexuality and for male and female sexual experimentation along a spectrum of orientations and gender identities. Anxiety over female sexuality reflected generational tensions and differences, as well as racial and class ones. As young women pushed back against social mores through premarital sexual exploration and expression, social welfare experts and moral reformers labeled such girls feeble-minded, believing even that such unfeminine behavior could be symptomatic of clinical insanity rather than free-willed expression. Generational differences exacerbated the social and familial tensions provoked by shifting gender norms. Youths challenged the norms of their parents’ generations by donning new fashions and enjoying the delights of the city. Women’s fashion loosed its physical constraints: corsets relaxed and hemlines rose. The newfound physical freedom enabled by looser dress was also mimicked in the pursuit of other freedoms. While many women worked to liberate themselves, many, sometimes simultaneously, worked to uplift others. Women’s work against alcohol propelled temperance into one of the foremost moral reforms of the period. Middle-class, typically Protestant women based their assault on alcohol on the basis of their feminine virtue, Christian sentiment, and their protective role in the family and home. Others, like Jane Addams and settlement house workers, sought to impart a middle-class education on immigrant and working-class women through the establishment of settlement homes. Other reformers touted a “scientific motherhood”: the new science of hygiene was deployed as a method of both social uplift and moralizing, particularly of working-class and immigrant women. Women vocalized new discontents through literature. Charlotte Perkins Gilman’s short story “The Yellow Wallpaper” attacked the “naturalness” of feminine domesticity and critiqued Victorian psychological remedies administered to women, such as the “rest cure.” Kate Chopin’s The Awakening, set in the American South, likewise criticized the domestic and familial role ascribed to women by society and gave expression to feelings of malaise, desperation, and desire. Such literature directly challenged the status quo of the Victorian era’s constructions of femininity and feminine virtue, as well as established feminine roles. While many men worried about female activism, they worried too about their own masculinity. To anxious observers, industrial capitalism was withering American manhood. Rather than working on farms and in factories, where young men formed physical muscle and spiritual grit, new generations of workers labored behind desks, wore white collars, and, in the words of Supreme Court Justice Oliver Wendell Holmes, appeared “black-coated, stiff-jointed, soft-muscled, [and] paste-complexioned.”3 Neurologist George Beard even coined a medical term, neurasthenia, for a new emasculated condition that was marked by depression, indigestion, hypochondria, and extreme nervousness. The philosopher William James called it “Americanitis.” Academics increasingly warned that America had become a nation of emasculated men. Churches too worried about feminization. Women had always comprised a clear majority of church memberships in the United States, but now the theologian Washington Gladden said, “A preponderance of female influence in the Church or anywhere else in society is unnatural and injurious.” Many feared that the feminized church had feminized Christ himself. Rather than a rough-hewn carpenter, Jesus had been made “mushy” and “sweetly effeminate,” in the words of Walter Rauschenbusch. Advocates of a so-called muscular Christianity sought to stiffen young men’s backbones by putting them back in touch with their primal manliness. Pulling from contemporary developmental theory, they believed that young men ought to evolve as civilization evolved, advancing from primitive nature-dwelling to modern industrial enlightenment. To facilitate “primitive” encounters with nature, muscular Christians founded summer camps and outdoor boys’ clubs like the Woodcraft Indians, the Sons of Daniel Boone, and the Boy Brigades—all precursors of the Boy Scouts. Other champions of muscular Christianity, such as the newly formed Young Men’s Christian Association, built gymnasiums, often attached to churches, where youths could strengthen their bodies as well as their spirits. It was a Young Men’s Christian Association (YMCA) leader who coined the term bodybuilding, and others invented the sports of basketball and volleyball.4 Muscular Christianity, though, was about even more than building strong bodies and minds. Many advocates also ardently championed Western imperialism, cheering on attempts to civilize non-Western peoples. Gilded Age men were encouraged to embrace a particular vision of masculinity connected intimately with the rising tides of nationalism, militarism, and imperialism. Contemporary ideals of American masculinity at the turn of the century developed in concert with the United States’ imperial and militaristic endeavors in the West and abroad. During the Spanish-American War in 1898, Teddy Roosevelt and his Rough Riders embodied the idealized image of the tall, strong, virile, and fit American man that simultaneously epitomized the ideals of power that informed the United States’ imperial agenda. Roosevelt and others like him believed a reinvigorated masculinity would preserve the American race’s superiority against foreign foes and the effeminizing effects of overcivilization. But while many fretted about traditional American life, others lost themselves in new forms of mass culture. Vaudeville signaled new cultural worlds. A unique variety of popular entertainments, these traveling circuit shows first appeared during the Civil War and peaked between 1880 and 1920. Vaudeville shows featured comedians, musicians, actors, jugglers, and other talents that could captivate an audience. Unlike earlier rowdy acts meant for a male audience that included alcohol, vaudeville was considered family-friendly, “polite” entertainment, though the acts involved offensive ethnic and racial caricatures of African Americans and recent immigrants. Vaudeville performances were often small and quirky, though venues such as the renowned Palace Theatre in New York City signaled true stardom for many performers. Popular entertainers such as silent film star Charlie Chaplin and magician Harry Houdini made names for themselves on the vaudeville circuit. But if live entertainment still captivated audiences, others looked to entirely new technologies. By the turn of the century, two technologies pioneered by Edison—the phonograph and motion pictures—stood ready to revolutionize leisure and help create the mass entertainment culture of the twentieth century. The phonograph was the first reliable device capable of recording and reproducing sound. But it was more than that. The phonograph could create multiple copies of recordings, sparking a great expansion of the market for popular music. Although the phonograph was a technical success, Edison at first had trouble developing commercial applications for it. He thought it might be used for dictation, recording audio letters, preserving speeches and dying words of great men, producing talking clocks, or teaching elocution. He did not anticipate that its greatest use would be in the field of mass entertainment, but Edison’s sales agents soon reported that many phonographs were being used for just that, especially in so-called phonograph parlors, where customers could pay a nickel to hear a piece of music. By the turn of the century, Americans were purchasing phonographs for home use. Entertainment became the phonograph’s major market. Inspired by the success of the phonograph as an entertainment device, Edison decided in 1888 to develop “an instrument which does for the Eye what the phonograph does for the Ear.” In 1888, he patented the concept of motion pictures. In 1889, he innovated the rolling of film. By 1891, he was exhibiting a motion-picture camera (a kinetograph) and a viewer (a kinetoscope). By 1894, the Edison Company had produced about seventy-five films suitable for sale and viewing. They could be viewed through a small eyepiece in an arcade or parlor. They were short, typically about three minutes long. Many of the early films depicted athletic feats and competitions. One 1894 film, for example, showed a six-round boxing match. The catalog description gave a sense of the appeal it had for male viewers: “Full of hard fighting, clever hits, punches, leads, dodges, body blows and some slugging.” Other early kinetoscope subjects included Indian dances, nature and outdoor scenes, re-creations of historical events, and humorous skits. By 1896, the Edison Vitascope could project film, shifting audiences away from arcades and pulling them into theaters. Edison’s film catalog meanwhile grew in sophistication. He sent filmmakers to distant and exotic locales like Japan and China. Long-form fictional films created a demand for “movie stars,” such as the glamorous Mary Pickford, the swashbuckling Douglas Fairbanks, the acrobatic comedian Buster Keaton, who began to appear in the popular imagination beginning around 1910. Alongside professional boxing and baseball, the film industry was creating the modern culture of celebrity that would characterize twentieth-century mass entertainment.5 Notes - Washington Gladden, The New Idolatry and Other Discussions (New York: McClure, Phillips, 1905), 21. - Andrew Carnegie, “Wealth,” North American Review 391 (June 1889): 656, 660. - Michael S. Kimmel, Manhood in America: A Cultural History (New York: Oxford University Press, 2006), 41. - Norman Vance, The Sinews of the Spirit: The Ideal of Christian Manliness in Victorian Literature and Religious Thought (New York: Cambridge University Press, 1985). - Hochfelder, “Edison and the Age of Invention,” 499–517. Conclusion After enduring four bloody years of warfare and a strained, decade-long effort to reconstruct the defeated South, the United States abandoned itself to industrial development. Businesses expanded in scale and scope. The nature of labor shifted. A middle class rose. Wealth concentrated. Immigrants crowded into the cities, which grew upward and outward. The Jim Crow South stripped away the vestiges of Reconstruction, and New South boosters papered over the scars. Industrialists hunted profits. Evangelists appealed to people’s morals. Consumers lost themselves in new goods and new technologies. Women emerging into new urban spaces embraced new social possibilities. In all of its many facets, by the turn of the twentieth century, the United States had been radically transformed. And the transformations continued to ripple outward into the West and overseas, and inward into radical protest and progressive reforms. For Americans at the twilight of the nineteenth century and the dawn of the twentieth, a bold new world loomed. Primary Sources 1. Andrew Carnegie on “The Triumph of America” (1885) Steel magnate Andrew Carnegie celebrated and explored American economic progress in this 1885 article, later reprinted in his 1886 book, Triumphant Democracy. 2. Henry Grady on the New South (1886) Atlanta newspaperman and apostle of the “New South,” Henry Grady, won national recognition for his December 21, 1886 speech to the New England Society in New York City. 3. Ida B. Wells-Barnett, “Lynch Law in America” (1900) Ida B. Wells-Barnett, born enslaved in Mississippi, was a pioneering activist and journalist. She did much to expose the epidemic of lynching in the United States and her writing and research exploded many of the justifications—particularly the rape of white women by Black men—commonly offered to justify the practice. 4. Henry Adams, The Education of Henry Adams (1918) Henry Adams, the great grandson of President John Adams, the grandson of President John Quincy Adams, the son of a major American diplomat, and an accomplished Harvard historian, writing in the third person, describes his experience at the Great Exposition in Paris in 1900 and writes of his encounter with “forces totally new.” 5. Charlotte Perkins Gilman, “Why I Wrote The Yellow Wallpaper” (1913) Charlotte Perkins Gilman won much attention in 1892 for publishing “The Yellow Wallpaper,” a semi-autobiographical short story dealing with mental health and contemporary social expectations for women. In the following piece, Gilman reflected on writing and publishing the piece. 6. Jacob Riis, How the Other Half Lives (1890) Jacob Riis, a Danish immigrant, combined photography and journalism into a powerful indictment of poverty in America. His 1890, How the Other Half Lives shocked Americans with its raw depictions of urban slums. Here, he describes poverty in New York. 7. Rose Cohen on the World Beyond her Immigrant Neighborhood (ca.1897/1918) Rose Cohen was born in Russia in 1880 as Rahel Golub. She immigrated to the United States in 1892 and lived in a Russian Jewish neighborhood in New York’s Lower East Side. Her, she writes about her encounter with the world outside of her ethnic neighborhood. At the turn of the century, New York City’s Lower East Side became the most densely packed urban area in the world. This colorized photomechanical print from the Detroit Photographic depicts daily life on Mulberry Street, the area’s central artery. 9. Coney Island (ca. 1910-1915) Amusement-hungry Americans flocked to new entertainments at the turn of the twentieth century. In this early-twentieth century photograph, visitors enjoy Luna Park, one of the original amusement parks on Brooklyn’s famous Coney Island. Reference Material This chapter was edited by David Hochfelder, with content contributions by Jacob Betz, David Hochfelder, Gerard Koeppel, Scott Libson, Kyle Livie, Paul Matzko, Isabella Morales, Andrew Robichaud, Kate Sohasky, Joseph Super, Susan Thomas, Kaylynn Washnock, and Kevin Young. Recommended citation: Jacob Betz et al., “Life in Industrial America,” David Hochfelder, ed., in The American Yawp, eds. Joseph Locke and Ben Wright (Stanford, CA: Stanford University Press, 2018). Recommended Reading - Ayers, Edward. The Promise of the New South. New York: Oxford University Press, 1992. - Beckert, Sven. Monied Metropolis: New York City and the Consolidation of the American Bourgeoisie, 1850–1896. Cambridge, UK: Cambridge University Press, 2001. - Bederman, Gail. Manliness and Civilization: A Cultural History of Gender and Race in the United States, 1880–1917. Chicago: University of Chicago Press, 1995. - Blight, David. Race and Reunion: The Civil War in American Memory. Cambridge, MA: Harvard University Press, 2001. - Briggs, Laura. “The Race of Hysteria: ‘Overcivilization’ and the ‘Savage’ Woman in Late Nineteenth-Century Obstetrics and Gynecology.” American Quarterly 52 (June 2000). 246–273. - Chauncey, George. Gay New York: Gender, Urban Culture, and the Making of the Gay Male World, 1890–1940. New York: Basic Books, 1995. - Cole, Stephanie, and Natalie J. Ring, eds. The Folly of Jim Crow: Rethinking the Segregated South. College Station: Texas A&M University Press, 2012. - Cott, Nancy. The Grounding of Modern Feminism. New Haven, CT: Yale University Press, 1987. - Cronon, William. Nature’s Metropolis: Chicago and the Great West. New York: Norton, 1991. - Edwards, Rebecca. New Spirits: Americans in the Gilded Age, 1865–1905. New York: Oxford University Press, 2005. - Gilmore, Glenda Elizabeth. Gender and Jim Crow: Women and the Politics of White Supremacy in North Carolina, 1896–1920. Chapel Hill: University of North Carolina Press, 1996. - Gutman, Herbert. Work, Culture and Society in Industrializing America: Essays in American Working-Class and Social History. New York: Knopf, 1976. - Hale, Grace Elizabeth. Making Whiteness: The Culture of Segregation in the South, 1890–1940. New York: Pantheon Books, 1998. - Hicks, Cheryl. Talk with You Like a Woman: African American Women, Justice, and Reform in New York, 1890–1935. Chapel Hill: University of North Carolina Press, 2010. - Kasson, John F. Amusing the Million: Coney Island at the Turn of the Century. New York: Hill and Wang, 1978. - Leach, William. Land of Desire: Merchants, Power, and the Rise of a New American Culture. New York: Random House, 1993. - Lears, T. J. Jackson. No Place of Grace: Antimodernism and the Transformation of American Culture, 1880–1920. Chicago: University of Chicago Press, 1981. - Odem, Mary. Delinquent Daughters: Protecting and Policing Adolescent Female Sexuality in the United States, 1885–1920. Chapel Hill: University of North Carolina Press, 1995. - Peiss, Kathy. Cheap Amusements. Working Women and Leisure in Turn-of-the-Century New York. Philadelphia: Temple University Press, 1986. - Peiss, Kathy. Hope in a Jar: The Making of America’s Beauty Culture. Philadelphia: University of Pennsylvania Press, 1999. - Putney, Clifford. Manhood and Sports in Protestant America, 1880–1920. Cambridge, MA: Harvard University Press, 2001. - Silber, Nina. The Romance of Reunion: Northerners and the South, 1865–1900. Chapel Hill: University of North Carolina Press, 1997. - Strouse, Jean. Alice James: A Biography. New York: Houghton Mifflin, 1980. - Trachtenberg, Alan. The Incorporation of America: Culture and Society in the Gilded Age. New York: Hill and Wang, 2007. - Woodward, C. Vann. Origins of the New South, 1877–1913. Baton Rouge: LSU Press, 1951.	oercommons	2025-03-18T00:39:31.112156	02/28/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/90488/overview", "title": "Statewide Dual Credit American History II, Reconstruction, Growth, and Transformation, Life in Industrial America", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/90486/overview	Lesson 2 Section 2 The March of Capital Lesson 2 Section 3 The Rise of Inequality Lesson 2 Section 4 The Labor Movement Lesson 2 Section 5 The Populist Movement Lesson 2 Section 6 William Jennings Bryan and the Politics of Gold Lesson 2 Section 7 The Socialists Capital and Labor Overview Link to student view Unit 1 Lesson 2 https://www.oercommons.org/courseware/lesson/90486/student/ Teacher resources linked for The American Yawp content can be found at this link https://www.americanyawp.com/text/teaching-materials/ Quiz for this Unit 1 Lesson 2 https://www.americanyawp.com/text/wp-content/uploads/Quiz-16.pdf Did you have an idea for improving this content? We’d love your input. Introduction The Great Railroad Strike of 1877 heralded a new era of labor conflict in the United States. That year, mired in the stagnant economy that followed the bursting of the railroads’ financial bubble in 1873, rail lines slashed workers’ wages (even, workers complained, as they reaped enormous government subsidies and paid shareholders lucrative stock dividends). Workers struck from Baltimore to St. Louis, shutting down railroad traffic—the nation’s economic lifeblood—across the country. Panicked business leaders and friendly political officials reacted quickly. When local police forces would not or could not suppress the strikes, governors called out state militias to break them and restore rail service. Many strikers destroyed rail property rather than allow militias to reopen the rails. The protests approached a class war. The governor of Maryland deployed the state’s militia. In Baltimore, the militia fired into a crowd of striking workers, killing eleven and wounding many more. Strikes convulsed towns and cities across Pennsylvania. The head of the Pennsylvania Railroad, Thomas Andrew Scott, suggested that if workers were unhappy with their wages, they should be given “a rifle diet for a few days and see how they like that kind of bread.”1 Law enforcement in Pittsburgh refused to put down the protests, so the governor called out the state militia, who killed twenty strikers with bayonets and rifle fire. A month of chaos erupted. Strikers set fire to the city, destroying dozens of buildings, over a hundred engines, and over a thousand cars. In Reading, strikers destroyed rail property and an angry crowd bombarded militiamen with rocks and bottles. The militia fired into the crowd, killing ten. A general strike erupted in St. Louis, and strikers seized rail depots and declared for the eight-hour day and the abolition of child labor. Federal troops and vigilantes fought their way into the depot, killing eighteen and breaking the strike. Rail lines were shut down all across neighboring Illinois, where coal miners struck in sympathy, tens of thousands gathered to protest under the aegis of the Workingmen’s Party, and twenty protesters were killed in Chicago by special police and militiamen. Courts, police, and state militias suppressed the strikes, but it was federal troops that finally defeated them. When Pennsylvania militiamen were unable to contain the strikes, federal troops stepped in. When militia in West Virginia refused to break the strike, federal troops broke it instead. On the orders of the president, American soldiers were deployed all across northern rail lines. Soldiers moved from town to town, suppressing protests and reopening rail lines. Six weeks after it had begun, the strike had been crushed. Nearly 100 Americans died in “The Great Upheaval.” Workers destroyed nearly $40 million worth of property. The strike galvanized the country. It convinced laborers of the need for institutionalized unions, persuaded businesses of the need for even greater political influence and government aid, and foretold a half century of labor conflict in the United States.2 Notes Title Image A Maryland National Guard unit fires upon strikers during the Great Railroad Strike of 1877. Harper’s Weekly, via Wikimedia 1. David T. Burbank, Reign of the Rabble: The St. Louis General Strike of 1877 (New York: Kelley, 1966), 11. 2. Robert V. Bruce, 1877: Year of Violence (New York: Dee, 1957); Philip S. Foner, The Great Labor Uprising of 1877 (New York: Monad Press, 1977); David Omar Stowell, ed., The Great Strikes of 1877 (Champaign: University of Illinois Press, 2008). The March of Capital Growing labor unrest accompanied industrialization. The greatest strikes first hit the railroads only because no other industry had so effectively marshaled together capital, government support, and bureaucratic management. Many workers perceived their new powerlessness in the coming industrial order. Skills mattered less and less in an industrialized, mass-producing economy, and their strength as individuals seemed ever smaller and more insignificant when companies grew in size and power and managers grew flush with wealth and influence. Long hours, dangerous working conditions, and the difficulty of supporting a family on meager and unpredictable wages compelled armies of labor to organize and battle against the power of capital. The post–Civil War era saw revolutions in American industry. Technological innovations and national investments slashed the costs of production and distribution. New administrative frameworks sustained the weight of vast firms. National credit agencies eased the uncertainties surrounding rapid movement of capital among investors, manufacturers, and retailers. Plummeting transportation and communication costs opened new national media, which advertising agencies used to nationalize various products. By the turn of the century, corporate leaders and wealthy industrialists embraced the new principles of scientific management, or Taylorism, after its noted proponent, Frederick Taylor. The precision of steel parts, the harnessing of electricity, the innovations of machine tools, and the mass markets wrought by the railroads offered new avenues for efficiency. To match the demands of the machine age, Taylor said, firms needed a scientific organization of production. He urged all manufacturers to increase efficiency by subdividing tasks. Rather than having thirty mechanics individually making thirty machines, for instance, a manufacturer could assign thirty laborers to perform thirty distinct tasks. Such a shift would not only make workers as interchangeable as the parts they were using, it would also dramatically speed up the process of production. If managed by trained experts, specific tasks could be done quicker and more efficiently. Taylorism increased the scale and scope of manufacturing and allowed for the flowering of mass production. Building on the use of interchangeable parts in Civil War–era weapons manufacturing, American firms advanced mass production techniques and technologies. Singer sewing machines, Chicago packers’ “disassembly” lines, McCormick grain reapers, Duke cigarette rollers: all realized unprecedented efficiencies and achieved unheard-of levels of production that propelled their companies into the forefront of American business. Henry Ford made the assembly line famous, allowing the production of automobiles to skyrocket as their cost plummeted, but various American firms had been paving the way for decades.1 Cyrus McCormick had overseen the construction of mechanical reapers (used for harvesting wheat) for decades. He had relied on skilled blacksmiths, skilled machinists, and skilled woodworkers to handcraft horse-drawn machines. But production was slow and the machines were expensive. The reapers still enabled massive efficiency gains in grain farming, but their high cost and slow production times put them out of reach of most American wheat farmers. But then, in 1880, McCormick hired a production manager who had overseen the manufacturing of Colt firearms to transform his system of production. The Chicago plant introduced new jigs, steel gauges, and pattern machines that could make precise duplicates of new, interchangeable parts. The company had produced twenty-one thousand machines in 1880. It made twice as many in 1885, and by 1889, less than a decade later, it was producing over one hundred thousand a year.2 Industrialization and mass production pushed the United States into the forefront of the world. The American economy had lagged behind Britain, Germany, and France as recently as the 1860s, but by 1900 the United States was the world’s leading manufacturing nation. Thirteen years later, by 1913, the United States produced one third of the world’s industrial output—more than Britain, France, and Germany combined.3 Firms such as McCormick’s realized massive economies of scale: after accounting for their initial massive investments in machines and marketing, each additional product lost the company relatively little in production costs. The bigger the production, then, the bigger the profits. New industrial companies therefore hungered for markets to keep their high-volume production facilities operating. Retailers and advertisers sustained the massive markets needed for mass production, and corporate bureaucracies meanwhile allowed for the management of giant new firms. A new class of managers—comprising what one prominent economic historian called the “visible hand”—operated between the worlds of workers and owners and ensured the efficient operation and administration of mass production and mass distribution. Even more important to the growth and maintenance of these new companies, however, were the legal creations used to protect investors and sustain the power of massed capital.4 The costs of mass production were prohibitive for all but the very wealthiest individuals, and, even then, the risks would be too great to bear individually. The corporation itself was ages old, but the actual right to incorporate had generally been reserved for public works projects or government-sponsored monopolies. After the Civil War, however, the corporation, using new state incorporation laws passed during the Market Revolution of the early nineteenth century, became a legal mechanism for nearly any enterprise to marshal vast amounts of capital while limiting the liability of shareholders. By washing their hands of legal and financial obligations while still retaining the right to profit massively, investors flooded corporations with the capital needed to industrialize. But a competitive marketplace threatened the promise of investments. Once the efficiency gains of mass production were realized, profit margins could be undone by cutthroat competition, which kept costs low as price cutting sank into profits. Companies rose and fell—and investors suffered losses—as manufacturing firms struggled to maintain supremacy in their particular industries. Economies of scale were a double-edged sword: while additional production provided immense profits, the high fixed costs of operating expensive factories dictated that even modest losses from selling underpriced goods were preferable to not selling profitably priced goods at all. And as market share was won and lost, profits proved unstable. American industrial firms tried everything to avoid competition: they formed informal pools and trusts, they entered price-fixing agreements, they divided markets, and, when blocked by antitrust laws and renegade price cutting, merged into consolidations. Rather than suffer from ruinous competition, firms combined and bypassed it altogether. Between 1895 and 1904, and peaking between 1898 and 1902, a wave of mergers rocked the American economy. Competition melted away in what is known as “the great merger movement.” In nine years, four thousand companies—nearly 20 percent of the American economy—were folded into rival firms. In nearly every major industry, newly consolidated firms such as General Electric and DuPont utterly dominated their market. Forty-one separate consolidations each controlled over 70 percent of the market in their respective industries. In 1901, financier J. P. Morgan oversaw the formation of United States Steel, built from eight leading steel companies. Industrialization was built on steel, and one firm—the world’s first billion-dollar company—controlled the market. Monopoly had arrived.5 Notes - Alfred D. Chandler Jr., The Visible Hand: The Managerial Revolution in American Business (Cambridge, MA: Belknap Press, 1977); David A. Hounshell, From the American System to Mass Production, 1800–1932 (Baltimore: Johns Hopkins University Press, 1984). - Hounshell, From the American System, 153–188. - Alfred D. Chandler Jr., Scale and Scope: The Dynamics of Industrial Capitalism (Cambridge, MA: Harvard University Press, 1990), 52. - Chandler, Visible Hand. - Naomi R. Lamoreaux, The Great Merger Movement in American Business, 1895–1904 (New York: Cambridge University Press, 1985). The Rise of Inequality Industrial capitalism realized the greatest advances in efficiency and productivity that the world had ever seen. Massive new companies marshaled capital on an unprecedented scale and provided enormous profits that created unheard-of fortunes. But it also created millions of low-paid, unskilled, unreliable jobs with long hours and dangerous working conditions. The notion of a glittering world of wealth and technological innovation masking massive social inequities and deep-seated corruption gave the era its most common label, the Gilded Age, which drew from the title of an 1873 satirical novel written by Mark Twain and Charles Warner. Industrial capitalism confronted Gilded Age Americans with unprecedented inequalities. The sudden appearance of the extreme wealth of industrial and financial leaders alongside the crippling squalor of the urban and rural poor shocked Americans. “This association of poverty with progress is the great enigma of our times,” economist Henry George wrote in his 1879 bestseller, Progress and Poverty.1 The great financial and industrial titans, the so-called robber barons, including railroad operators such as Cornelius Vanderbilt, oilmen such as J. D. Rockefeller, steel magnates such as Andrew Carnegie, and bankers such as J. P. Morgan, won fortunes that, adjusted for inflation, are still among the largest the nation has ever seen. According to various measurements, in 1890 the wealthiest 1 percent of Americans owned one fourth of the nation’s assets; the top 10 percent owned over 70 percent. And inequality only accelerated. By 1900, the richest 10 percent controlled perhaps 90 percent of the nation’s wealth2 As these vast and unprecedented new fortunes accumulated among a small number of wealthy Americans, new ideas arose to bestow moral legitimacy upon them. In 1859, British naturalist Charles Darwin published his theory of evolution through natural selection in his On the Origin of Species. It was not until the 1870s, however, that those theories gained widespread traction among biologists, naturalists, and other scientists in the United States and, in turn, challenged the social, political, and religious beliefs of many Americans. One of Darwin’s greatest popularizers, the British sociologist and biologist Herbert Spencer, applied Darwin’s theories to society and popularized the phrase survival of the fittest. The fittest, Spencer said, would demonstrate their superiority through economic success, while state welfare and private charity would lead to social degeneration—it would encourage the survival of the weak.3 “There must be complete surrender to the law of natural selection,” the Baltimore Sun journalist H. L. Mencken wrote in 1907. “All growth must occur at the top. The strong must grow stronger, and that they may do so, they must waste no strength in the vain task of trying to uplift the weak.4 By the time Mencken wrote those words, the ideas of social Darwinism had spread among wealthy Americans and their defenders. Social Darwinism identified a natural order that extended from the laws of the cosmos to the workings of industrial society. All species and all societies, including modern humans, the theory went, were governed by a relentless competitive struggle for survival. The inequality of outcomes was to be not merely tolerated but encouraged and celebrated. It signified the progress of species and societies. Spencer’s major work, Synthetic Philosophy, sold nearly four hundred thousand copies in the United States by the time of his death in 1903. Gilded Age industrial elites, such as steel magnate Andrew Carnegie, inventor Thomas Edison, and Standard Oil’s John D. Rockefeller, were among Spencer’s prominent followers. Other American thinkers, such as Yale’s William Graham Sumner, echoed his ideas. Sumner said, “Before the tribunal of nature a man has no more right to life than a rattlesnake; he has no more right to liberty than any wild beast; his right to pursuit of happiness is nothing but a license to maintain the struggle for existence.”5 But not all so eagerly welcomed inequalities. The spectacular growth of the U.S. economy and the ensuing inequalities in living conditions and incomes confounded many Americans. But as industrial capitalism overtook the nation, it achieved political protections. Although both major political parties facilitated the rise of big business and used state power to support the interests of capital against labor, big business looked primarily to the Republican Party. The Republican Party had risen as an antislavery faction committed to “free labor,” but it was also an ardent supporter of American business. Abraham Lincoln had been a corporate lawyer who defended railroads, and during the Civil War the Republican national government took advantage of the wartime absence of southern Democrats to push through a pro-business agenda. The Republican congress gave millions of acres and dollars to railroad companies. Republicans became the party of business, and they dominated American politics throughout the Gilded Age and the first several decades of the twentieth century. Of the sixteen presidential elections between the Civil War and the Great Depression, Republican candidates won all but four. Republicans controlled the Senate in twenty-seven out of thirty-two sessions in the same period. Republican dominance maintained a high protective tariff, an import tax designed to shield American businesses from foreign competition. Southern planters had opposed this policy before the war but now could do nothing to stop it. It provided the protective foundation for a new American industrial order, while Spencer’s social Darwinism provided moral justification for national policies that minimized government interference in the economy for anything other than the protection and support of business. Notes - See especially See especially Edward O’Donnell, Henry George and the Crisis of Inequality: Progress and Poverty in the Gilded Age (New York: Columbia University Press, 2015), 41–45. - Michael McGerr, A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870–1920 (New York: Free Press, 2003). - Richard Hofstadter, Social Darwinism in American Thought (Boston: Beacon Books, 1955). - Henry Louis Mencken, The Philosophy of Friedrich Nietzsche (Boston: Luce, 1908), 102–103. - William Graham Sumner, Earth-Hunger, and Other Essays, ed. Albert Galloway Keller (New Haven, CT: Yale University Press, 1913), 234. The Labor Movement The ideas of social Darwinism attracted little support among the mass of American industrial laborers. American workers toiled in difficult jobs for long hours and little pay. Mechanization and mass production threw skilled laborers into unskilled positions. Industrial work ebbed and flowed with the economy. The typical industrial laborer could expect to be unemployed one month out of the year. They labored sixty hours a week and could still expect their annual income to fall below the poverty line. Among the working poor, wives and children were forced into the labor market to compensate. Crowded cities, meanwhile, failed to accommodate growing urban populations and skyrocketing rents trapped families in crowded slums. Strikes ruptured American industry throughout the late nineteenth and early twentieth centuries. Workers seeking higher wages, shorter hours, and safer working conditions had struck throughout the antebellum era, but organized unions were fleeting and transitory. The Civil War and Reconstruction seemed to briefly distract the nation from the plight of labor, but the end of the sectional crisis and the explosive growth of big business, unprecedented fortunes, and a vast industrial workforce in the last quarter of the nineteenth century sparked the rise of a vast American labor movement. The failure of the Great Railroad Strike of 1877 convinced workers of the need to organize. Union memberships began to climb. The Knights of Labor enjoyed considerable success in the early 1880s, due in part to its efforts to unite skilled and unskilled workers. It welcomed all laborers, including women (the Knights only barred lawyers, bankers, and liquor dealers). By 1886, the Knights had over seven hundred thousand members. The Knights envisioned a cooperative producer-centered society that rewarded labor, not capital, but, despite their sweeping vision, the Knights focused on practical gains that could be won through the organization of workers into local unions.1 In Marshall, Texas, in the spring of 1886, one of Jay Gould’s rail companies fired a Knights of Labor member for attending a union meeting. His local union walked off the job, and soon others joined. From Texas and Arkansas into Missouri, Kansas, and Illinois, nearly two hundred thousand workers struck against Gould’s rail lines. Gould hired strikebreakers and the Pinkerton Detective Agency, a kind of private security contractor, to suppress the strikes and get the rails moving again. Political leaders helped him, and state militias were called in support of Gould’s companies. The Texas governor called out the Texas Rangers. Workers countered by destroying property, only winning them negative headlines and for many justifying the use of strikebreakers and militiamen. The strike broke, briefly undermining the Knights of Labor, but the organization regrouped and set its eyes on a national campaign for the eight-hour day.2 In the summer of 1886, the campaign for an eight-hour day, long a rallying cry that united American laborers, culminated in a national strike on May 1, 1886. Somewhere between three hundred thousand and five hundred thousand workers struck across the country. In Chicago, police forces killed several workers while breaking up protesters at the McCormick reaper works. Labor leaders and radicals called for a protest at Haymarket Square the following day, which police also proceeded to break up. But as they did, a bomb exploded and killed seven policemen. Police fired into the crowd, killing four. The deaths of the Chicago policemen sparked outrage across the nation, and the sensationalization of the Haymarket Riot helped many Americans to associate unionism with radicalism. Eight Chicago anarchists were arrested and, despite no direct evidence implicating them in the bombing, were charged and found guilty of conspiracy. Four were hanged (and one died by suicide before he could be executed). Membership in the Knights had peaked earlier that year but fell rapidly after Haymarket; the group became associated with violence and radicalism. The national movement for an eight-hour day collapsed.3 The American Federation of Labor (AFL) emerged as a conservative alternative to the vision of the Knights of Labor. An alliance of craft unions (unions composed of skilled workers), the AFL rejected the Knights’ expansive vision of a “producerist” economy and advocated “pure and simple trade unionism,” a program that aimed for practical gains (higher wages, fewer hours, and safer conditions) through a conservative approach that tried to avoid strikes. But workers continued to strike. In 1892, the Amalgamated Association of Iron and Steel Workers struck at one of Carnegie’s steel mills in Homestead, Pennsylvania. After repeated wage cuts, workers shut the plant down and occupied the mill. The plant’s operator, Henry Clay Frick, immediately called in hundreds of Pinkerton detectives, but the steel workers fought back. The Pinkertons tried to land by river and were besieged by the striking steel workers. After several hours of pitched battle, the Pinkertons surrendered, ran a bloody gauntlet of workers, and were kicked out of the mill grounds. But the Pennsylvania governor called the state militia, broke the strike, and reopened the mill. The union was essentially destroyed in the aftermath.4 Still, despite repeated failure, strikes continued to roll across the industrial landscape. In 1894, workers in George Pullman’s Pullman car factories struck when he cut wages by a quarter but kept rents and utilities in his company town constant. The American Railway Union (ARU), led by Eugene Debs, launched a sympathy strike: the ARU would refuse to handle any Pullman cars on any rail line anywhere in the country. Thousands of workers struck and national railroad traffic ground to a halt. Unlike in nearly every other major strike, the governor of Illinois sympathized with workers and refused to dispatch the state militia. It didn’t matter. In July, President Grover Cleveland dispatched thousands of American soldiers to break the strike, and a federal court issued a preemptive injunction against Debs and the union’s leadership. The strike violated the injunction, and Debs was arrested and imprisoned. The strike evaporated without its leadership. Jail radicalized Debs, proving to him that political and judicial leaders were merely tools for capital in its struggle against labor.5 But it wasn’t just Debs. In 1905, the degrading conditions of industrial labor sparked strikes across the country. The final two decades of the nineteenth century saw over twenty thousand strikes and lockouts in the United States. Industrial laborers struggled to carve for themselves a piece of the prosperity lifting investors and a rapidly expanding middle class into unprecedented standards of living. But workers were not the only ones struggling to stay afloat in industrial America. American farmers also lashed out against the inequalities of the Gilded Age and denounced political corruption for enabling economic theft. Notes - Leon Fink, Workingmen’s Democracy: The Knights of Labor and American Politics (Urbana: University of Illinois Press, 1983). - Ruth A. Allen, The Great Southwest Strike (Austin: University of Texas Press, 1942). - James R. Green, Death in the Haymarket: A Story of Chicago, the First Labor Movement and the Bombing That Divided Gilded Age America. New York: Pantheon Books, 2006). - Paul Krause, The Battle for Homestead, 1890–1892: Politics, Culture, and Steel (Pittsburgh, PA: University of Pittsburgh Press, 1992). - Almont Lindsey, The Pullman Strike: The Story of a Unique Experiment and of a Great Labor Upheaval (Chicago: University of Chicago Press, 1943). The Populist Movement “Wall Street owns the country,” the Populist leader Mary Elizabeth Lease told dispossessed farmers around 1890. “It is no longer a government of the people, by the people, and for the people, but a government of Wall Street, by Wall Street, and for Wall Street.” Farmers, who remained a majority of the American population through the first decade of the twentieth century, were hit especially hard by industrialization. The expanding markets and technological improvements that increased efficiency also decreased commodity prices. Commercialization of agriculture put farmers in the hands of bankers, railroads, and various economic intermediaries. As the decades passed, more and more farmers fell ever further into debt, lost their land, and were forced to enter the industrial workforce or, especially in the South, became landless farmworkers. The rise of industrial giants reshaped the American countryside and the Americans who called it home. Railroad spur lines, telegraph lines, and credit crept into farming communities and linked rural Americans, who still made up a majority of the country’s population, with towns, regional cities, American financial centers in Chicago and New York, and, eventually, London and the world’s financial markets. Meanwhile, improved farm machinery, easy credit, and the latest consumer goods flooded the countryside. But new connections and new conveniences came at a price. Farmers had always been dependent on the whims of the weather and local markets. But now they staked their financial security on a national economic system subject to rapid price swings, rampant speculation, and limited regulation. Frustrated American farmers attempted to reshape the fundamental structures of the nation’s political and economic systems, systems they believed enriched parasitic bankers and industrial monopolists at the expense of the many laboring farmers who fed the nation by producing its many crops and farm goods. Their dissatisfaction with an erratic and impersonal system put many of them at the forefront of what would become perhaps the most serious challenge to the established political economy of Gilded Age America. Farmers organized and launched their challenge first through the cooperatives of the Farmers’ Alliance and later through the politics of the People’s (or Populist) Party. Mass production and business consolidations spawned giant corporations that monopolized nearly every sector of the U.S. economy in the decades after the Civil War. In contrast, the economic power of the individual farmer sank into oblivion. Threatened by ever-plummeting commodity prices and ever-rising indebtedness, Texas agrarians met in Lampasas, Texas, in 1877 and organized the first Farmers’ Alliance to restore some economic power to farmers as they dealt with railroads, merchants, and bankers. If big business relied on its numerical strength to exert its economic will, why shouldn’t farmers unite to counter that power? They could share machinery, bargain from wholesalers, and negotiate higher prices for their crops. Over the following years, organizers spread from town to town across the former Confederacy, the Midwest, and the Great Plains, holding evangelical-style camp meetings, distributing pamphlets, and establishing over one thousand alliance newspapers. As the alliance spread, so too did its near-religious vision of the nation’s future as a “cooperative commonwealth” that would protect the interests of the many from the predatory greed of the few. At its peak, the Farmers’ Alliance claimed 1,500,000 members meeting in 40,000 local sub-alliances.1 The alliance’s most innovative programs were a series of farmers’ cooperatives that enabled farmers to negotiate higher prices for their crops and lower prices for the goods they purchased. These cooperatives spread across the South between 1886 and 1892 and claimed more than a million members at their high point. While most failed financially, these “philanthropic monopolies,” as one alliance speaker termed them, inspired farmers to look to large-scale organization to cope with their economic difficulties.2 But cooperation was only part of the alliance message. In the South, alliance-backed Democratic candidates won four governorships and forty-eight congressional seats in 1890.3 But at a time when falling prices and rising debts conspired against the survival of family farmers, the two political parties seemed incapable of representing the needs of poor farmers. And so alliance members organized a political party—the People’s Party, or the Populists, as they came to be known. The Populists attracted supporters across the nation by appealing to those convinced that there were deep flaws in the political economy of Gilded Age America, flaws that both political parties refused to address. Veterans of earlier fights for currency reform, disaffected industrial laborers, proponents of the benevolent socialism of Edward Bellamy’s popular Looking Backward, and the champions of Henry George’s farmer-friendly “single-tax” proposal joined alliance members in the new party. The Populists nominated former Civil War general James B. Weaver as their presidential candidate at the party’s first national convention in Omaha, Nebraska, on July 4, 1892.4 At that meeting the party adopted a platform that crystallized the alliance’s cooperate program into a coherent political vision. The platform’s preamble, written by longtime political iconoclast and Minnesota populist Ignatius Donnelly, warned that “the fruits of the toil of millions [had been] boldly stolen to build up colossal fortunes for a few.”5 Taken as a whole, the Omaha Platform and the larger Populist movement sought to counter the scale and power of monopolistic capitalism with a strong, engaged, and modern federal government. The platform proposed an unprecedented expansion of federal power. It advocated nationalizing the country’s railroad and telegraph systems to ensure that essential services would be run in the best interests of the people. In an attempt to deal with the lack of currency available to farmers, it advocated postal savings banks to protect depositors and extend credit. It called for the establishment of a network of federally managed warehouses—called subtreasuries—which would extend government loans to farmers who stored crops in the warehouses as they awaited higher market prices. To save debtors it promoted an inflationary monetary policy by monetizing silver. Direct election of senators and the secret ballot would ensure that this federal government would serve the interest of the people rather than entrenched partisan interests, and a graduated income tax would protect Americans from the establishment of an American aristocracy. Combined, these efforts would, Populists believed, help shift economic and political power back toward the nation’s producing classes. In the Populists’ first national election campaign in 1892, Weaver received over one million votes (and twenty-two electoral votes), a truly startling performance that signaled a bright future for the Populists. And when the Panic of 1893 sparked the worst economic depression the nation had ever yet seen, the Populist movement won further credibility and gained even more ground. Kansas Populist Mary Lease, one of the movement’s most fervent speakers, famously, and perhaps apocryphally, called on farmers to “raise less corn and more Hell.” Populist stump speakers crossed the country, speaking with righteous indignation, blaming the greed of business elites and corrupt party politicians for causing the crisis fueling America’s widening inequality. Southern orators like Texas’s James “Cyclone” Davis and Georgian firebrand Tom Watson stumped across the South decrying the abuses of northern capitalists and the Democratic Party. Pamphlets such as W. H. Harvey’s Coin’s Financial School and Henry D. Lloyd’s Wealth Against Commonwealth provided Populist answers to the age’s many perceived problems. The faltering economy combined with the Populist’s extensive organizing. In the 1894 elections, Populists elected six senators and seven representatives to Congress. The third party seemed destined to conquer American politics.6 The movement, however, still faced substantial obstacles, especially in the South. The failure of alliance-backed Democrats to live up to their campaign promises drove some southerners to break with the party of their forefathers and join the Populists. Many, however, were unwilling to take what was, for southerners, a radical step. Southern Democrats, for their part, responded to the Populist challenge with electoral fraud and racial demagoguery. Both severely limited Populist gains. The alliance struggled to balance the pervasive white supremacy of the American South with their call for a grand union of the producing class. American racial attitudes—and their virulent southern strain—simply proved too formidable. Democrats race-baited Populists, and Populists capitulated. The Colored Farmers’ Alliance, which had formed as a segregated sister organization to the southern alliance and had as many as 250,000 members at its peak, fell prey to racial and class-based hostility. The group went into rapid decline in 1891 when faced with the violent white repression of a number of Colored Farmers’ Alliance–sponsored cotton picker strikes. Racial mistrust and division remained the rule, even among Populists, and even in North Carolina, where a political marriage of convenience between Populists and Republicans–fusion–resulted in the election of Populist Marion Butler to the Senate. Populists opposed Democratic corruption, but this did not necessarily make them champions of interracial democracy. As Butler explained to an audience in Edgecombe County, “We are in favor of white supremacy, but we are not in favor of cheating and fraud to get it.” By the middle of the 1890s, Populism had exploded in popularity. The first major political force to tap into the vast discomfort of many Americans with the disruptions wrought by industrial capitalism, the Populist Party seemed poised to capture political victory. And yet, even as Populism gained national traction, the movement was stumbling. The party’s often divided leadership found it difficult to shepherd what remained a diverse and loosely organized coalition of reformers toward unified political action. The Omaha platform was a radical document, and some state party leaders selectively embraced its reforms. More importantly, the institutionalized parties were still too strong, and the Democrats loomed, ready to swallow Populist frustrations and inaugurate a new era of American politics. Notes - Historians of the Populists have produced a large number of excellent histories. See especially Lawrence Goodwyn, Democratic Promise: The Populist Moment in America (New York: Oxford University Press, 1976); and Charles Postel, The Populist Vision (New York: Oxford University Press, 2009). - Lawrence Goodwyn argued that the Populists’ “cooperative vision” was the central element in their hopes of a “democratic economy.” Goodwyn, Democratic Promise, 54. - John Donald Hicks, The Populist Revolt: A History of the Farmers’ Alliance and the People’s Party (Minneapolis: University of Minnesota Press, 1931), 178. - Ibid., 236. - Edward McPherson, A Handbook of Politics for 1892 (Washington, DC: Chapman, 1892), 269. - Hicks, Populist Revolt, 321–339. William Jennings Bryan and the Politics of Gold William Jennings Bryan (March 19, 1860–July 26, 1925) accomplished many different things in his life: he was a skilled orator, a Nebraska congressman, a three-time presidential candidate, U.S. secretary of state under Woodrow Wilson, and a lawyer who supported prohibition and opposed Darwinism (most notably in the 1925 Scopes Monkey Trial). In terms of his political career, he won national renown for his attack on the gold standard and his tireless promotion of free silver and policies for the benefit of the average American. Although Bryan was unsuccessful in winning the presidency, he forever altered the course of American political history.1 Bryan was born in Salem, Illinois, in 1860 to a devout family with a strong passion for law, politics, and public speaking. At twenty, he attended Union Law College in Chicago and passed the bar shortly thereafter. After his marriage to Mary Baird in Illinois, Bryan and his young family relocated to Nebraska, where he won a reputation among the state’s Democratic Party leaders as an extraordinary orator. Bryan later won recognition as one of the greatest speakers in American history. When economic depressions struck the Midwest in the late 1880s, despairing farmers faced low crop prices and found few politicians on their side. While many rallied to the Populist cause, Bryan worked from within the Democratic Party, using the strength of his oratory. After delivering one speech, he told his wife, “Last night I found that I had a power over the audience. I could move them as I chose. I have more than usual power as a speaker. . . . God grant that I may use it wisely.”2 He soon won election to the House of Representatives, where he served for two terms. Although he lost a bid to join the Senate, Bryan turned his attention to a higher position: the presidency of the United States. There, he believed he could change the country by defending farmers and urban laborers against the corruptions of big business. In 1895–1896, Bryan launched a national speaking tour in which he promoted the free coinage of silver. He believed that bimetallism, by inflating American currency, could alleviate farmers’ debts. In contrast, Republicans championed the gold standard and a flat money supply. American monetary standards became a leading campaign issue. Then, in July 1896, the Democratic Party’s national convention met to choose their presidential nominee in the upcoming election. The party platform asserted that the gold standard was “not only un-American but anti-American.” Bryan spoke last at the convention. He astounded his listeners. At the conclusion of his stirring speech, he declared, “Having behind us the commercial interests and the laboring interests and all the toiling masses, we shall answer their demands for a gold standard by saying to them, you shall not press down upon the brow of labor this crown of thorns. You shall not crucify mankind upon a cross of gold.”3 After a few seconds of stunned silence, the convention went wild. Some wept, many shouted, and the band began to play “For He’s a Jolly Good Fellow.” Bryan received the 1896 Democratic presidential nomination. The Republicans ran William McKinley, an economic conservative who championed business interests and the gold standard. Bryan crisscrossed the country spreading the silver gospel. The election drew enormous attention and much emotion. According to Bryan’s wife, he received two thousand letters of support every day that year, an enormous amount for any politician, let alone one not currently in office. Yet Bryan could not defeat McKinley. The pro-business Republicans outspent Bryan’s campaign fivefold. A notably high 79.3 percent of eligible American voters cast ballots, and turnout averaged 90 percent in areas supportive of Bryan, but Republicans swayed the population-dense Northeast and Great Lakes region and stymied the Democrats.4 In early 1900, Congress passed the Gold Standard Act, which put the country on the gold standard, effectively ending the debate over the nation’s monetary policy. Bryan sought the presidency again in 1900 but was again defeated, as he would be yet again in 1908. Bryan was among the most influential losers in American political history. When the agrarian wing of the Democratic Party nominated the Nebraska congressman in 1896, Bryan’s fiery condemnation of northeastern financial interests and his impassioned calls for “free and unlimited coinage of silver” co-opted popular Populist issues. The Democrats stood ready to siphon off a large proportion of the Populists’ political support. When the People’s Party held its own convention two weeks later, the party’s moderate wing, in a fiercely contested move, overrode the objections of more ideologically pure Populists and nominated Bryan as the Populist candidate as well. This strategy of temporary “fusion” movement fatally fractured the movement and the party. Populist energy moved from the radical-yet-still-weak People’s Party to the more moderate-yet-powerful Democratic Party. And although at first glance the Populist movement appears to have been a failure—its minor electoral gains were short-lived, it did little to dislodge the entrenched two-party system, and the Populist dream of a cooperative commonwealth never took shape—in terms of lasting impact, the Populist Party proved the most significant third-party movement in American history. The agrarian revolt established the roots of later reform, and the majority of policies outlined within the Omaha Platform would eventually be put into law over the following decades under the management of middle-class reformers. In large measure, the Populist vision laid the intellectual groundwork for the coming progressive movement.5 Notes - For William Jennings Bryan, see especially Michael Kazin, A Godly Hero: The Life of William Jennings Bryan (New York: Knopf, 2006). - Ibid., 25. - Richard Franklin Bensel, Passion and Preferences: William Jennings Bryan and the 1896 Democratic Convention (Cambridge, UK: Cambridge University Press, 2008), 232. - Lyn Ragsdale, Vital Statistics on the Presidency (Washington, DC: Congressional Quarterly Press, 1998), 132–138. - Elizabeth Sanders, The Roots of Reform: Farmers, Workers, and the American State, 1877–1917 (Chicago: University of Chicago Press, 1999). The Socialists American socialists carried on the Populists’ radical tradition by uniting farmers and workers in a sustained, decades-long political struggle to reorder American economic life. Socialists argued that wealth and power were consolidated in the hands of too few individuals, that monopolies and trusts controlled too much of the economy, and that owners and investors grew rich while the workers who produced their wealth, despite massive productivity gains and rising national wealth, still suffered from low pay, long hours, and unsafe working conditions. Karl Marx had described the new industrial economy as a worldwide class struggle between the wealthy bourgeoisie, who owned the means of production, such as factories and farms, and the proletariat, factory workers and tenant farmers who worked only for the wealth of others. According to Eugene Debs, socialists sought “the overthrow of the capitalist system and the emancipation of the working class from wage slavery.”1 Under an imagined socialist cooperative commonwealth, the means of production would be owned collectively, ensuring that all men and women received a fair wage for their labor. According to socialist organizer and newspaper editor Oscar Ameringer, socialists wanted “ownership of the trust by the government, and the ownership of the government by the people.”2 The socialist movement drew from a diverse constituency. Party membership was open to all regardless of race, gender, class, ethnicity, or religion. Many prominent Americans, such as Helen Keller, Upton Sinclair, and Jack London, became socialists. They were joined by masses of American laborers from across the United States: factory workers, miners, railroad builders, tenant farmers, and small farmers all united under the red flag of socialism. Many united with labor leader William D. “Big Bill” Haywood and other radicals in 1905 to form the Industrial Workers of the World (IWW), the “Wobblies,” a radical and confrontational union that welcomed all workers, regardless of race or gender.3 Others turned to politics. The Socialist Party of America (SPA), founded in 1901, carried on the American third-party political tradition. Socialist mayors were elected in thirty-three cities and towns, from Berkeley, California, to Schenectady, New York, and two socialists—Victor Berger from Wisconsin and Meyer London from New York—won congressional seats. All told, over one thousand socialist candidates won various American political offices. Julius A. Wayland, editor of the socialist newspaper Appeal to Reason, proclaimed that “socialism is coming. It’s coming like a prairie fire and nothing can stop it . . . you can feel it in the air.”4 By 1913 there were 150,000 members of the Socialist Party and, in 1912, Eugene V. Debs, the Indiana-born Socialist Party candidate for president, received almost one million votes, or 6 percent of the total.5 Over the following years, however, the embrace of many socialist policies by progressive reformers, internal ideological and tactical disagreements, a failure to dissuade most Americans of the perceived incompatibility between socialism and American values, and, especially, government oppression and censorship, particularly during and after World War I, ultimately sank the party. Like the Populists, however, socialists had tapped into a deep well of discontent, and their energy and organizing filtered out into American culture and American politics. Notes - Eugene V. Debs, “The Socialist Party and the Working Class,” International Socialist Review (September 1904). - Oscar Ameringer, Socialism: What It Is and How to Get It (Milwaukee, WI: Political Action, 1911), 31. - Philip S. Foner, The Industrial Workers of the World 1905–1917 (New York: International Publishers, 1965. - R. Laurence Moore, European Socialists and the American Promised Land (New York: Oxford University Press, 1970), 214 - Nick Salvatore, Eugene V. Debs, Citizen and Socialist (Chicago: University of Illinois Press, 1983). Conclusion The march of capital transformed patterns of American life. While some enjoyed unprecedented levels of wealth, and an ever-growing slice of middle-class workers won an ever more comfortable standard of living, vast numbers of farmers lost their land and a growing industrial working class struggled to earn wages sufficient to support themselves and their families. Industrial capitalism brought wealth and it brought poverty; it created owners and investors and it created employees. But whether winners or losers in the new economy, all Americans reckoned in some way with their new industrial world. Primary Sources 1. William Graham Sumner on Social Darwnism (ca.1880s) William Graham Sumner, a sociologist at Yale University, penned several pieces associated with the philosophy of Social Darwinism. In the following, Sumner explains his vision of nature and liberty in a just society. 2. Henry George, Progress and Poverty, Selections (1879) In 1879, the economist Henry George penned a massive bestseller exploring the contradictory rise of both rapid economic growth and crippling poverty. 3. Andrew Carnegie’s Gospel of Wealth (1889) Andrew Carnegie, the American steel titan, explains his vision for the proper role of wealth in American society. 4. Grover Cleveland’s Veto of the Texas Seed Bill (1887) Amid a crushing drought that devastated many Texas farmers, Grover Cleveland vetoed a bill designed to help farmers recover by supplying them with seed. In his veto message, Cleveland explained his vision of proper government. 5. The “Omaha Platform” of the People’s Party (1892) In 1892, the People’s, or Populist, Party crafted a platform that indicted the corruptions of the Gilded Age and promised government policies to aid “the people.” 6. Dispatch from a Mississippi Colored Farmers’ Alliance (1889) The Colored Farmers’ Alliance, an African American alternative to the whites-only Southern Farmers’ Alliance, organized as many as a million Black southerners against the injustices of the predominately cotton-based, southern agricultural economy. Black Populists, however, were always more vulnerable to the violence of white southern conservatives than their white counterparts. Here, the publication The Forum publishes an account of violence against Black Populists in Mississippi. 7. Lucy Parsons on Women and Revolutionary Socialism (1905) Lucy Parsons was born into slavery in Texas, married a white radical, Albert Parsons, and moved to Chicago where they both worked on behalf of radical causes. After Albert Parsons was executed for conspiracy in the aftermath of the Haymarket bombing, Lucy Parsons emerged as a major American radical and vocal advocate of anarchism. In 1905, she spoke before the founding convention of the Industrial Workers of the World (IWW). 8. “The Tournament of Today” (1883) “Print shows a jousting tournament between an oversized knight riding horse-shaped armor labeled “Monopoly” over a locomotive, with a long plume labeled “Arrogance”, and carrying a shield labeled “Corruption of the Legislature” and a lance labeled “Subsidized Press”, and a barefoot man labeled “Labor” riding an emaciated horse labeled “Poverty”, and carrying a sledgehammer labeled “Strike”. On the left is seating “Reserved for Capitalists” where Cyrus W. Field, William H. Vanderbilt, John Roach, Jay Gould, and Russell Sage are sitting. On the right, behind the labor section, are telegraph lines flying monopoly banners that are labeled “Wall St., W.U.T. Co., [and] N.Y.C. RR”.” 9. Lawrence Textile Strike (1912) In 1912, The Industrial Workers of the World (the IWW, or the “Wobblies”) organized textile workers in Lawrence and Lowell, Massachusetts. This photo shows strikers, carrying American flags, confronting strikebreakers and militia bayonets. Reference Material This chapter was edited by Joseph Locke, with content contributions by Andrew C. Baker, Nicholas Blood, Justin Clark, Dan Du, Caroline Bunnell Harris, David Hochfelder Scott Libson, Joseph Locke, Leah Richier, Matthew Simmons, Kate Sohasky, Joseph Super, and Kaylynn Washnock. Recommended citation: Andrew C. Baker et al., “Capital and Labor,” Joseph Locke, ed., in The American Yawp, eds. Joseph Locke and Ben Wright (Stanford, CA: Stanford University Press, 2018). Recommended Reading - Beckert, Sven. Monied Metropolis: New York City and the Consolidation of the American Bourgeoisie, 1850–1896. Cambridge, UK: Cambridge University Press, 2001. - Benson, Susan Porter. Counter Cultures: Saleswomen, Managers, and Customers in American Department Stores, 1890–1940. Champaign: University of Illinois Press, 1986. - Cameron, Ardis. Radicals of the Worst Sort: Laboring Women in Lawrence, Massachusetts, 1860–1912. Champaign: University of Illinois Press, 1993. - Chambers, John W. The Tyranny of Change: America in the Progressive Era, 1890–1920, 2nd ed. New Brunswick, NJ: Rutgers University Press, 2000. - Chandler, Alfred D., Jr., The Visible Hand: The Managerial Revolution in American Business. Cambridge, MA: Belknap Press, 1977. - Chandler, Alfred D., Jr. Scale and Scope: The Dynamics of Industrial Capitalism. Cambridge, MA: Harvard University Press, 1990. - Cronon, William. Nature’s Metropolis: Chicago and the Great West. New York: Norton, 1991. - Edwards, Rebecca. New Spirits: Americans in the Gilded Age, 1865–1905. New York: Oxford University Press, 2005. - Enstad, Nan. Ladies of Labor, Girls of Adventure: Working Women, Popular Culture, and Labor Politics at the Turn of the Twentieth Century. New York: Columbia University Press, 1999. - Fink, Leon. Workingmen’s Democracy: The Knights of Labor and American Politics. Chicago: University of Illinois Press, 1993. - Goodwyn, Lawrence. Democratic Promise: The Populist Moment in America. New York: Oxford University Press, 1976. - Green, James. Death in the Haymarket: A Story of Chicago, the First Labor Movement, and the Bombing That Divided Gilded Age America. New York City: Pantheon Books, 2006. - Greene, Julie. Pure and Simple Politics: The American Federation of Labor and Political Activism, 1881–1917. New York: Cambridge University Press, 1998. - Hofstadter, Richard. Social Darwinism in American Thought. Philadelphia: University of Pennsylvania Press, 1944. - Johnson, Kimberley S. Governing the American State: Congress and the New Federalism, 1877–1929. Princeton, NJ: Princeton University Press, 2006. - Kazin, Michael. A Godly Hero: The Life of William Jennings Bryan. New York: Knopf, 2006. - Kessler-Harris, Alice. Out to Work: A History of Wage-Earning Women in the United States. New York: Oxford University Press, 1982. - Krause, Paul. The Battle for Homestead, 1880–1892: Politics, Culture, and Steel. Pittsburgh, PA: University of Pittsburgh Press, 1992. - Lamoreaux, Naomi R. The Great Merger Movement in American Business, 1895–1904. New York: Cambridge University Press, 1985. - McMath, Robert C., Jr. American Populism: A Social History, 1877–1898. New York: Hill and Wang, 1993. - Montgomery, David. The Fall of the House of Labor: The Workplace, the State, and American Labor Activism, 1865–1925. New York: Cambridge University Press, 1988. - Painter, Nell Irvin. Standing at Armageddon: The United States, 1877–1919. New York: Norton, 1987. - Postel, Charles. The Populist Vision. New York: Oxford University Press, 2009. - Sanders, Elizabeth. Roots of Reform: Farmers, Workers, and the American State, 1877–1917. Chicago: University of Chicago Press, 1999. - Trachtenberg, Alan. The Incorporation of America: Culture and Society in the Gilded Age. New York: Hill and Wang, 1982.	oercommons	2025-03-18T00:39:31.183763	02/28/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/90486/overview", "title": "Statewide Dual Credit American History II, Reconstruction, Growth, and Transformation, Capital and Labor", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/107819/overview	6.1.2 Knowledge check (with solutions) Estimate package costs. Overview This learning module (Lesson 1 of Unit 6) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on cost management, or as part of the course. Learning outcomes. Cost estimation lays the groundwork for a budget that will provide adequate funding to complete a project on time and according to requirements and standards. Upon successful completion of this module, you'll be able to: - Describe cost estimating techniques. - Define elements of cost. - Understand importance of cost estimation. What is cost estimation? \| note taker Download this handout for note taking. How do I estimate costs? \| 9 minute read Read this article about cost estimation techniques by AIPM (2022). It should echo back to what you learned in the module on Estimate activity durations. What are some other ways to estimate costs? \| 12 minute watch Test your knowledge. - Which of the following are the two main tyes of project cost estimation? - Rough order of magnitude and definitive estimates - Rough order of magnitude and ordinal estimates - Ordinal estimates and definitive estimates - Monetary and non-monetary - Which of the following is NOT one of the common cost estimation techniques? - Analogous - Parametric - Expert judgment - 3-point - Bottom-up - Synthetic - T/F: Three-point estimates require estimation of any three points (e.g., 25%, 50%, and 75%). - True - False	oercommons	2025-03-18T00:39:31.213605	08/17/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107819/overview", "title": "Project Management Fundamentals, Cost Management, Estimate package costs.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/107706/overview	1.3.2 Instructions for Rock'n Bands game 1.3.3 Student debriefing and solution 1.3.4 Instructor ideas for debriefing Let’s begin. Overview This learning module (Lesson 3 of Unit 1) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of introductory learning modules, or as part of the course. This learning module consists of an experiential exercise called the Rock'n Bands game by Klassen & Willoughby (2003) where students engage in a simulated project management exercise. Learning outcomes. "Rock'n Bands: A Project Management Decision-Making Game" (c) by Ken Klassen and Keith Willoughby (2003) is a classic experiential exercise where students learn about project dynamics and the critical path. The authors give us permission to use it through an educational use agreement that pre-dates Creative Commons licensing, but would amount to the following: CC-BY-NC-SA. Authors must receive credit. It may only be used for educational purposes, but may not be sold. It may be used as-is or remixed. The game takes between 45 minutes and 1 hour to play. It also requires a short 10-15 minute debrief either immediately following or later, or perhaps as a reflection assignment. The game works equally-well live in-person or synchronously in a virtual environment. I find that the game is a perfect beginning of the semester or topic activity for students to engage in "cold" (i.e., without prior knowledge) as it surprises and delights them (and occassionally frustrates and discourages them) and serves strong touch-point throughout the course (especially during the Time Management lessons) and beyond. To prepare, you should thoroughly read the teaching note (provided as a link here rather than PDF in the learner section). Also, you will need the Excel spreadsheet (which has many cells locked so that you cannot alter the dynamic nature of the model). Upon successful completion of this module, you'll be able to: - Understand the truly dynamic nature of projects (even fictious ones). - Appreciate how it is better to plan ahead rather than "wait and see." - Know that there is a crticial path within a project that must be actively monitored and managed. Preparing for the Rock'n Bands game (by Klassen & Willoughby). - Students should read the attached handout thorughly. - Make sure you remember the rules of the game: - Target: Complete project in 10 weeks or less. - Goal: Minimize costs (i.e., labor) associated with project. - You may assign up to five (5) workers per week. - The first four workers cost $200 per week and the fifth worker costs $300 per week. - You may assign no more than two (2) workers to any one activity each week. - You may not start any task until its predecessor has been finished (the week before). - Penalty: You will pay a penalty of $2,000 if you do not complete the project by the required target. - In teams of 3-5 students, using page 4 of the handout, complete your strategy for assigning workers for the duration of the project - how many to each task each week. Playing the Rock'n Bands game (by Klassen & Willoughby). As the instructor, you will need to coordinate the "game play" per the teaching note for guidance. Additionally, I would suggest you conduct a dry run of this game yourself as both a student team (supplying worker assignments) and as instructor (recording worker assignments and announcing any changes). Your instructor will coordinate the game and ask each team to relay their worker assignments each week. Occassionally, there may be some announcements that will impact the project. Debriefing the Rock'n Bands game (by Klassen & Willoughby). Here you will need to decide if you want to have a live debrief or have students do a reflective assignment or something else altogether. Whichever method you choose, you should refer to the Teaching Note for suggested topics to investigate. In my experience, in addition to the rich cognitive learning, this game also provides an opportunity for affective learning. You may like to examine the attached article on "Blind Spots" for ideas on how to frame your debrief (see appendix). Your instructor will lead either a debrief discussion or... Alternatively, you may wish to reflect upon your experience playing the game and consider the following questions: - What do the following terms mean in project management? - Task time - Precedence relationship - Network diagram - Resource allocation - Critical path - Crashing (expediting) - Why was this game challenging? - How did you feel as you were engaged in the game? - How might you have competed better in the game (i.e., met the target timeline with minimal cost)? Once you've thoroughly debriefed the experintial exercise (i.e., the Rock'n Bands game), check out the CPM analysis of how the critical path could have been found for the initial project conditions (see attached).	oercommons	2025-03-18T00:39:31.243029	08/14/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107706/overview", "title": "Project Management Fundamentals, Getting Started, Let’s begin.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/107513/overview	2.3.2 Knowledge Check (with solutions) Plan communications. Overview This learning module (Lesson 3 of Unit 2) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on external management, or as part of the course. Learning outcomes. Crudely speaking, there are two sorts of communications in project management (internal and external). Internal communications involves inter-personal communications, including within the project team (and this will be covered in a later module - 3.2). External communications includes communicating with all of the external stakeholders. In all projects, effective communications is essential and can be planned. Upon successful completion of this module, you'll be able to: - Explain the basic communication model. - Describe communications types. - Create communications management plan. What is the basic communication model? \| 5 minute watch What is project management communication? \| 2 minute watch What are the different communication types? \| 3 minute read Read this article about communication techniques for effective project management by the Association for Project Management (2021). What is a communications management plan? \| 8 minute read Read this article about project management communications planning by LucidChart. Test your knowledge. - T/F: This module focused on planned communications as opposed to interpersonal communications. - True - False - Which of the following is NOT one of the key components of basic communications? - Channel - Coding - Feedback - Frequency - Message - Noise - Sender - Receiver - Match the forms of communication (on the left) with specific examples (on right). Interactive Billboard Push Email Pull Phone conversation Webpage repository - What is the first step in developing a communications management plan? - Choose format - Communicate with stakeholders - Establish timeline - Set goals	oercommons	2025-03-18T00:39:31.269093	08/07/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107513/overview", "title": "Project Management Fundamentals, External Management, Plan communications.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/113224/overview	Social and Political Consequences of the Enlightenment and Scientific Revolution Overview Statewide Dual Credit Modern World History: Unit 6, Lesson 4 A discussion of the Enlightenment and its impact on political and social thought, including the American and French Revolutions. The text also explores the Enlightenment's influence on the abolitionist movement and women's rights. Includes excerpts from Voltaire's Philosophical Dictionary, Part 4: Law (Civil and Ecclesiastical). The intellectual resources unleashed by the Scientific Revolution brought a similar transformation in social and political beliefs. For centuries, Western theologians and scholars had taught that human nature, mired in original sin, needed strong governments and laws to keep it in check. God ordained feudal hierarchies by determining what social classes humans were born into. Individuals should not seek to change the natural social order and instead concentrate on leading virtuous lives to gain salvation after death. The Crusades, Renaissance, Columbian Exchange and Scientific Revolution challenged early modern beliefs. In the 1600s, Copernicus, Galileo and Kepler argued that the universe operated by specific, predictable laws. A century later, John Locke, Charles-Louis de Secondat, Baron de Montesquieu (1689-1755), François-Marie d’Arouet (Voltaire) and Jean Jacques Rousseau similarly insisted that human beings were created with an innate ability to reason and use education and science to improve society by overcoming the ignorance and superstition of past centuries. John Locke’s arguments that humans possessed natural rights to life, liberty and property, and constructed governments to protect such rights, proved a tremendous inspiration to America’s founding generation. Montesquieu’s Spirit of the Laws (1748) postulated that mixed governments, which provided political representation to different social classes and divided power between different branches, represented more efficient regimes than traditional monarchies. In contrast, the French philosopher Voltaire argued that although humans had natural rights and rationality, most were incapable of governing themselves. The best form of government was, therefore, one run by a benevolent despot. Voltaire also wrote extensively about the separation of church and state, particularly in his "Philisophical Dictionary". Perhaps the most expansive thinker of the Enlightenment, Rousseau argued that governments derived legitimacy not from divine right or tradition but the consent of the governed. When humans agreed to live together in organized communities, they created a social contract. Rulers whose dictates went against what the majority in a society wished could therefore be overthrown and replaced by a government more responsive to the needs of the people. Enlightenment ideas quickly spread throughout the salons, university classrooms, pulpits and town squares of Europe. The theories of Locke, Montesquieu and Rousseau helped inspire the generation of American revolutionaries such as Thomas Jefferson (1743-1826), who authored the Declaration of Independence, and James Madison (1751-1836) and Alexander Hamilton (1755 or 1757-1804), who contributed to the creation of the U.S. Constitution. Enlightenment ideas also played a role in the outbreak of the Haitian and French Revolutions. Ironically, although an absolute despot, Napoleon (1769-1821) helped to spread the Enlightenment-inspired ideals of fraternity, equality and liberty throughout his conquest of large swaths of western and eastern Europe. Spotlight On \| THE DECLARATION OF INDEPENDENCE By the convening of the Second Continental Congress in May 1775, hostilities had already commenced between Patriot and British forces. On June 11, 1776, Congress created a committee of five including John Adams (1735-1826), Benjamin Franklin (1706-1790), Thomas Jefferson, Robert R. Livingston (1746-1813) and Roger Sherman (1721-1793) to draft a formal declaration of independence. As one of the younger and most erudite member of the committee, Jefferson authored the initial document. Drawing from the Enlightenment thought of John Locke, Baron de Montesquieu and Jean Jacques Rousseau, Jefferson argued that all people had natural rights, that the purpose of government was to protect these rights, and that governments that usurped the rights of their citizens could be legitimately overthrown. The document then went on to blame British King George III and his government for restricting trade stationing British troops in American cities, suspending elected colonial governments, declaring martial law, supporting the Atlantic slave trade, and setting Native Americans against colonial settlers. Adopted by delegates from all thirteen colonies, the Declaration of Independence was read aloud from pulpits and in town squares across the newly created United States. Enlightenment ideals also helped to create more progressive, egalitarian societies throughout Europe and the Americas. Many Enlightenment thinkers like Thomas Paine (1737-1809) and Thomas Jefferson became deists. Although they believed that God had created the universe and the natural laws that governed it, deists maintained that humans could use their reason to promote good in the world around them. Methodist theologians of the mid-1700s, like John Wesley (1703- 1791) and George Whitefield (1714-1770), began to urge their congregations to cultivate personal relationships with God and pursue virtuous lives through their efforts. New denominations like Baptists promoted adult baptism and that all people, regardless of social class, were equals in God’s eyes. The notions of natural rights inspired numerous movements including the right to vote, the rights of women, and groups opposed to slavery. In the 1780s, British abolitionists like William Wilberforce (1759-1833) invoked natural rights to argue against slavery within the British Empire and the international slave trade. His efforts culminated in the abolition of the transatlantic slave trade in 1807 and slavery in the British Empire in 1833. Mary Wollstonecraft’s (1759- 1797) A Vindication of the Rights of Women (1792) asserted that women and men enjoyed natural rights. On a more general level, Enlightenment beliefs that humans could use rationality and education to improve society led to the growth of universities, lending libraries, affordable primary and secondary schools, museums, hospitals and asylums. Spotlight On \| MARY WOLLSTONECRAFT Born in 1759 to a wealthy farming family, Mary Wollstonecraft became a successful governess and social companion. Inspired by Enlightenment thought and frustrated by the lack of professional options for women in traditional British society, Wollstonecraft published her seminal work, A Vindication of the Rights of Woman: with Stricture on Political and Moral Subjects, in 1792. Throughout her work, Wollstonecraft argued that women played a vital role in the health of the nation and as the educators of young children, women should be allowed to pursue educations so as to be able to raise future generations of British subjects. Furthermore, wives should be treated as companions of husbands rather than merely spouses. Wollstonecraft’s daughter Mary Shelley (1797-1851) would become famous in her own right as the author of the novel Frankenstein. Generations of women’s rights advocates would cite A Vindication of the Rights of Woman as inspiration for their causes. Primary Source \| Enlightenment Ideals Excerpt from Voltaire (1764), “Philosophical Dictionary: Law (Civil and Ecclesiastical) ” No law made by the Church should ever have the least force unless expressly sanctioned by the government. It was owing to this precaution that Athens and Rome escaped all religious quarrels. Such religious quarrels are the trait of barbarous nations or such as have become barbarous. The civil magistrate alone may permit or prohibit labor on religious festivals, since it is not the function of the priest to forbid men to cultivate their fields. Everything relating to marriage should depend entirely upon the civil magistrate. The priests should confine themselves to the august function of blessing the union. Lending money at interest should be regulated entirely by the civil law, since trade is governed by civil law. All ecclesiastics should be subject in every case to the government, since they are subjects of the state. Never should the ridiculous and shameful custom be maintained of paying to a foreign priest the first year’s revenue of land given to a priest by his fellow-citizens. No priest can deprive a citizen of the least of his rights on the ground that the citizen is a sinner, since the priest—himself a sinner—should pray for other sinners, not judge them. Officials, laborers, and priests all alike pay the taxes of the state, since they all alike belong to the state. There should be but one standard of weights and measures and one system of law. Let the punishment of criminals be upheld. A man when hanged is good for nothing: a man condemned to hard labor continues to serve his country and furnish a living lesson. Every law should be clear, uniform, and precise. To interpret law is almost always to corrupt it. Nothing should be regarded as infamous except vice. The taxes should never be otherwise than proportional to the resources of him who pays. From The Philosophical Dictionary Part 4, Law (Civil and Ecclesiastical) https://oll.libertyfund.org/titles/fleming-the-works-of-voltaire-vol-vi-philosophical-dictionary-part-4	oercommons	2025-03-18T00:39:31.290588	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113224/overview", "title": "Statewide Dual Credit Modern World History, Age of Reason - The Scientific Revolution, Enlightened Thought and its Impact, Social and Political Consequences of the Enlightenment and Scientific Revolution", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113214/overview	Russia Overview Statewide Dual Credit Modern World History: Unit 4, Lesson 1 Discussion of the Russian Empire, beginning from its rise from the medieval state Kievan Rus, expansion of its territory and centralization of its power under Ivan III and Ivan IV, and then, after a period of chaos, continued its expansion under the Romanov dynasty, solidifying its power through laws and religious conformity. The Russian Empire’s origins lay in the medieval Slavic state of Kievan Rus. Kievan Rus occupied most of present-day Belarus, Ukraine and northwest Russia. In the 13th century, the state, including the princes of the Grand Duchy of Moscow, remained under the command of Mongolian control. With the decline of the Mongol Empire, the princes of the Grand Duchy of Moscow successfully out-maneuvered other Kievan Rus princes, increasing their power and prestige. Ivan III (r. 1462-1505) expanded his control and, by 1480, was strong enough to declare the autonomy of Moscow from the Golden Horde. Known by his followers as Ivan the Great, he and his successors incorporated political, military and technological ideas from Asia and Europe. The Muscovites relied on the Boyars (high-ranking nobles) and the church for support. After the fall of Byzantium, Russians increasingly viewed themselves as the protectors of Orthodox Christians both within and outside their borders. Centralization accelerated under the erratic and iron-fisted rule of Ivan IV (r. 1533-1584), known to history as Ivan the Terrible. The term ‘terrible’ is better translated today to mean formidable. Unsatisfied with his status, in 1547 Ivan had himself crowned Czar of Russia. Ivan dedicated much of his reign to increasing both his power and that of the Russian state. Ivan had a tumultuous personal life. He had at least six wives (and as many as eight), and he likely killed his son and heir in 1581 in a fit of anger. Ivan believed in his right to rule without challenge or consent and expected his people, including serfs (peasants tied to the land), to obey his every wish. He successfully allied with the Cossacks (semi-nomadic and militarized peoples who occupied the borderlands in western Russia) and expanded Russia into Kazan, Astrakhan and the Ural Mountains. Under Ivan, Russia also made its first forays into Siberia. To reduce the power of the Boyars, Ivan established a new service-styled nobility, one which derived its position and power from supporting rather than challenging the crown. By his death in 1584, Ivan further strengthened Russia and the power of the Tsar. Ivan’s death in 1584 ushered in a period of chaos known as the Time of Trouble as his relatives struggled over the imperial throne. Centralized power waned until Ivan’s nephew, the new Czar Michael (r. 1613-1645), re- established centralized control, establishing the Romanov dynasty that would rule Russia until 1917. Resuming its expansionary push, Russia conquered parts of Ukraine in 1667 and seized control of Siberia by the end of the century. The borders of the Russian Empire now extended to the Pacific. The conquest of Siberia would be consequential for Russian development as its natural resources, especially its furs, brought increased wealth to the Russian state. In 1649, a new code of laws stipulated that anyone who did not own land would be considered a serf, which made it clear that landowners had the right to rule, direct and control the Russian state and people. The new laws also ended the period of religious tolerance and ordered all non-Russians to adopt the Eastern Orthodox faith.	oercommons	2025-03-18T00:39:31.307178	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113214/overview", "title": "Statewide Dual Credit Modern World History, Cultural Encounters and Expanding Empires in Asia and Eurasia, 1500-1700, Russia", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113209/overview	The Thirty Years War Overview Statewide Dual Credit Modern World History: Unit 3, Lesson 3 The Thirty Years' War (1618-1648) was a devastating European conflict that began as a local religious conflict in Bohemia and eventually involved all of Europe. The war is divided into four phases and is marked by shifting alliances and interventions by foreign powers. Ultimately, the war ended in a stalemate with the Peace of Westphalia, which restated the terms of the Peace of Augsburg from 1555. Thirty Years’ War adapted from World History Encyclopedia \| CC BY-NC-SA The Thirty Years’ War (1618-1648) was the last major European conflict informed by religious divisions and one of the most devastating in European history resulting in a death toll of approximately 8 million. Beginning as a local conflict in Bohemia, it eventually involved all of Europe, influencing the development of the modern era. The war is most easily understood by dividing it into four phases: - Bohemian Revolt (1618-1620) - Denmark’s Engagement (1625-1629) - Sweden’s Engagement (1630-1634) - France’s Engagement (1635-1648) The Protestant Reformation had encouraged religious dissention and social unrest since 1517 which was addressed by the Peace of Augsburg in 1555, establishing the policy of cuius regio, eius religio (“whose realm, their religion”) by which a ruler chose whether their territory would be Catholic or Lutheran (then the only recognized Protestant sect). When the Catholic Holy Roman Emperor Ferdinand II became king of Bohemia in 1617, it upset his largely Protestant subjects, initiating the Bohemian Revolt - and the Thirty Years’ War – in May 1618 after the Second Defenestration of Prague and the Protestants support for their choice of monarch, Frederick V of the Palatinate. Frederick V’s forces were defeated in 1620 at the Battle of White Mountain and Protestant Denmark engaged in the conflict in 1625, an event usually referenced as the first intervention of a foreign power in the war though, actually, the Dutch Protestants had been supplying Frederick V’s forces with arms and other resources since 1618 and Catholic Spain had supported Ferdinand II. The Protestant Christian IV of Denmark entered the war for religious reasons and to protect his commercial interests but also because King Gustavus Adolphus of Sweden was poised to enter the war as a Protestant champion, an honor Christian IV wanted for himself. Christian IV was unable to match the strength of the Imperial forces under the Catholic mercenary leader Albrecht von Wallenstein, leading him to agree to peace terms and withdraw Denmark’s troops and Scottish mercenaries in 1629. Adolphus had supported Christian IV since 1628 but in 1630, with resources from the Catholic Cardinal Richelieu of France took the field against Wallenstein. Richelieu supported the Protestant king against Catholic Imperial forces in the interests of maintaining a balance of power between France and neighboring regions controlled by the powerful Habsburg Dynasty. After Adolphus was killed in battle in 1632, the Swedes continued the fight, supported by the French in the final, and bloodiest, phase of the war. The Thirty Years' War concluded in 1648 with the Peace of Westphalia. While the treaty didn't declare a definitive winner, it had profound implications for European politics and international relations. In terms of religion, the treaty largely reiterated the principles established by the Peace of Augsburg in 1555. However, its broader significance lies in its political and territorial consequences. The Peace of Westphalia reshaped the European map, recognizing the sovereignty of individual states. and laying the foundation for the modern international system, characterized by the principle of state sovereignty and non-interference in domestic affairs. The Thirty Years’ War is recognized as the “official” end of the Protestant Reformation as, by the time it concluded, Calvinism was accepted along with Lutheranism and Catholicism as a legitimate belief system and so the period of the development of Protestant sects is thought to have concluded by 1648 – though this did nothing to resolve religious conflict going forward and, according to some scholars, the reformation is ongoing today. The war is also understood as the beginning of modern warfare as practiced by Adolphus Gustavus and the establishment of the modern international system of statehood, marking the conflict as a watershed event in the transition to the modern era.	oercommons	2025-03-18T00:39:31.326622	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113209/overview", "title": "Statewide Dual Credit Modern World History, Early Modern Europe, The Thirty Years War", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113215/overview	China Overview Statewide Dual Credit Modern World History: Unit 4, Lesson 2 Discussion of the Ming dynasty in China, which ruled from 1368-1644. It covers the rise and fall of the dynasty, as well as its many accomplishments, including the construction of the Great Wall of China. China also benefited from the end of Mongol rule. By 1500, the Ming dynasty (1368-1644) had ruled China for more than 130 years. The rise of the Mings ushered in a new period of peace that allowed China to flourish. However, by 1500 problems had begun to beset the Ming dynasty. A succession of weak and incompetent emperors, coupled with fiscal, military and bureaucratic issues, undermined the stability of the Chinese state. Enthusiastic builders, the Mings constructed a new capital called Beijing. Built between 1407 and 1420, the new capital consisted of a series of squares within squares, each being more restrictive and private than the next. A palace complex of nearly 10,000 rooms, the Forbidden City was the most private area. Within these walls, the emperor and the bureaucracy worked, sometimes together, others at odds, to run the Chinese state. MING DYNASTY Chinese scholar-officials represented the backbone of the Chinese state and bureaucracy. Unlike Europe, China had no hereditary aristocracy, nor did its merchant class become politically significant as in some European countries. Deriving power and status from their education and high government office, scholar- officials became the most formidable check on the absolute power of the emperor. Scholar-officials gained their place in government by passing rigorous civil service examinations held at the prefecture, provincial and capital levels. Quotas ensured that each province could only send so many worthy candidates to the capital, ensuring no regional dominance in government. The prestige associated with being sent to the capital meant that families who could afford to do so would hire tutors to give their male children an advantage. Based mainly on Confucian texts, the examinations could last for several days. The grueling process of the exams, the writing of essays, the drafting of mock state papers and edicts, and commenting on Confucian texts, coupled with the meager passing rates, ensured that those who advanced would be adept public servants capable of administering the Chinese state. The rise of the Ming dynasty did not end the threat of another Mongol invasion. Ming rulers deeply respected and feared the Mongols, especially their fighting abilities. This encouraged them to expand, rebuild and improve a series of walls, some very old, to aid in keeping the Mongols at bay. Earlier walls, often made of rammed earth, were replaced, buttressed, or built anew with stone and brick. This increased the overall cost and labor needed to develop and improve the walls. The walls also had a series of watch towers and gates to facilitate trade, taxation and security. It is estimated that 3,800 miles were added to the original defensive structure. During the Ming dynasty, attention was paid to improving the countryside. During this period, whole populations, if judged necessary, would be moved to help increase farming or recover lands destroyed by natural disaster, war or neglect. The government also invested heavily in reforestation. Promoting agriculture led to increased food production and a healthier, wealthier and more numerous populations. Merchants sold cotton, silks, paper and textiles to large Chinese cities and foreign nations. By the end of the Ming dynasty, tobacco, imported from the Americas, became a popular consumption item for men and women. Due to its focus on education and its papermaking and publishing industries, China, during this period, had an unusually high literacy rate. Historians continue to debate the causes of the Ming dynasty's decline, with some attributing it to internal corruption, economic troubles, and external threats, while others emphasize social unrest and natural disasters. Whatever one’s view, historians agree that the competition with Japan combined with a series of natural disasters (floods, epidemics, etc.) put tremendous pressure on the Ming government, which disintegrated in the face of these problems and growing unrest. Unable to defend the state or deal with its underlying problems, the final Ming emperor committed suicide in 1644 as a rebel army gained control of Beijing. The Qings (1644-1912) now ruled China. Descended from the Jurchens, the Qing dynasty came from Manchuria. Like the neighboring Mongols, the Manchus excelled at archery from horseback. The Qing dynasty brought stability to China, and by the end of the century, China once again experienced a period of wealth and prosperity. Spotlight On \| Great Wall of China The earliest origins of the Great Wall of China belong to the Spring and Autumn period (771-476 BCE). During the Qin dynasty (221-206 BCE), Emperor Qin Shi Huang (r. 221-210 BCE) connected some of the various defensive walls to create a more extensive fortification to protect his newly founded dynasty from outside invasion. Subsequent dynasties would also build new walls. The Great Wall of China as it stands today largely dates from the Ming dynasty (1368-1644). Not all of the Wall is manufactured from stone and brick as natural hills, mountain ridges and rivers are woven into the defensive structure. Although parts of the Wall have disappeared over time (it is estimated that the total building would equal more than 13,000 miles), today, the best-preserved section is still more than 5,000 miles in length.	oercommons	2025-03-18T00:39:31.344882	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113215/overview", "title": "Statewide Dual Credit Modern World History, Cultural Encounters and Expanding Empires in Asia and Eurasia, 1500-1700, China", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113227/overview	French Revolution Overview Statewide Dual Credit Modern World History: Unit 7, Lesson 2 A discussion of the causes of the French Revolution, the social structure of France, and the events that led to the rise and fall of Napoleon Bonaparte, detailing the impact of the French Revolution on France and Europe. The causes of the French Revolution lie primarily in the structure of French society. Since the medieval period, France, which at the eve of the Revolution had a population numbering around 27 million, had been divided into three unequal estates or classes, each with its own responsibilities and, for the first two estates, special privileges. The First Estate consisted of the clergy and numbered some 125,000 people. The Church controlled about one- tenth of the land in France. The clergy had special rights, exemptions, courts and status and were exempted from paying the main tax called the taille. The clergy were not a unified class, as those who tended to occupy the Church’s highest offices were often from or related to the nobility. At the same time, the parish priests were almost uniformly poorer and lacked the political and financial power of those tied to the nobility. The nobility formed the Second Estate. They comprised some 350,000 people who controlled about 30 percent of the land. Like the clergy, the aristocracy had certain rights, privileges and exemptions. They also held the highest positions within the state and military. They, too, were exempt from paying the taille. The Third Estate was comprised of nearly everyone else. Although they constituted the bulk of the population, they only controlled about 40 percent of the land. Like the clergy, they too were divided as some of their members were wealthy and educated while most, upward of 80 percent, were poor peasants. Peasants also had certain obligations to the nobility and had to pay for the rights to use certain infrastructure. At the top of this pyramid were the king and his family. Louis XIV (r. 1643-1715) had centralized power at his palace in Versailles, and this meant that a strong and vibrant king was needed to keep the state functioning. Not only charged with protecting the nation, the current King Louis XVI (r. 1774-1792) had to be sensitive to economic issues, including inflation, wage deflation, unemployment, and how to service the growing national debt. Bad harvests, slowing production and food shortages had exacerbated these problems. Unable to fix these problems, Louis XVI had no real choice but to call for a meeting of the Estates-General, a parliament that had not met since 1614. Each Estate elected 300 members. In an attempt to demonstrate flexibility and win popular support, the king ruled that since it made up a vast majority of the population, the Third Estate could elect and send 600 members to the parliament. The Estates-General convened at the splendid palace of Versailles on May 5, 1789. Voting had traditionally occurred by estate. This meant that, effectively, the First and Second Estates could cancel out the vote of the Third Estate. Members of the Third Estate wondered why the King had allowed it to have double the number of members if the King did not expect voting by head. All knew that if voting proceeded by head, the agenda of the Third Estate would dominate as they could count on votes from sympathetic clergy members and nobles. When the First Estate refused to alter the voting by Estate, members of the Third Estate left the parliament, declared themselves the National Assembly, and began drafting their own constitution. Threatened by a concentration of troops and frustrated that government members sympathetic to the Third Estate had been dismissed, Parisians stormed the Bastille, a royal armory and prison. Known today as Bastille Day, July 14 is France’s national day of celebration. The storming of the Bastille signaled a change as members of the Third Estate rose up all over France to contest the government and the old regime. Soon much of France was in the hands of those who wanted change. Constitutional Monarchy As the National Assembly took charge, they began to abolish the old order, including the rights of landlords and the exemptions and privileges held by the clergy and the nobility. The National Assembly would adopt the Declaration of the Rights of Man and of the Citizen (1789), which granted all men equal rights under the law. It protected free speech and stated that all government officers would be employed based on talent, not birth. Ironically, the Declaration of the Rights of Man and of the Citizen explicitly excluded women, slaves, and non-citizens. Olympe de Gouges (1748-1793) argued that all citizens should be equal under the law and was inspired to write her own Declaration of the Rights of Woman and the Female Citizen (1791). The National Assembly did not heed her demands, and in 1793 she was executed for her outspoken criticism of the revolutionary government. As the National Assembly began to reform France it had to deal with the size, power and popularity of the Church. The National Assembly decided to seize much of the Church’s land and put into the service of the state. Adopted in 1790, the Civil Constitution of the Clergy made the Church a part of the state as clergy were now paid by the state and elected by the people. This put the National Assembly at odds with the Catholic Church, which still wielded tremendous influence in France. As faith in the King diminished, France became a constitutional monarchy with all legislative power vested in the National Assembly. Captured while trying to flee France in June 1791, the attempted flight caused the king to lose further support. Eventually, the king would be stripped of all his power and imprisoned. Angered at the treatment of Louis XVI, Austria and Prussia proclaimed their willingness to invade France to place Louis XVI back on the throne. This put pressure on the revolutionary government. In response to these threats, the National Assembly voted, in April 1792, to go to war. Radical Republic The war further radicalized the public, and in September 1792, a new assembly, known as the National Convention, officially proclaimed France a republic. Under the sway of more radical elements, including Maximilien Robespierre (1758-1794) and Georges Jacques Danton (1759-1794), the Convention tried and convicted the king of treason. Louis was executed on January 21, 1793. Later that year, his wife, Marie Antoinette (1755-1793), would also be executed. Their son and heir, the Dauphine (1785-1795), would die in prison. In 1793, France declared war on Britain, Spain and the Dutch Republic. While trying to keep foreign powers at bay, the National Convention struggled to suppress opposition at home, including counterrevolutionaries who supported the old order. Internally the Convention was divided between more moderate and radical groups. Known as sans-culotte (meaning without breeches) for they wore trousers instead of the knee breeches associated with the wealthy, on June 2, 1793, Parisian workers joined with the most radical elements (known as the Mountain) to enter the Convention and arrest 29 moderates. The most radical elements of the revolution now controlled the state. Faced by threats on all sides, Robespierre and his allies did all they could to gain control. Central to this was a new set of programs aimed at rooting out the old regime’s remaining vestiges, symbols, and traditions. For instance, the Convention banned female participation in politics, adopted the decimal system and created a calendar with a week lasting ten rather than seven days. To gain control over the economy, Robespierre and his allies initiated price controls and even told some citizens what to produce. Anxious to build up loyalty, the government-sponsored art and entertainment aimed at producing a sense of patriotism and a commitment to the republican government. They also initiated a program of de-Christianization, although this was dropped in 1794 because of resistance to it especially in the countryside. Despite these reforms, Robespierre and his allies still worried about counter-revolution and that to many French citizens lacked a real commitment to the republican cause. This led to a Reign of Terror where many suspected traitors, individuals with royalist connections or sympathies, and those who criticized the government were sent to the guillotine. Spotlight On \| GUILLOTINE Employed as a tool for execution using beheading, the guillotine is most readily associated with France, the French Revolution and the Reign of Terror. The guillotine derives its name from Joseph-Ignace Guillotine (1738-1814), a French physician who, although opposed to the deathpenalty, suggested, in 1789, the use of the tall, bladed instrument to make executions less gruesome and more efficient. Originally called the Louisette, Tobias Schmidt (1755-1831) and Antoine Louis (1723-1792) had built the actual prototype. During the Reign of Terror, approximately 17,000 people were guillotined. Last used in France in the 1970s, the last public execution employing the guillotine occurred in 1939. During the Reign of Terror even ardent revolutionaries, many of which had been part of the republican movement from its earliest days but, similar to Olympe de Gouges, had been critical of Robespierre and the current government were targeted. Worried that they too might be convicted of treason, a group of moderates supported by some radicals moved against Robespierre and his allies. Convicted of treason, Robespierre, on July 28 (or 10 Thermidor in the new calendar), was guillotined. Reactionary Republic Known as the Thermidorian Reaction, the execution of Robespierre announced a new period of more moderate government. Fearing another Robespierre, eventually a five-person executive council known as the Directory would be formed. The Directory ruled until 1799 when a famous general Napoleon Bonaparte (1769-1821) ended the Directory, making himself the sole ruler of France. Born Napoleone Buonaparte in Corsica in 1769, Napoleon was only a few months old when France formally annexed the island. Son of a minor Italian aristocrat, his father’s connections allowed Bonaparte to enter a prestigious French military school. In 1785, he was commissioned as a second lieutenant in the artillery. With the outbreak of the French Revolution and the Revolutionary Wars, Napoleon found further opportunities for advancement. Although only 25 years old, by 1794, Napoleon had been made a brigadier general. Entrusted with leading the French armies in Italy and Egypt, Napoleon returned to France and staged the 1799 coup. Napoleon The coup established Napoleon as the consul of France. The consul had complete power over the executive branch of the government and, with the army’s support, could also influence the legislature. Made Consul for Life in 1802, Napoleon crowned himself emperor in 1804. Napoleon ensured that the revolution took a decidedly more conservative and pragmatic turn. Desiring peace with the Church, Napoleon agreed to a concordat with the Pope in 1801 that allowed Catholicism to be recognized as the majority religion of French people, while the Church agreed not to seek the return of lands seized during earlier phases of the Revolution. Making peace with the Church bought much goodwill with various interest groups in France. Napoleon set about reforming the state. One of his most lasting achievements was the codification of a new Civil Code. The Civil Code sought to preserve the language of equality while creating a unified, centralized state rather than one governed by local laws and traditions. As Napoleon conquered new lands, this Civil Code would be exported, bringing a new uniformity to Europe. Meritocracy, republicanism and civil equality (largely restricted to men) would be promoted in these conquered territories, which would have a lasting impact on Europe and its development. A talented general, Napoleon and his armies swept across Europe. To ensure loyalty and that his dictates would be followed without question or dissent, Napoleon placed his relatives in charge of conquered territories, including Spain, the Netherlands, the Kingdom of Italy, the Swiss Republic, the Confederation of the Rhine and the Duchy of Warsaw. One difficulty for Napoleon and his plans was the strength of the British navy. The British had previously defeated France and its allies, and its victory at Trafalgar in 1805 secured British dominance of the seas. Unable to attack England directly, Napoleon devised the Continental System. A form of economic warfare, the Continental System sought to prevent British goods from entering the continent. France’s allies disliked it as it led to shortages and drove up the costs of goods. Tired of the economic disruption, Russia stopped adhering to the Continental System. Napoleon either had to abandon the Continental System or invade Russia: He chose invasion. In June 1812, Napoleon led his large army of some 600,000 troops into Russia. Hoping for a quick victory that would force the Russians back into the Continental System, Napoleon would be disappointed as, instead of engaging in a set battle, the Russians opted for a tactical retreat. They burned their crops and villages as they withdrew further and further into Russia, refusing to fight Napoleon. Napoleon pressed on under the assumption that the Russians would at least try and defend their capital Moscow: They did not. Moscow, too was set ablaze. Having “conquered” the capital in late October, Napoleon ordered a retreat. The lack of food, cold weather clothing, disease and an increasingly severe Russian winter took its toll. Only 40,000 of the 600,000 invading soldiers made it to Poland by January 1813. This cost Napoleon much of his fighting force and called into question his reputation as an invincible military commander. In the wake of the Russian disaster, other European powers renewed their efforts against Napoleon. By March 1814, Paris was captured, and the defeated Napoleon was exiled to Elba, a tiny island off the coast of Italy. Louis XVIII, the brother of Louis XVI, was proclaimed King of France. Eventually, Napoleon successfully snuck off the island and returned toFrance. Sent to arrest him, soldiers of the 5th Regiment disregarded the order cheering “Vive l’Empereur” while promising to help him regain his throne. Returning to Paris in March 1815, Napoleon determined that his best strategy would be an offensive one and quickly got together an army and invaded Belgium. On 18 June 1815, Napoleon met a combined British, Prussian and Dutch army led by the Duke of Wellington (1769-1852). Wellington defeated Napoleon; this time, he was exiled to Saint Helena, an island in the South Atlantic. Napoleon would remain on the island until his death in 1821. Although Napoleon had died, the French state, the people and those he had conquered would have to wrestle with the legacy of Napoleon and the legal and political frameworks he constructed. At the Congress of Vienna (1814-1815), delegates redrew the map of Europe, creating what they hoped would be a balance of power that would prevent another nation from dominating Europe and European politics.	oercommons	2025-03-18T00:39:31.371434	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113227/overview", "title": "Statewide Dual Credit Modern World History, Challenging the Old Order - The Age of Revolutions and Independence Movements, French Revolution", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/88820/overview	Realism PDF Modern World Literature Volume 4: Realism Overview This is a textbook covering the Realism period with works from selected authors. Modern World Literature Volume 4: Realism This is volume 4 of a 5 volume set for Modern World Literature that covers the Realism period.	oercommons	2025-03-18T00:39:31.390713	12/16/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/88820/overview", "title": "Modern World Literature Volume 4: Realism", "author": "Colleen McCready" }
https://oercommons.org/courseware/lesson/98715/overview	Infant and Childhood Language Development Overview This is a brief introduction to the pathways of language development in infancy and early childhood. It focuses on the biological, cognitive, and social factors involved and how language shifts from crying to inner speech through development. It is presented in a low-tech accessible powerpoint presentation, with some opportunities to test your learning at the end. This lesson is designed for those who wish to gain further information on childhood development within a psychological lens. This OER is a low-tech powerpoint presentation course to provide avid learners with a brief overview of how language develops through infancy and early childhood.	oercommons	2025-03-18T00:39:31.406967	Asia Silzer	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98715/overview", "title": "Infant and Childhood Language Development", "author": "Lecture" }
https://oercommons.org/courseware/lesson/18504/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in or	oercommons	2025-03-18T00:39:31.430868	11/08/2017	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/18504/overview", "title": "Innovative Types of Arabic Inscriptions", "author": "Heba AbdelNaby" }
https://oercommons.org/courseware/lesson/79355/overview	Multimedia 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 only one of those features: the Multimedia Principle (Clark and Mayer, 2016). It's a little better than text-only, but not a lot. 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. Standards are listed here, because I couldn't fit them in the resource description: 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 Here's an example pre-test 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 Note: I didn't continue the multimedia (pictures) after this. 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.	oercommons	2025-03-18T00:39:31.454129	04/16/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/79355/overview", "title": "Multimedia Intro to Rubik's Cube, 1st 2 layers", "author": "Peter Hastings" }
https://oercommons.org/courseware/lesson/102087/overview	OER Item Sharing Template Overview Today I will demonstrate how to draw Gasket A, step-by-step. To begin, below is a Finished Drawing of Gasket A. Instructions for the assignment: Begin a New Drawing in AutoCAD, Set Limits to 0,0 and 8,6. Set Snap and Grid values appropriately. Units are Decimal inches with a precision of 0.00”. We will create the gasket above. Draw only the gasket shape, do not add dimensions or centerlines. (HINT: Locate and draw the four 0.5” diameter Circles, then create the concentric 0.5” radius arcs as full Circles then Trim. Make use of the Object Snaps and Trim whenever applicable.) Save the drawing using the filename GASKET A. Click to begin the video. 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.	oercommons	2025-03-18T00:39:31.471736	Graphic Design	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/102087/overview", "title": "OER Item Sharing Template", "author": "Engineering" }
https://oercommons.org/courseware/lesson/101740/overview	battery B-Experimental design and R intro C-Graphical-representations D-Numerical desctriptions of data E-Probability F-Discrete Probability Distribution G-Continuous Probability Distributions H-One Sample Inference Intro introductory-statistics-export I-One Sample Inference J-Confidence Intervals K-Two Sample Inference L-Regression and Correlation Guided Lecture Notes for Statistics Using Technology - Kozak Overview This resource is a series of guided lecture notes which cover topics from Statistics Using Technology 3rd edition, Kozak. These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu Chapter 1 – Statistics Foundations Material Description This resource is a series of guided lecture notes which cover topics from chapter 1 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Evaluate experimental design for appropriate use or misuse of statistical concepts. Objectives: - Define various statistical symbols and terminology - Identify the difference between descriptive and inferential statistics - Determine the level of measurement for a given data set - Distinguish between parameters and statistics - Distinguish between discrete and continuous data - Distinguish among different types of observational studies and experiments - Determine the sampling technique used to collect data - Evaluate whether a sample is likely to be representative of the population - Develop alternative conclusions to given statistical results - Evaluate given scenarios for misuses of statistical concepts. Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 2 – Graphical Descriptions of Data Material Description This resource is a series of guided lecture notes which cover topics from chapter 2 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Create graphical and numerical summaries of statistical data identifying descriptive characteristics (center, variation, distribution, position, trends) Objectives: - Construct various frequency distributions for data sets, including grouped, ungrouped, relative frequency, cumulative frequency distributions - Construct various graphical representations of data sets, including bar graphs, histograms, stem and leaf plots, and pie charts - Analyze frequency distributions of data sets for descriptive characteristics in context (center, variation, distribution, position, trends) - Analyze graphical representations of data sets for descriptive characteristics in context (center, variation, distribution, position, trends) Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 3 – Numerical Descriptions of Data Material Description This resource is a series of guided lecture notes which cover topics from chapter 3 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Create graphical and numerical summaries of statistical data identifying descriptive characteristics (center, variation, distribution, position, trends) Objectives: - Calculate measures of central tendency for data sets, including mean, mode, median - Calculate measures of variation for data sets, including range, variance, standard deviation - Calculate measures of position for data sets, including z-scores, quartiles, percentiles - Analyze numerical measures of data sets (central tendency, variation, position) for descriptive characteristics in context (center, variation, distribution, position, trends) - Apply numerical measures to distinguish between values that are usual and unusual - Compare data values using measures of position - Construct box and whisker plots as a graphical representation of data sets Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 4 – Probability Material Description This resource is a series of guided lecture notes which cover topics from chapter 4 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Evaluate the likelihood of an event using calculated probability values. Objectives: - Calculate empirical probabilities of simple events using relative frequency - Calculate theoretical probabilities of simple events - Calculate the probability of the complement of an event - Calculate the probability of compound events choosing the correct multiplication or addition rule - Calculate the probability of compound events adjusting computations for dependent and/or conditional events - Apply probabilities to distinguish between values that are usual and unusual Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 5 – Discrete Probability Distribution Material Description This resource is a series of guided lecture notes which cover topics from chapter 5 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Create discrete probability distributions to compare theoretical probabilities to actual results. Objectives: - Define a random variable - Distinguish between discrete and continuous random variables - Determine if a distribution of a variable represents a probability distribution - Determine whether a given procedure results in a binomial distribution - Calculate the mean, variance and standard deviation for a probability distribution - Construct a probability histogram from a probability distribution - Calculate probabilities using the binomial probability formula - Apply probabilities to determine if an unusually high or low number of successes exists among n trials Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 6 – Continuous Probability Distribution Material Description This resource is a series of guided lecture notes which cover topics from chapter 6 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Formulate probabilities for continuous random variables using the standard normal distribution. Objectives: - Distinguish between discrete and continuous random variables - Calculate the z-score for an event - Apply the standard normal distribution to determine the probability of an event - Construct and interpret sampling distributions for various statistics (mean, median, range, variance, standard deviation, proportion) - Determine which statistics reasonably estimate population parameters - Apply the Central Limit Theorem to determine probabilities of events - Apply the rare event rule to interpret probability calculations from the Central Limit Theorem - Approximate binomial probability distributions using the normal distribution - Apply the continuity correction when using the normal distribution to approximate binomial probability - Evaluate whether sample data appear to come from a population that is normally distributed using quantile plots Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 7 – One-Sample Inference Material Description This resource is a series of guided lecture notes which cover topics from chapter 7 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Test hypotheses or claims about a population proportion, mean, and standard deviation (of variance) based on sample data. Objectives: - Formulate null and alternative hypotheses from a given problem statement and/or data set - Distinguish between Type I and Type II errors - Relate Type I error to the level of significance for a hypothesis test - Determine which type of test (two-tailed, left-tailed, and right-tailed) is appropriate for a hypothesis test - Decide which type of distribution is appropriate for a hypothesis test - Test hypotheses on proportion and mean using the traditional method and P-value method - Assess the results of hypothesis tests in context Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 8 – Estimation Material Description This resource is a series of guided lecture notes which cover topics from chapter 8 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Formulate population parameter estimates for proportion, mean, and variance from sample data. Objectives: - Calculate point estimates for the proportion and mean - Outline the disadvantages of using a point estimate for population parameters - Determine whether the normal or t- distribution applies to the given circumstances - Calculate margin of error for proportion and mean estimates - Create confidence intervals (interval estimates) for proportion and mean - Examine the meaning of a confidence interval in context - Apply confidence intervals to determine rare events - Test hypotheses on proportion and mean using the confidence interval method Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 9 – Two-Sample Inference Material Description This resource is a series of guided lecture notes which cover topics from chapter 9 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Test hypotheses or claims about population parameters comparing two sets of sample data. Objectives: - Conduct a formal hypothesis test of a claim made about two population proportions - Construct a confidence interval estimate of the difference between two population proportions. - Distinguish between a situation involving two independent samples and a situation involving two samples that are not independent - Conduct a formal hypothesis test of a claim made about two means from independent populations - Construct a confidence interval estimate of the difference between two population means - Determine if sample data consists of matched pairs - Conduct a formal hypothesis test of a claim made about the mean of the differences between matched pairs - Construct a confidence interval estimate of the mean difference between matched pairs Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. Chapter 10 – Regression and Correlation Material Description This resource is a series of guided lecture notes which cover topics from chapter 10 of Statistics Using Technology 3rd edition, Kozak. Topics covered are Competency: Draw conclusions about relationships between bivariate sample data, making predictions if appropriate. Objectives: - Calculate the linear correlation coefficient for two paired variables - Determine whether there is a statistically significant relationship between two paired variables - Generalize the relationship between two variables with a regression equation - Apply regression equations to predict values for the variables - Evaluate the accuracy of predicted values using prediction intervals and the coefficient of determination Context for sharing: These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak. Additional information about the resource: If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu. Other sections under construction. LMS and Homework Materials A Canvas course shell has been created for this material, which includes weekly discussion post assignments, weekly homework assignments, two midterm exams, and one final exam. See attached file for Canvas export package. Some homework assignments are hosted in MyOpenMath (OER). The MyOpenMath course shell ID is 180282 and is titled Intro Statistics - Teaching w/ Technology. You are free to templete, remix, and reuse the course shell.	oercommons	2025-03-18T00:39:31.525644	Mike Rozinski	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/101740/overview", "title": "Guided Lecture Notes for Statistics Using Technology - Kozak", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/118631/overview	Tennessee Open Education Planning Template Overview The TN Open Education Cycle 4 OER Grant provides opportunities for teams of community college, technical college, and university faculty members to convert courses currently using commercially published textbooks to courses using OER. In addition to increasing access through the affordability that OER provides, faculty have the opportunity to maximize student engagement and success by aligning materials with learning outcomes and customize tools to support their unique pedagogical approaches. Instructors may adapt, adopt, curate, or create OER materials to support the redesign of a course. This may mean selecting, modifying, or creating OER materials to replace and/or supplement existing course materials, assignments, and/or texts. Grantees are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection. (See this primer for additional information about how to get started with OER.) Tennessee Open Education Planning We aim to add a General Education Core Humanities option at Motlow through the creation of an Introduction to Film course. This course will leverage students' existing knowledge and experience with film, a Fine Art, to provide a Humanities option that engages students and offers practical, real-world applications. We anticipate this will enhance student excitement and positively impact retention and progression. Our course targets incoming freshmen who must complete learning support requirements and need general education core courses without prerequisites to register as full-time students. It offers an additional Humanities option that builds on students' familiarity with film, making it potentially more appealing. The course will be designed to accommodate students in learning support courses by including assessments that do not require extensive experience with academic writing. The team collaborated on course outcomes. Team leader, Wes Spratlin, is responsible for the selection of the primary and secondary texts in the course. Dr. Will Murphy is responsible for the creation of unit and module objectives as well as ensuring that assessments align with module, unit, course, and TBR Fine Arts/Humanities Outcomes. Our existing resources include the following: Sharman, Russell, Moving Pictures: An Introduction to Cinema, https://uark.pressbooks.pub/movingpictures/ Moss, Yelizaveta and Candice Wilson, Film Appreciation, https://alg.manifoldapp.org/projects/film-appreciation Various resources available via YouTube In terms of new resources, we are creating weekly module Terms/Concepts Glossaries that will provide the module’s major terms and concepts along with definitions and examples in the form of still pictures or brief videos. As much as possible, these examples will feature stills and clips form the primary film featured in the module for that week. For example, Module 5 focuses on Truffaut’s, The 400 Blows, and introduces the concept of camera movement, so the definition of a Tracking Shot in the weekly glossary will feature the famous low-angle tracking shot that opens The 400 Blows Regarding needed support, our Dean of Libraries is using her budget to subscribe to Kanopy, a widely-used subscription service for academic and public library patrons. Kanopy will not provide the students with the 12 primary films we will cover in the class, but it’s clip feature will allow us to create clips from those films for use in our module Terms/Concepts Glossaries. In addition, we will need the help of various Motlow State departments and offices to promote the course and to educate students, faculty, Success Coaches, and Advisors regarding the course before pre-registration for the spring semester. In terms of course design/delivery assessment, we will rely on guidance and assistance from Motlow’s Office of Institutional Research and Effectiveness. Finally, and perhaps most importantly, we are relying on TBR’s General Education Core Committee to provide guidance toward the acceptance of the course as a Humanities option at Motlow for the 2025-2026 catalog. Our Timeline: What deadlines do you have for your OER Project deliverables? OER Project needs to be piloted by Spring 2025 term and uploaded to the TBR Group on the Tennessee Open Education Hub by January 15, 2025 Project Planning Our OER Goals & Purpose: Why are you doing this OER Project and what are you hoping to accomplish? Our Audience: Who are you designing this OER Project for and what are their learning needs and preferences? Our Team: Who is on your OER Project Team and what are their roles and responsibilities? Existing Resources: What existing resources can you utilize for your OER Project? You can curate these resources in our Group Folders New Resources: What new resources will you need for your OER Project? Supports Needed: What additional supports do you need to complete your OER Project? Do you need to gather more research and data to inform the design of your OER Project? Our Timeline: What deadlines do you have for your OER Project deliverables? OER Project needs to be piloted by Spring 2025 term and uploaded to the TBR Group on the Tennessee Open Education Hub by January 15, 2025 Course Description This course provides an overview of film history using selected works from world cinema. The course introduces the basic elements of film expression and analysis while also examining film’s social impact as a medium and demonstrating the diversity of human experience across multiple time periods and cultural perspectives. ENGL 2860 Introduction to Film syllabus Reflection Please reflect and share any observations and insights you noticed as a result of this OER Project, such as student engagement and impact.	oercommons	2025-03-18T00:39:31.546808	Wes Spratlin	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/118631/overview", "title": "Tennessee Open Education Planning Template", "author": "Full Course" }
https://oercommons.org/courseware/lesson/96643/overview	First_Grade_Word_Study_Guide First_Grade_Word_Study_Guide pdf Graphic and Questions Rubric Kindergarten_Word_Study_Guide Kindergarten_Word_Study_Guide pdf Language Development Progression Phonemic and Phonological Awareness testGM Phonemic Awareness Reflection Rubric Phonological Awareness activity assignment and rubric Phonological Awareness Activity Checklist References for Chapter 8- Oral Language and Phonological Awareness Development Overview This goal of this course is to introduce learners to phonological awareness, a foundational component of reading development in young children. This unit is meant to introduce pre-service teachers to the concepts of phonological awareness and how to work with English Learners in their oral language development. Phonological awareness is often misunderstood, therefore not addressed accurately in classroom settings. The course is intended to supplement an existing course in foundational reading development. Unit Introduction Introduction: This goal of this course is to introduce learners to oral language development, a foundational component of reading development in young children. This unit is meant to introduce pre-service teachers to the concepts of phonological awareness and how to work with English Learners in their oral language development. The course is intended to supplement an existing course in foundational reading development. Audience: The intended audience of this course are teacher candidates within a higher education certification program focused on elementary education. Length of course: This resource is part of a larger Reading Development course and has been designed to engage the participant for a minimum of 3 hours. This section of the course is taught for 2 weeks of a 16 week course. The content and standards are heavily supplemented with other activities, including working with young children during the face-to-face course setting. Unit-level outcomes: While engaging with this unit, learners will: - Identify oral language acquisition stages - Identify aspects of oral language instruction for English Learners. Technology requirements: Projector/Computer for instructor Internet access with higher level bandwidth for viewing and creating videos Access to Google applications for assignment creation Online journal (You are welcome to use a paper journal as well) Oral Language Development Some games we play in this section: Humdingers: write out 6 common nursery rhyme songs, such as Mary had a Little Lamb and Twinkle, Twinkle Little Star on index cards. Write out as many copies as you need for your class. Highlight each song an equal number of times. Randomly hand the cards out to the class. Students need to find their group by humming the tune of the song. Groups hum their song at the end to make sure everyone is correct and remainder of class guesses at the song. Discuss the importance of listening, how distractions can impact listening, and what this means for classroom instruction. Bubbles: Go outdoors and blow bubbles for a few minutes. When coming back inside, have students tell you words to describe the experience and the bubbles. Write these words on the board. Then show students a picture of the bubbles. Mark out words that can no longer be used with just an image, such as sticky, wet, etc. Then write the word bubbles on the board. Continue to mark out words that can no longer be used with just the written word. This discussion relates to the experiences children have that adds to their background knowledge and oral language development. Would you rather: This has various ways to play and there are many out there. Provide students with a set of cards with a question: "Would you rather _______ or _________? They answer aloud to partners with a sentence stem: "I would rather ____________ because ________________. This activity begins to show how we can assist Emergent Bilinguals in their oral language development as well. Oral Language Development UNIT 1 OBJECTIVES: 1. The student will identify stages of language acquisition. CONTENT: Close your eyes and listen to the sounds you hear. Perhaps you hear birds, cars driving nearby, people talking, the wind, or silence. Why should we stop to listen to the sounds we hear around us? It is relaxing! Although that is true, that is not the focus of what will be discussed in this unit. Young children learn to speak and listen well before they can read and write, however, we tend to focus on the end goal of reading rather than the skill development necessary to read. For several decades, reading instruction has focused on word reading skills, not language comprehension. Language comprehension includes oral language comprehension because students can understand language and how it works, a critical component of reading comprehension. Theories will insist language is developed by nature, naturally develops, or nurture, taught skills. However, it is a combination of both nature and nurture because children will pick up on language skills and they have to be taught aspects of language, otherwise, they may always say ‘psketi’ for spaghetti. Oral Language instruction must be explicit and systematic, just as all other reading instruction should be. Watch this video on the Simple View of Reading. Once you have watched the video, use your reflective journal to write out an example of a scenario in which yourself or a young child you work with has either low language comprehension or decoding skills. How does that impact their reading comprehension? One example from my teaching is when we had two high level readers in kindergarten who were reading at a third-grade level. However, when asked the comprehension questions at the end of the story, only one of the children could answer the questions. That child had both the language comprehension and the decoding skills to have full reading comprehension. The other child had good decoding with limited language comprehension, making the text easy to ready, but difficult to comprehend. This is important because you will continually grow in your understanding of how oral language impacts reading as you work through this module. Oral Language Development \| Leah Carruth, Creative Commons Attribution, Share-Alike \| It is necessary to understand how oral language progresses in order to internalize how the phonological awareness skills are systematically taught, dependent upon the language development of the child. Read through the textbook explanation of language development (Language Development Progression) and reflect in your journal regarding what experiences you have in hearing each of these stages. What would you do for a child who comes into preschool with limited language development, perhaps still within the telegraphic stage? Language Developmental Progression An important aspect of cognitive development is language acquisition. The order in which children learn language structures is consistent across children and cultures (Hatch, 1983). Starting before birth, babies begin to develop language and communication skills. At birth, babies recognize their mother’s voice and can discriminate between the language(s) spoken by their mothers and foreign languages, and they show preferences for faces that are moving in synchrony with audible language (Blossom & Morgan, 2006; Pickens et al., 1994; Spelke & Cortelyou, 1981). Do newborns communicate? Of course they do. They do not, however, communicate with the use of oral language. Instead, they communicate their thoughts and needs with body posture (being relaxed or still), gestures, cries, and facial expressions. A person who spends adequate time with an infant can learn which cries indicate pain and which ones indicate hunger, discomfort, or frustration. Intentional Vocalizations: In terms of producing spoken language, babies begin to coo almost immediately. Cooing is a one-syllable combination of a consonant and a vowel sound (e.g., coo or ba). Interestingly, babies replicate sounds from their own languages. A baby whose parents speak French will coo in a different tone than a baby whose parents speak Spanish or Urdu. These gurgling, musical vocalizations can serve as a source of entertainment to an infant who has been laid down for a nap or seated in a carrier on a car ride. Cooing serves as practice for vocalization, as well as the infant hears the sound of his or her own voice and tries to repeat sounds that are entertaining. Infants also begin to learn the pace and pause of conversation as they alternate their vocalization with that of someone else and then take their turn again when the other person’s vocalization has stopped. At about four to six months of age, infants begin making even more elaborate vocalizations that include the sounds required for any language. Guttural sounds, clicks, consonants, and vowel sounds stand ready to equip the child with the ability to repeat whatever sounds are characteristic of the language heard. Eventually, these sounds will no longer be used as the infant grows more accustomed to a particular language. At about 7 months, infants begin Babbling, engaging in intentional vocalizations that lack specific meaning and comprise a consonant-vowel repeated sequence, such as ma-ma-ma, da-da- da. Children babble as practice in creating specific sounds, and by the time they are 1 year old, the babbling uses primarily the sounds of the language that they are learning (de Boysson- Bardies, Sagart, & Durand, 1984). These vocalizations have a conversational tone that sounds meaningful even though it isn’t. Babbling also helps children understand the social, communicative function of language. Children who are exposed to sign language babble in sign by making hand movements that represent real language (Petitto & Marentette, 1991). Gesturing: Children communicate information through gesturing long before they speak, and there is some evidence that gesture usage predicts subsequent language development (Iverson & Goldin-Meadow, 2005). Deaf babies also use gestures to communicate wants, reactions, and feelings. Because gesturing seems to be easier than vocalization for some toddlers, sign language is sometimes taught to enhance one’s ability to communicate by making use of the ease of gesturing. The rhythm and pattern of language is used when deaf babies sign just as it is when hearing babies babble. Understanding: At around ten months of age, the infant can understand more than he or she can say, which is referred to as receptive language. You may have experienced this phenomenon as well if you have ever tried to learn a second language. You may have been able to follow a conversation more easily than contribute to it. One of the first words that children understand is their own name, usually by about 6 months, followed by commonly used words like “bottle,” “mama,” and “doggie” by 10 to 12 months (Mandel, Jusczyk, & Pisoni, 1995). Infants shake their head “no” around 6–9 months, and they respond to verbal requests to do things like “wave bye-bye” or “blow a kiss” around 9–12 months. Children also use contextual information, particularly the cues that parents provide, to help them learn language. Children learn that people are usually referring to things that they are looking at when they are speaking (Baldwin, 1993), and that that the speaker’s emotional expressions are related to the content of their speech. Holophrasic Speech: Children begin using their first words at about 12 or 13 months of age and may use partial words to convey thoughts at even younger ages. These one word expressions are referred to as Holophrasic Speech. For example, the child may say “ju” for the word “juice” and use this sound when referring to a bottle. The listener must interpret the meaning of the holophrase, and when this is someone who has spent time with the child, interpretation is not too difficult. But, someone who has not been around the child will have trouble knowing what is meant. Imagine the parent who to a friend exclaims, “Ezra’s talking all the time now!” The friend hears only “ju da ga” to which the parent explains means, “I want some milk when I go with Daddy.” Language Errors: The early utterances of children contain many errors, for instance, confusing /b/ and /d/, or /c/ and /z/. The words children create are often simplified, in part because they are not yet able to make the more complex sounds of the real language (Dobrich & Scarborough, 1992). Children may say “keekee” for kitty, “nana” for banana, and “vesketti” for spaghetti because it is easier. Often these early words are accompanied by gestures that may also be easier to produce than the words themselves. Children’s pronunciations become increasingly accurate between 1 and 3 years, but some problems may persist until school age. A child who learns that a word stands for an object may initially think that the word can be used for only that particular object, which is referred to as Underextension. Only the family’s Irish Setter is a “doggie”, for example. More often, however, a child may think that a label applies to all objects that are similar to the original object, which is called Overextension. For example, all animals become “doggies”. First words and cultural influences: First words if the child is using English tend to be nouns. The child labels objects such as cup, ball, or other items that they regularly interact with. In a verb-friendly language such as Chinese, however, children may learn more verbs. This may also be due to the different emphasis given to objects based on culture. Chinese children may be taught to notice action and relationships between objects, while children from the United States may be taught to name an object and its qualities (color, texture, size, etc.). These differences can be seen when comparing interpretations of art by older students from China and the United States. Two word sentences and telegraphic (text message) speech: By the time they become toddlers, children have a vocabulary of about 50-200 words and begin putting those words together in telegraphic speech, such as “baby bye-bye” or “doggie pretty”. Words needed to convey messages are used, but the articles and other parts of speech necessary for grammatical correctness are not yet used. These expressions sound like a telegraph, or perhaps a better analogy today would be that they read like a text message. Telegraphic Speech/Text Message Speech occurs when unnecessary words are not used. “Give baby ball” is used rather than “Give the baby the ball.” Infant-directed Speech: Why is a horse a “horsie”? Have you ever wondered why adults tend to use “baby talk” or that sing-song type of intonation and exaggeration used when talking to children? This represents a universal tendency and is known as Infant-directed Speech. It involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression (Clark, 2009). Why is this done? Infants are frequently more attuned to the tone of voice of the person speaking than to the content of the words themselves, and are aware of the target of speech. Werker, Pegg, and McLeod (1994) found that infants listened longer to a woman who was speaking to a baby than to a woman who was speaking to another adult. It may be in order to clearly articulate the sounds of a word so that the child can hear the sounds involved. It may also be because when this type of speech is used, the infant pays more attention to the speaker and this sets up a pattern of interaction in which the speaker and listener are in tune with one another. LICENSES AND ATTRIBUTIONS CC LICENSED CONTENT, ORIGINAL - Authored by: Martha Lally and Suzanne Valentine-French. Provided by: College of Lake County Foundation. Located at: http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike As you consider the importance of oral language development, think about how this directly impacts reading development as we begin to explore the connections. Phonological Awareness You are welcome to add more activities here made for your space. For online sections, students can make vidoes, submit their reflection journal, or meet through ZOOM in small groups to complete activities. You can adjust this to make it fit how you teach. We assess and teach a phonological awareness plan and do many more activties which are not Creative Commons. This is just a small portion of what we do regarding this topic in class, however, it does provide a good foundation in phonological awareness. When you see the ear symbol, that is an indication that it is a discussion or embedded activit to do during class. Play this game to demonstrate how oral language comprehension can depend on various factors. Line up in even-numbered lines along two sides of the room. The instructor will provide each person at the front of the line a whispered word. That person then tells the next person a word they associate with that word. This continues until the last person has their word and they say it aloud to the class. What did you notice that happened? Why was this the case? What word did each line begin with? If the instructor used the same word for each line, the end word can be very different. What makes this happen? Brainstorm a list of influencing factors that contribute to the varying ending words. Yes, this is a version of the telephone game. Victoria-RuizVD: Creative Commons Attribution-Share Alike 4.0 Phonological Awareness: How does this tie into our understanding of oral language? Everything! Phonological awareness consists of the oral skills children need in order to read. The next image provides you with the specific skills which are a part of phonological awareness. Each skill will be explained in this unit and the following unit. \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Phonological awareness skills can be divided into three areas: Word level, Parts of words, and Individual sounds. Children must be able to distinguish between a word they hear and an individual sound in the word they may hear. The whole word is a much easier skill and children as young as two can begin building skills in the number of words in a sentence. \| Word Level Skills \| Word Parts Skills \| Phoneme Skills \| \| words in sentence \| syllable \| isolation \| \| rhyme \| onset/rime \| segmenting \| \| alliteration \| blending \| \| \| addition/deletion/substitution \| Word Level Skills: Word level skills consist of words in sentences, rhyming and alliteration because each of these skills works on the word as a whole. Read the explanations below each graphic and watch the videos that are linked below some of the graphics. \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Sentence segmentation can also be thought of as working with words in sentences. One way to do this is to count the words in orally stated sentences. Three activities that can be used to teach words in sentences are to count the words in a sentence and use a manipulative to represent each word. The graphic uses tile squares to move as a sentence is read aloud. Of course we can clap or count the words on our fingers as well. It is important to remember that these sentences are not visible to the students. The words above the squares on the graphic are simple to show each tile represents one word in the sentence. The video also addressed syllables, which will be discussed in a later section. After watching the video and looking over the graphic, practice with small groups using the different methods to work with words within sentences. \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Rhyming is defined as the same sound at the end of the word. These words will typically be one-syllable words for beginning phonological awareness, or CVC (consonant-vowel-consonant) words, such as cat, hat. Rhyming is a fun skill that can be worked on in any location with any objects. I remember going around the grocery store with my son and he would want to know what items were. If I told him this was lettuce he would immediately say lettuce, pettuce, wettuce, etc. We would have so much fun in the store, on car rides, and with many other daily activities. Rhyming does not have to be real words! Nonsense words are very valuable to help determine if children truly understand the concept of rhyming. Rhyming skills can be reinforced through songs, books read aloud, matching games, I spy games and many more. Remember, no words are shown to the children. You can have a word list for yourself of potential rhyming words to use in a lesson, however, the children will not see those words. Pictures are wonderful to use because it also helps build vocabulary. For example, a child may have a picture of a jet, but they say airplane. The other picture would not rhyme with jet and you inform them of another word for airplane. The video addresses both rhyming and alliteration, which children can confuse because alliteration focuses on the beginning sound and rhyming focuses on the ending sounds of words. \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Alliteration is defined as a repitition of sounds within a phrase or sentence. Do not confuse this with rhyming, which is the same sound at the end of the word. Alliteration is typically a repetition of the beginning sound, but can be a repetition of a sound with multiple words. An example would be Sally Sells Sea Shells By The Sea Shore. Tongue twisters are a favorite for children to try and say. Can you pick out the three tongue twisters in this graphic? One was already provided above. Wite a minimum of two alliteration phrases with your name and share with the class. Remember, that in your teaching, children will not see these sentences, they will only hear what you read aloud. See if anyone can add to your alliteration phrase. How long can the phrase or sentence go on before you run out of words? Parts of Words: In the previous section, you learned about whole word aspects of phonological awareness. In this section, you will rediscover skills which focus on word parts. I mention rediscover because one skill is a familiar and one is new. Syllables and Onset/Rime are parts of word phonological awareness skills because they focus on parts of the word, rather than whole word. These are the next level of phonological awareness skills for young children. Read the explanations below each graphic and watch the videos that are linked below some of the graphics. \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Syllables are defined as the single unbroken sound of a spoken word. A syllable will include a vowel sound and usually consonants. We can remember working with syllables as young children because it was common to discuss syllables and perform activities such as clapping out our names. Clapping out names is certaintly still perfomed in classrooms and tied into math curriculum by creating a graph of the number of syllables in every child's name. The names are not written down for this activity because for phonological awareness, there are no letters or words used. We use physical movements such as clappnig to help feel the syllables. Another common activity is to put your hand under your chin and count how many times your hand goes down as you say a word. One activity that includes entire body movement is a hopping game. Put colored dots down on the floor, such as the ones used for PE class, and have children line up. As you say a word, one child should hop forward one time for each syllable. For example, happy would have the child hop twice. Reference the video above under counting words in sentences for work on syllables. After reviewing the video, create a class graph with the number of syllables in everyone's names in the class. How do accents and dialects play into how words are pronounced? Does blessed have one or two syllables? These are questions to keep in mind as you your with syllables with young children. \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Onset and Rime is a more difficult skill than working with syllables. When we hear the word RIME we think about how words rhyme together and sound the same at the end of the word. That is not the case, although they are related. Onset is the part of the word that occurs before the vowel and the Rime is the remainder of the word. This will only be true in one syllable words. The graphics illustrates three activities that can be used to work with Onset and Rime. Remember that there are no letters or words used in phonological awareness and the letters with the tiles are used as a demonstration of what the tiles represent and would not be showed to a child completing this activity. As you can see, the tiles do work for Onset/Rime just as they work for syllables and words in sentences. We cut out pieces of felt to use that are different colors to use for these activities. Puzzles are a great option as well. You can purchase ready-made Onset/Rime puzzles, however, that is not necessary. Print out pictures of one syllable words and cut them into two parts. This is illustrated above with the snake. As the child is putting this puzzle piece together they would say 'sn'. 'ake' and then read the whole word, snake. This same concept can also be used as a picture that is cut into two parts and complete it the same way as the puzzle. Watch the video above to learn how one teacher specifically teaches this concept to her students. Locate 10 one-syllable words you can use for your Onset/Rime pictures. Create either puzzles or the picture option. These can be made with a Google application such as Slides or Drawings. Wrapping up Unit 1: You now have an introduction to phonological awareness and oral language development. To ensure you have a good grasp of this content before moving on to the next unit, there are two assessment activities to complete. These will both be useful activities for you as a teacher and in interviews or parent discussions. 1. Look at the first graphic provided that is entitled Phonological Awareness. Does this graphic help you understand the main idea about phonological awareness? How would you improve this graphic? Write a paragraph to answer these two questions and then create your own graphic to demonstrate your understanding of phonological awareness. Submit your answers to these questions and your graphic in your course's LMS. The rubric and assignment details are posted in the PA graphic document. 2. You are more than likely going to have to explain to someone, a parent or principal perhaps, what you know about phonological awareness at some point. It is important to know how to talk about phonological awareness to different audiences. You will create your elevator pitch for a parent and a principal. This elevator pitch will be a 1 minute video, one for each audience. You will make this video in FlipGrid. The expectations and grading rubric for this video are attached. Resources: All YouTube videos are Creative Commons Open License Children Image: Victoria-RuizVD: Creative Commons Attribution-Share Alike 4.0 Lally, M. & Valentine-French, S. (2019). Language Developmental Progression. Life Span Development: A Psychological Perspective 2nd ed. pp. 91-93. College of Lake County Foundation. http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike Phonemic Awareness: One small, important part Answers to phonemes in words: cat (3), house (3), car (2), tiger (4), shop (3) Sounds which are short and have extra phoneme added to end: /b/, /d/, /t/, /ch/, /g/, /j/, /k/ Phonemic Awareness: One small, important part UNIT 1 OBJECTIVES: 1. The student will distinguish between the hierarchy of skills in phonological awareness and phonemeic awareness. 2. The student will evaluate phonemeic awarenesss activities for accuracy and developmentally appropriateness. 3. The student will share two resources for phonemic awareness. CONTENT: In the previous unit, you built a foundation of phonological awareness. One aspect of phonological awareness is phonemic awareness. These two terms are often confused and this can lead to misleading instruction. One way to distinguish between these two terms is to understand what the words mean. Phonological = study of language This is the reason all of our oral language skills are under this larger term. Many times you see it represented by an umbrella with all the skills underneath. Phoneme = smallest unit of sound This is a term centered around a specific concept with language skills. A phoneme is that smallest sound in a word. Close your eyes again. Forget about how a word is spelled. Take turns with a partner and say these words aloud and count the sounds you hear. Cat, House, Car, Tiger, Shop. How did you do? The answers are in the instructor notes. Look at the graphic below. This visual is intended to have you think about a phoneme as a single flower petal. How can you think about phonemes to help you understand it is an individual sound in a word? Create your own graphic using the remaining words from above. \| Leah Carruth, Creative Commons Attribution, Share-Alike \| One concept is important when thinking about the phonemes in words -- how to properly pronounce each of the 44 phonemes in the English Language. We document sounds with two back slashes on the outside of the sound. For example, cat would be /c/ /a/ /t/. Dialect and accents can make a difference in how an individual may voice the sounds, but there is one common error speakers make when pronouncing individual sounds of the English Language. An 'uh' is added at the end of certain letters. Can you think of some letter sounds in which it should be a short sound, yet an 'uh' is added at the end? Discuss this with your partner and be ready to share out with the whole group. Some possible answers will be in the instructor notes. To help prepare you to know how to accurately pronounce the different sounds in the English Language, watch this video in which each sound is modeled and explained. As you watch the video, think about what sounds you may struggle with. It may have been over 15 years since you have had to practice making the sounds of the English Language. Phonemic Awareness Skills: Specific skills are taught as part of phonemic awareness: isolation, segmenting, blending, adding/deleting/substitution. These skills are higher level skills than the previously mentioned phonological awareness skills in Unit 1. Each of the phonemic awareness skills will be explained below with graphics, some videos, and text. Isolation: \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Sound isolation, or phoneme isolation, can be a challanging task for young children, as with many of the phonemic awareness skills. You will work with beginning sounds first, then teach ending sounds, leaving the most difficult middle sounds to the last skill in this set. Some of the vowel sounds are tricky and sound similar to each other, making middle sounds a higher level skill. This is especially true for Spanish speakers and the /e/ and /i/ sounds. One game you can play is to listen to a song as a class and do an action each time the sound is heard in the song. We like to use sit down and stand up everytime we hear a specific sound. Pick your favorite song you can use for this activity and save it for yourself. Many songs have YouTube videos to watch, however, remember that the children should not see the lyrics. Watch the video above and learn how one teacher works on isolating sounds on her hands. Segmenting: \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Segmenting spoken words into phonemes is separating the spoken word into all the sounds heard. For example, when we say cat we will segment the word into the three sounds we hear, /c/ /a/ /t/. When we say shop, we will segment the spoken word into the three sounds we hear, /sh/ /o/ /p/. This can be a confusing skill for adults to manage because we tend to think about how a word is spelled and not just the sounds we hear. Here is a graphic to help you remember that phonological awareness, including phonemic awareness, skills can be taught in the dark. This will make sure that you understand to not use letters or printed words with your children. We will do another activity after discussing blending. Blending: \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Blending spoken phonemes into spoken words is bringing all the sounds heard separately back together to form a spoken word. For example, when we say /c/ /a/ /t/, the child should be able to tell us the word cat. When we say, /sh/ /o/ /p/, the child should be able to say the word shop. This is a fun exercise to use when lining up children to transition to lunch. You can say, "it is time for /l/ /u/ /n/ /ch/. Who can tell me what time it is? Yes, it is time for lunch!" Children love to guess the words and know they have to listen carefully to know what it is. Watch the video for segmenting and blending. What activities work well for you and your personality? Write in your reflective journal a minimum of three times of the day you can use blending and segmenting phonemes that is not your English Language Arts time. Phonemic awareness is a skill that is taught explicitly, however, it can be practiced throughout the day as well. Addition/Deletion/Substition: \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Now for the most difficult level of phonemic awareness skills for young children. These skills will not begin until the end of first grade into second grade. Phoneme manipulation involves addition (adding sounds), deletion (subracting sounds), and substition (exchanging one sound for another). This requires a strong foundation in the previously taught phonological awareness skills to master the highest level skills. What do each of these skills mean? From these examples below, you can see why these are more difficult. I encourage you to work on these skills with a partner on examples in the attached word study curriculu. addition: "I will add /h/ to the beginning of 'at'. Now I have 'hat'. I will add /t/ to the end of 'ten'. Now I have 'tent'". deletion: "I will take the /s/ from 'star'. Now I have 'tar'. I will say 'that' without the /th/. Now I have 'at'." substitution: "I will change the /sh/ in 'ship' to a /ch/. Now I have 'chip'. I will change the /st/ in 'must' to /d/. Now I have 'mud'." Selecting Quality Activities: Providing children with quality is just as valuable as you understanding the content provided in this module. Many times we can locate pre-made activities that do not address the skill, but are cute or fun activities. We can still locate or create fun activities that fulfill the greater purpose of teaching a phonemic awareness skill. Use the attached checklist to evaluate the two linked activities. Submit the two checklists in your LMS and be prepared to discuss your reasoning in a small group meeting. FCRR Feed the Animals Syllable Game Wrapping up Unit 2: You now have more information about the specific skills included in phonemic awareness. To ensure you have a good grasp of this content before moving on to the next unit, there are two asssessment activities to complete. These will both be useful activities for you as a teacher. 1. You evaluated two phonemic awareness activities and discussed your reasoning in small groups. It is your turn to locate a minimum of two phonemic awareness activities you can teach to young children. Use the checklist from your own evaluation to make sure these activities will be appropriate. Share your activities with the remainder of the class on Padlet with the link provided in the LMS. 2. Write a short reflective paper over your understanding of the phonemic awareness skills. Be sure to include how comfortable you are with the skills introduced and where you may see yourself struggle in teaching phonemic awareness. Submit this paper in the LMS. The paper will be graded with the attached rubric. Resources: All YouTube videos are Creative Commons Open License Feed the Animals Game. Florida Center for Reading Research. Guessing Game. Florida Center for Reading Research. Lightbulb image: Pixabay Open License https://pixabay.com/illustrations/light-bulb-idea-lit-inspiration-4514505/ Assessment Assessing phonological awareness is an important aspect of the reading instruction. Assessment results let us know what a child understands and what they need more development within. As with phonological awareness skills, assessements for phonological awareness skills are all oral. Children do not see any words, however, they may use manipulatives, depedent upon the type of assessment. The Phonemic and Phonological Awareness testGM document that is attached is to gauge your knowledge as a student learning more about these skills. This is not intended to use with children at all, but rather to see where you stand. Go ahead and take a few minutes to follow the instructions to see how you did. Emergent Bilinguals: Effective Instruction If working online, the charts can be created in an online format to share with each other. English Learners: Effective Instruction UNIT 3 OBJECTIVES: 1. The student will demonstrate basic understanding of language acquisition for English Learners, including the impact of dialect. 2. The student will demonstrate understanding of the speaking and listening domains when building activities. 3. The student will create phonological tasks, emphasizing explicit and systematic instruction for English Learners. CONTENT: You have been introduced to phonlogical awareness and the skills that fall under that larger term. This unit will look more closely at how to assist English Learners in their development of phonological awareness skills. Before we dive more into the instruction, you should know more about English Learners. Read this chapter below as an introduction to English Learners. After you have read the chapter, answer the two discussion questions in your reflective journal and be prepared to discuss in class with small groups. 8. Helping English Language Learners Develop Literacy Skills and Succeed Academically TESS M. DUSSLING Abstract The aim of this chapter is to provide educators with background knowledge on English language learners and information on how to better assist culturally and linguistically diverse students to develop the literacy skills crucial for academic success. Differences in social and academic language will be addressed, as well as theories of language acquisition and language learning. Recommendations to educators will be offered to better assist students as they become proficient in the English language while being exposed to new content in the classroom. The chapter also will draw upon the importance of including students’ previous experiences, along with embracing students’ cultural and linguistic diversity. Learning Objectives After reading this chapter, readers will be able to - discuss how English language learners’ prior experiences influence how they learn; - explain different types of programs available for English language learners in schools; - describe the difference between social language proficiency and academic language proficiency; - explain the developmental stages of learning a new language; - offer suggestions for helping English language learners succeed academically. Introduction Today’s classrooms in the United States are filled with children who speak a variety of native languages and who bring great diversity, culture, and previous experiences with them. As schools become increasingly diverse, there is an urgent need to prepare all teachers to meet the challenge of teaching both content and English language skills to students. English language learners are the fastest growing population of students in the United States (Calderón, Slavin, & Sanchez, 2011), raising many concerns over how educators can best meet the needs of this diverse group of learners. School-aged children considered to be English language learners (ELLs) rose from 3.54 million in 1998-1999 to 5.3 million in 2008-2009 (National Clearinghouse for English Language Acquisition, 2011), and it is estimated that one in five students has a home language other than English (Gonzalez, Yawkey, & Minaya-Rowe, 2006). As the number of ELLs increases in schools across the country, educators face the challenge of providing instruction in English to students who are learning English while combatting academic achievement gaps. While the research cited and strategies discussed in this chapter are presented in the context of teaching English language learners in schools in the United States, educators in other countries can also apply what is reviewed when teaching English as a new language abroad. Who are English Language Learners? The definition of an English language learner is not a simple one as some students may have relatively no knowledge of the English language when entering the classroom while others have mastered many English skills and are now focusing on more difficult academic content. Terms used to describe English language learners do tend to cause some confusion as terms may overlap and change over time. In order to alleviate any confusion, some common terms and acronyms will be briefly explained for a better understanding throughout the rest of the chapter. English language learner (ELL) is a term used for a person learning English in addition to their native language. It is important to keep in mind that English language learners are students learning English while learning inEnglish. Throughout the chapter the term English language learner will be used as a way of emphasizing that the students are learning and progressing in a new language. This term is often preferred over others, as it highlights the learning aspect of acquiring a new language instead of suggesting that students with other native languages are in some way deficient. Some schools still use the term English as a second language (ESL), but that term may not be accurate for students who already have knowledge of more than one language. Often, ESL refers to the instructional support English language learners receive while in school. You may hear teachers or students refer to ESL class or ESL time during the school day. Certified ESL teachers may be “push-in” teachers, meaning they come into general education classrooms to assist English language learners, or they may pull English language learners out of class for more intensive English language instruction. English as a new language (ENL) is a term gaining popularity over ESL in some schools and teacher certification programs and is also the term used by the National Board for Professional Teaching Standards (2010). Similarly, as a way of highlighting that many English language learners may have competency of more than two languages, the state of New York has changed Common Core Learning Standard terminology from English as a Second Language Learning Standards to New Language Arts Progressions (EngageNY, 2014). Other common terms seen in schools include English for speakers of other languages (ESOL), English as a foreign language (EFL), and English as another language (EAL). Limited English proficient (LEP) is the term used in legislation and state or federal documents to refer to students who lack sufficient mastery of the English language; however, it has been suggested by teachers and researchers that this term has a negative connotation and views the child as “limited,” when in fact, the child is actually acquiring new language skills. A subpopulation of English language learners who have experienced little or no formal schooling are referred to as students with interrupted formal education (SIFE) or students with limited or interrupted formal education (SLIFE). This group of ELLs has missed educational experiences in their home country due to a number of factors including the unavailability of school, war, or migration. It is quite possible that students with limited or interrupted education may not have a strong grasp of literacy in their native language and face a triple threat when entering schools in the United States: developing proficiency in the English language, learning grade-level subject matters, and developing and/or improving literacy skills (DeCapua, Smathers, & Tang, 2007). It should be noted that it is often much easier for a student to learn to read in English when they are already literate in their primary language (e.g., August & Shanahan, 2006; Rolstad, Mahoney, & Glass, 2005; Slavin & Cheung, 2005). Some researchers believe this is because students who are learning to read for the first time in a new language have to do twice the work since they are learning the process of reading while learning a new language (Short & Fitzsimmons, 2007). In a large review of scientific research on English language learners in the United States, Genesee, Lindholm-Leary, Saunders, and Christian (2005) reported that English literacy development is greatly influenced by literacy knowledge in the learner’s first language. Additionally, English language learners who are literate in their first language can draw upon strategies they already know such as making inferences and using prior knowledge to help gain understanding when reading in a new language. English Language Learners in Schools The academic performance of English language learners cannot be fully understood without considering their social, cultural, and economic characteristics, as well as the institutional history of U.S. schools (Jensen, 2008). As would be expected, there is a large range of socioeconomic status levels and parental education attainment levels among English language learners. However, English language learners are more likely than native English speaking students to live in poverty and have parents with limited formal education (García & Jensen, 2006). This is mentioned because it is important to keep in mind that the educational achievement of English language learners, like native English speaking students, can be impacted by a variety of background factors including family income, parental educational attainment, parental language proficiency, and family structure. It is imperative for educators to understand that children’s prior experiences can impact how they learn (e.g., Hammer, Lawrence, & Miccio, 2007; Konishi, 2007). There may be a tendency for teachers to lump English language learners into one group, expecting the children to act and learn in the same way. In reality, like native English speakers, English language learners come from a variety of backgrounds, cultures, and languages. ELLs are a highly heterogeneous group of students with diverse backgrounds, abilities, and needs. These children bring with them a range of experiences and varying prior knowledge. Children will develop language skills at different speeds, and teachers should be aware that they cannot expect all ELLs to learn in the same fashion (Harper & de Jong, 2004). It is also important to consider a child’s prior language experiences. Some children come to school with prior exposure to English, while others may not be introduced to English until they begin school. Children’s outcomes may differ depending on when they were first exposed to English (Hammer et al., 2007). Understanding students’ linguistic and cultural knowledge both at school and beyond school (e.g., first language literacy, oral proficiency levels, language(s) spoken at home, and prior experiences) can help teachers link new material and vocabulary words to things students may already know (Cummins et al., 2005; de Jong, Harper, & Coady, 2013). The amount of cultural and linguistic diversity in a classroom may vary depending on its location. In a metropolitan area there may be students from a great number of countries, representing many different languages, or a group of students that share the same native language if it is a location where many immigrants come to work in a specific industry or in a community that has recently welcomed a large refugee population. Each of these situations offers its own unique advantages and challenges. In a classroom full of cultural and linguistic diversity, English will be the only possible method of communication between a teacher and students. This will inevitably create a situation where students have no choice but to practice English often. On the other hand, if many of the students speak the same language, a teacher can embrace this by having the class note similarities and differences between the languages. Additionally, students can offer support for one another in their native language. Regardless of the composition of a class, it is important to remember that English language learners are not a homogenous group. As a reminder, even in a class where most of the students speak the same native language, they could have a variety of socioeconomic status backgrounds, may have lived in radically different parts of the same country, and could have vastly different experiences with formal schooling. For example, an English language learner in your class may have come from a country where students attend school for eight hours a day, five or six days a week, and prepare for competitive exams. Another student may have attended school in a refugee camp where classes with 70 to 80 peers took place in temporary shelters with little furniture. Educational programs for English language learners There is quite a bit of controversy about how to best ensure the success of English language learners. Policy makers, researchers, and educators alike have been trying to figure out what is the appropriate role of a child’s native language when learning English. A landmark legal case, Lau v. Nichols (1974), brought the issue of educational practices regarding English language learners into the limelight. Chinese American students challenged the school board in San Francisco, saying that they were not receiving appropriate educational opportunities because of their limited English proficiency. The Supreme Court ruled in favor of the students, acknowledging the need to better serve English language learners. While the outcome of the case was an important legal event for bilingual education, it did not establish any specific bilingual policy. When referring to different types of educational programs for English language learners, it should be noted that there is a wide variety of both bilingual programs and English-only programs. Bilingual programs can encompass anything from dual language to early exit programs; while English-only programs may differ in the amount of help from the primary language they allow (Krashen & McField, 2005). In dual language programs, children are taught content in two languages throughout the school day, whereas early exit programs begin instruction in a child’s native language and then gradually transition to completely English instruction. In immersion programs, a child’s native language plays virtually no role. While teachers may use supportive strategies to help English language learners, a common feature is the exclusive use of English text. English immersion programs are being encouraged in several states due to adoption of English-only legislation. These laws require that all children be taught English by using solely English, with claims that children can reach English proficiency in one year’s time (MacSwan & Pray, 2005). For example, California, Arizona, and Massachusetts have passed laws with the intention to bar the use of primary language instruction for English language learners. These states have replaced bilingual programs with Structured English Immersion programs, which aim to expedite the English learning process by using simple English in the classroom with little to no attention on the students’ native languages (Gándara et al., 2010). All three states aim to have students in Structured English Immersion programs for no more than one year before they are moved to regular classes. However, evidence from research suggests that students need three to five years to achieve advanced English proficiency (Genesee, Lindholm-Leary, Saunders, & Christian, 2006). In their study on acquisition of English, MacSwan, and Pray (2005) found that only about two percent of children attained English language proficiency in one year. It has been suggested that since the United States has made an effort to maintain the dominance of the English language in schools, a culture has developed that defines students by English proficiency (Gándara et al., 2010). An example of this can be found in terms used in government documents and schools, such as Limited English Proficient, that focus exclusively on how well a student has acquired the English language. In contrast to English-only programs, bilingual education programs involve both the native language and English when addressing academic content. Bilingual education can refer to a wide range of instructional programs for children whose native language is not English with the goal of helping students acquire English so they can succeed in mainstream classes. In the United States, the most common bilingual programs offer instruction in English and Spanish, as approximately 80% of ELLs in U.S. schools are from Spanish-language backgrounds (Loeffer, 2007). Proponents of bilingual education believe that effective bilingual programs should strive to instill proficiency in both English and the student’s native language. In two-way bilingual programs, half of the students are native English speakers and half are considered English language learners. These programs aim to teach children more about language and culture and rest on the premise that diversity is a valuable resource. According to Krashen and McField (2005), “when it comes to English acquisition, native-language instruction is part of the solution, not part of the problem” (p. 10). A benefit of bilingual education programs is that children are able to further their language abilities in their home language while learning a new language. Studies conducted by Willig (1985) and Wong-Fillmore and Valadez (1986) found that benefits of bilingual education included improved reading and other academic skills, plus a recent meta-analysis by Rolstad et al. (2005) showed that bilingual education is superior to English-only programs by showing that bilingual education does promote academic achievement. Coppola (2005) stressed that knowledge gained in one language is available for use in the second language and that some language abilities can be transferred. A fear of English-only programs is that children will begin to lose skill in their native language. It is not a stretch to say that if children lose proficiency in their home language, they lose a piece of their identity. If students begin to lose their home language, communication with family members can become difficult, causing tension and disruption of family dynamics. Sadly, children may even begin to view their native language as inferior to English. Still, the hope is that bilingual programs will be adding a new language instead of replacing the native language with English. It should be noted that while benefits of bilingual education have a strong research base, a common argument against bilingual education is that many people have succeeded in acquiring a new language without such programs, fueling restrictive language policies in some states as mentioned previously. Academic and Social Language Proficiency Historically, literature has noted a divide between the development of social language abilities in English language learners and the development of academic language (Hawkins, 2004). Cummins (1979) coined the acronyms BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language Proficiency) to help explain students’ language abilities to teachers. This distinction helps highlight that many English language learners may quickly develop proficiency in casual spoken English but may continue to struggle with academic language and writing. Awareness of the differences between social language and academic language can help teachers assist students in all domains of language—listening, speaking, reading, and writing. When making the distinction between conversational or social language and academic language, Cummins drew upon work by Skutnabb-Kangas and Toukomaa (1976), who had been studying Finnish children living in Sweden. While the children were seemingly fluent in both Finnish and Swedish, they were falling behind academically and not meeting grade level expectations. Cummins (1979) hypothesized that there were two elements of language proficiency, one reflecting the ability to carry on conversations about everyday events, and another that was needed to comprehend school subjects. In one study testing this hypothesis, Cummins (1984) examined four hundred teacher referral forms and psychological assessments of English language learners from a large school district in Canada. Similar to what was found with Finnish children in Sweden, the forms prepared by teachers and psychologists noted that the children had no difficulty understanding English, yet they were performing poorly on English tasks in the classroom and on the verbal portions of cognitive ability tests. Since the English language learners appeared to speak English well, the teachers and psychologists assumed difficulties in class were due to cognitive abilities rather than linguistic factors and placed many of the children in special education. Cummins argued that English language learners may not necessarily have difficulties learning, but that there was the possibility that they had not developed the appropriate type of language proficiency to be successful in an academic setting. He believed that these ELLs had developed the ability to converse casually, but had not developed academic language proficiency. Basic Interpersonal Communicative Skills (BICS), which are typically acquired first when learning a new language, refers to language skills often needed in social settings. Social language is the type of language students need for mingling in the lunchroom, on the playground, and in school hallways. Students may pick up on classroom routines quickly and learn essential vocabulary words such as water and bathroom. This is the type of language that is learned when there are many clues to aid comprehension. Background knowledge on the topic and clues such as facial expressions provide a context to understand this type of language; however, it can be easy to mistake the social ability that English language learners first develop for the type of proficiency and fluency necessary to succeed in the classroom. Cognitive Academic Language Proficiency (CALP) refers to the formal academic language that is needed for success in school. In the literature surrounding the education of English language learners, academic language is thought of as the focus of the curriculum, textbooks, and formal instruction. This type of language is not part of a student’s typical vocabulary, yet is often required for lectures, reports, and other academic situations. When faced with academic language, students must be able to rely on the actual language, not clues, to make meaning. Introducing key terms before a lesson, utilizing pictures with new vocabulary words, and assessing background knowledge are all ways teachers can help engage English language learners with academic language. Cummins (1980) stated that BICS, language used in informal and face-to-face interactions, can be acquired by English language learners quite quickly and easily, while the more cognitively challenging CALP takes longer to acquire. Teachers are confused often when English language learners, who seem to converse with great fluency, struggle in academic areas. It is likely that this confusion is due to the fact that it takes much longer to develop proficiency in content material because it is much more demanding cognitively. The distinction between BICS and CALP is often shown using a picture of an iceberg (see Figure 1). The tip of the iceberg that we can see represents BICS, the conversational fluency that can often lead to mistaken assumptions about a student’s academic work abilities. However, the much larger portion of the iceberg is beneath the water, representing CALP, the academic language necessary for success in the classroom. Language Acquisition Theories and Application For teachers to effectively meet the needs of English language learners, it is important to have an understanding about the process of acquiring a new language. Research has long supported the idea that similar language and thinking processes are at play between acquiring a first language and acquiring another language (e.g., Dulay & Burt, 1974; Ervin-Tripp, 1974; Ravem, 1968). English language learners, like monolingual learners, acquire language through a series of developmental stages that form a continuum. This continuum is divided into levels signifying the proficiency level of the language learner. It is important to understand that while all English language learners typically acquire English by passing through the same series of stages, the pace of acquisition varies greatly. Students who are literate in their native language or who have had continuous schooling are much more likely to move through the stages at a faster pace than someone who is not literate in their native language or who has had limited or interrupted formal education. Understanding a student’s English proficiency level can help teachers plan appropriate lessons and assessments to meet the individual needs of the English language learner. Generally, English language learners have stronger receptive language skills (listening and reading) than productive language skills (speaking and writing), and their vocabulary will be stronger in whichever language they are exposed to the most often. An English language learner may know the name for a word in one language but not in the other language. For example, a child may know words for microwave and refrigerator only in Spanish because all prior experience with those objects occurred in the home with parents who speak Spanish. Conversely, the same child may know the names of school objects only in English because that is where they are exposed to them. Given appropriate exposure and opportunities to develop both languages, children can gain comparable abilities in each language. Theories about how people learn a new language are often derived from theories about how people learn a first language. Since first language acquisition is accomplished by children worldwide, researchers and educators interested in second (or third or fourth) language acquisition have often used first language acquisition theories as a model. Linguist Stephen Krashen believes that there is no fundamental difference between how people acquire their first language and how they acquire subsequent languages. However, Krashen (1982) does make a distinction between language acquisition and language learning. He notes that language acquisition is a natural process in that young children typically acquire their native language at home with no formal teaching. Acquiring a language is simply “picking it up” and being able to use the language in natural situations. When people have acquired a language, they do not need to think about the formal rules of the language. Instead, there is a subconscious feeling that sentences “sound right” or “sound wrong.” On the other hand, learning a new language includes understanding things such as grammar and the formal rules of the language. Krashen’s theories about how a child acquires a new language have been influential in promoting instructional practices that encourage teachers to focus on communication with students and that allow students to develop at a pace that is appropriate for their developmental stage. In their classic book The Natural Approach (1983), Krashen and Terrell first explored the stages of language acquisition and explained ways teachers could help with the process in the classroom. These naturally occurring stages, often referred to in literature surrounding the education of English language learners, are 1) pre-production, 2) early production, 3) speech emergence, 4) intermediate fluency, and 5) advanced fluency. An adapted summary of these five stages follows, along with approximate time frames, characteristics of each stage, and suggested instructional strategies for teachers. More information and summaries of these stages can be found on pages of websites such as ¡Colorín Colorado!,Everything ESL, ESL Base, and Association for Supervision and Curriculum Development. The pre-production stage is generally thought to last anywhere from a few hours to the first six months when learning a new language. Often referred to as the silent or receptive stage, English language learners are beginning to understand the new language but typically do not engage in conversations. Students at this first stage may just be starting to feel comfortable in a new setting and may use nonverbal communication to respond to comments. It is important to keep in mind that silence does not necessarily mean that the student is not learning. The English language learner may be taking in a lot of information, but is just not yet ready to speak. Helpful instructional strategies include using real objects to illustrate concepts, role playing or pantomiming, pointing to pictures, and employing total physical response (TPR). The total physical response method, developed by psychologist James Asher (1977), coordinates language with physical movement to help students learn the target language. In early TPR lessons, students may learn simple commands such as stand up or clap your hands (taught while the teacher is standing up or clapping his or her hands). As students begin to develop a greater grasp of the language, the commands can become more complex and students can even give out commands for their teacher and peers to follow. TPR does not have to be limited to students at the earliest stage of language acquisition. Including body movements can help children of all language levels and in a variety of subject areas (Segal, 1983; Zwiers, 2007). It is quite likely that a student would gain a deeper understanding of vocabulary and concepts, such as how planets rotate around the sun by actually moving objects around a model of a sun. The same could be true for acting out an important event being taught in a history or social studies class. Early production, the second stage, thought to last six months to a year, is characterized by limited comprehension and the initiation of short sentences. Students at this phase are likely to grasp the main idea of topics but not every word spoken. During early production students may respond with one to three word groupings and begin to produce words that are frequently used. Teachers can help students at this stage by asking them yes or no questions during class. Granted, teachers are usually encouraged to ask open-ended questions to elicit more information from students; however, asking an English language learner yes–no questions during this phase may help create a low anxiety environment, help them feel more included in the classroom activities, and keep them engaged in the lessons. It may also be beneficial for teachers to rephrase statements using simpler vocabulary to boost comprehension. Speech emergence, lasting anywhere from one to three years, is thought of as a time of experimentation as students begin to learn more about vocabulary and sentence structure. Students at this stage often engage in trial and error as they initiate simple sentences. Teachers can help by providing language models for students to use in response to questions and by expanding the question format to include how and why questions. Students in the intermediate fluency stage begin to use longer and more complex sentences. At this time, students have typically been immersed in the new language for three to five years. Teachers can foster development at this stage by asking students to compare elements of language and focus on the similarities and differences between English and their native language. Many languages have cognates, which are words with shared meanings from common roots (e.g., curious/curioso, geography/geographía). Pointing out simple cognates can help increase students’ vocabularies and comprehension. This may also be a good time to point out false cognates which can be the root of some trouble in conversations for students. Examples of false cognates include rope and ropa, with ropa meaning clothes, and an even more troubling one includes embarrassed and embarazada (pregnant). During the intermediate fluency stage, teachers can also help students identify words they overuse, such as nice and good and build their vocabularies with more sophisticated terms. The last stage in Krashen and Terrell (1983) is advanced fluency, which usually happens between years five and seven of learning a new language. At this point students are beginning to converse and write in much the same way as native speakers of English. It is also during this time that students truly begin to grasp the academic language used in formal schooling, which allows teachers to focus more on abstract terminology and concepts. Knowing about stages of language acquisition helps educators understand that language learning is a gradual process and helps move some teachers away from the idea of avoiding presentation of academic content until students have a strong grasp on the language. Understanding the stages of language learning and where a student falls on the language learning continuum can help teachers tailor their lessons to meet the various needs of the students. Furthermore, when teachers understand an English language learner’s oral English proficiency, they can ask questions in a variety of appropriate forms, such as requiring a one word answer or a lengthy response (de Jong et al., 2013). Appropriately scaffolding instruction helps students feel challenged in the classroom, but not overwhelmed. Recognizing the strengths and weaknesses of all learners in the classroom involves targeting instruction at each student’s zone of proximal development (Vygotsky, 1978). The zone of proximal development (ZPD) is a theory proposed by psychologist Lev Vygotsky explaining what a child can accomplish with support (e.g., scaffolding), compared to what he or she can accomplish independently. It may be helpful for teachers to think of this area as the area between what a student can do right now on their own and the point you want them to reach next. Teachers can help students reach that next area by providing support, guidance, modeling, and feedback to help them progress. Building upon Cultural and Linguistic Capital The rapidly changing demographics of the U.S. have posed extraordinary challenges for educators to accommodate the various needs of English language learners, including ways to promote the sociolinguistic, sociocultural, and socioemotional development of such a diverse student population (Li & Wang, 2008), in addition to teaching reading and content knowledge. To successfully address the needs of English language learners and to ensure their academic success, it is important for teachers to develop instructional practices that are culturally responsive and that build upon students’ linguistic and cultural backgrounds (Gay, 2000; Li, 2008). For teachers to implement culturally responsive instructional practices, they must learn who their students are, where their students are from, factors that influence student learning both inside and outside of school, the types of resources available to the students, and appropriate strategies to facilitate student learning. Culturally responsive teaching is built on the notion that culture is central to student learning. According to Nieto (2000), culturally responsive teaching creates optimal learning environments by recognizing, respecting, and using students’ identities and previous experiences as meaningful sources of information. Language learning is complex and can be affected by many interrelated factors. How can teachers build upon the rich cultural and linguistic capital of their students? How can we expect English language learners to succeed in the classroom without bearing in mind how their cultures, languages, and previous experiences have shaped their background knowledge? Making connections to students’ backgrounds is one of the most important aspects of culturally responsive teaching. While building background knowledge is essential for all learners, it is especially important for English language learners who are learning content and language simultaneously. Whenever possible, programs for ELLs should support the child’s native language. This helps show value in the English language learner’s native language and ensures that learning English is an additive process and not one that results in losing the native language. Teachers must be able to understand the linguistic needs of English language learners and implement lessons that effectively meet those needs. Many teachers find it helpful to gain specific information regarding how much English their students use, when they use English, and with whom they speak English. Often, teachers may be working with children who may not yet have a strong foundation in their home language, making acquisition of English even more difficult. Young children in particular may not have completely developed many aspects of their first language. Additionally, it is important for teachers to know about students’ levels of literacy in their first language, levels of oral proficiency in English, and educational background. A case study by Rubinstein-Avila (2004) of Miguel, an adolescent English language learner who was struggling with literacy development, was able to show that even “students who do not necessarily conform to teachers’ notions of ‘academic applied pupils’ may possess a great deal of awareness about their own learning and be highly motivated” (p. 300). Although Miguel was a struggling reader at school, his literacy skills were crucial for life at home. He helped his mother with legal documents and by scouring weekly sale advertisements to find the best deals. Miguel also served as a translator, both written and oral, for his mother. Studies such as this one are crucial to the field to show educators that English language learners bring a variety of skills with them to the classroom and have a lot to offer. This study showed that the ways in which an individual uses literacy may not necessarily conform to traditional school views of literacy. It is important for both researchers and educators to be aware of the various contexts in which students use literacy. As English language learners are being enrolled in American schools in record numbers, educators must strive to provide effective learning environments that are developmentally and linguistically appropriate for all learners. Given that increasing numbers of students are coming from non-English speaking households, there is a need for educators to know about the needs of diverse students and to have an understanding of cultural and linguistic diversity (Coppola, 2005; Fernandez, 2000). Helping English Language Learners Develop Literacy Skills and Succeed Academically Research has shown that the process of learning to read is lengthy. It is recommended that all children, especially those at risk of experiencing reading difficulties, be exposed to print-rich environments that promote language and literacy growth (Snow, Burns, & Griffin, 1998). Components of appropriate language environments for students include engaging them in conversations to foster oral communication and cognitive abilities. English language learners benefit from exposure to language modeling and may need specific developmentally appropriate strategies to assist the development of language skills (Oades-Sese, Esquivel, Kaliski, & Maniatis, 2011). Six years after the publication of the Report of the National Reading Panel (NRP; National Institute of Child Health and Human Development [NICHD], 2000), which excluded studies with English language learners, a large research review on educating English language learners was published. The National Literacy Panel (NLP) examined research on literacy development of English language learners ages 3 to 18 and included studies from around the world (August & Shanahan, 2006). The NLP found that English language learners who are learning to read in English, just like native English speakers learning to read in English, benefit from early and explicit instruction in the crucial components of literacy identified by the National Reading Panel—phonemic awareness, phonics, fluency, vocabulary, and comprehension (NICHD, 2000). According to Linan-Thompson, Cirino, and Vaughn (2007), there is growing evidence suggesting that many early reading intervention strategies that have been shown to be effective with native English speaking students can also be effective with English language learners. With the majority of English language learners receiving reading instruction solely in English (August, 2006; Goldenberg, 2008), it is important to continue to identify interventions that have been effective with English speaking struggling readers that are also effective for English language learners who are struggling to learn to read. Some adolescent English language learners may have reasonably developed language abilities, but still struggle learning to read. August and Shanahan (2006) suggest that it may be necessary, particularly for adolescent ELLs who cannot read or write in any language, to explicitly teach the basic components of reading, beginning with phonemic awareness and phonics. After adolescent ELLs have acquired the basic skills necessary for reading words, instruction can focus on comprehension strategies, fluency building exercises, and fostering greater vocabulary understanding through explicit instruction of words, word parts, and word relationships. In addition to knowledge related to language and reading skills, teachers working with diverse learners also need a collection of strategies and techniques to help meet the diverse cultural and linguistic needs of students. Students who are at the early stages of English language proficiency benefit from linguistic, graphic, and visual supports (Facella, Rampino, & Shea, 2005; Herrel & Jordan, 2012). For example, linguistic supports could include things such as opportunities to interact and engage in conversations, providing students with language models, and modification of sentence patterns. Examples of graphic supports would be providing tables or graphic organizers to assist learners. Graphic organizers, such as idea webs or story pyramids, are greatly beneficial to ELLs because they can facilitate an understanding of challenging concepts and ideas without the use of long explanations that may be confusing. Cummins, Mirza, and Stille (2012) advocate for the use of visual aids and graphic organizers as a way to scaffold academic language for English language learners, noting that this can enhance literacy engagement. See Table 1 at the end of this chapter for websites offering graphic organizers that can be downloaded. As a way of providing visual supports, teachers can use pictures or illustrations, manipulatives, and multimedia. Effective teaching strategies for ELLs as described by Facella and colleagues (2005) include the use of gestures and visual cues, repetition, and the use of real objects. Other useful strategies for teachers may include grouping ELLs with students who have strong English abilities, exposing ELLs to rich oral language, and incorporating their home language whenever possible. It is important to note that these groups and tasks should be purposefully designed and monitored by the teacher to ensure comfort and inclusion. While cooperative learning activities can be extremely helpful for English language learners, it is imperative that teachers scaffold these activities so that English language learners of all proficiency levels can benefit (Zwiers & Crawford, 2011). Teachers should also encourage parents to read with their children, even if that is only possible in their home language. As mentioned before, language skills can transfer and skills in one language can support language and literacy building in the other language. Many schools across the country use a framework known as sheltered instruction that incorporates techniques and strategies such as the use of graphic organizers and cooperative learning, as a way to help English language learners access the curriculum while emphasizing the development of academic language (Echevarria, 2006). The Sheltered Instruction Observation Protocol (SIOP) Model was developed through a federally funded research project (Center for Applied Linguistics, 2015) to help educators design and teach lessons aimed at improving the literacy abilities of English language learners. Additional research is still needed to specifically explore the effectiveness of the SIOP Model, since to date, no well controlled studies have been done to evaluate the model in comparisons to other approaches using evidence standards of research outlined in Chapter 2 of this textbook. Summary With the population of English language learners in U.S. schools continuing to rise, more and more teachers will be responsible for educating culturally and linguistically diverse students. English language learners come to the classroom with varying levels of English proficiency, various life and school experiences, as well as different learning needs. This chapter was designed to move through theory and into practice to help teachers engage all learners and design effective instructional opportunities for English language learners. A brief background of English language learners was presented, with an emphasis on language acquisition and learning theories. Information in this chapter provides educators with background knowledge and strategies to best meet the needs of English language learners to promote language acquisition and help them succeed academically. \| Resources \| Sponsor \| Weblink \| \| Bilingual (English and Spanish) website for families and educators of English language learners \| ¡Colorín Colorado! \| http://www.colorincolorado.org/ \| \| Lesson plans, teaching tips, and resources (including graphic organizers) for ESL teachers \| Everything ESL \| http://www.everythingesl.net/ \| \| Meeting place for ESL and EFL teachers and students from around the world \| Dave’s ESL Café \| http://www.eslcafe.com/ \| \| Collection of ready-to-use graphic organizers \| TeacherVision \| https://www.teachervision.com/ \| Questions and Activities - Suppose you overhear a teacher say that an English language learner in her class seems to have a strong grasp on the language because she hears him talking and joking with his friends at lunch and recess. She expresses concern and confusion over why he continues to struggle with the content in class. What can you say to this teacher to help her understand language development for English language learners? - Briefly explain how teachers can elicit responses and encourage classroom participation from English language learners in each of the stages of language acquisition addressed in this chapter (pre-production, early production, speech emergence, intermediate fluency, and advanced fluency). References are attached in document. Photo Credit - Photo by NOAA’s National Ocean Service, CCBY 2.0 http://commons.wikimedia.org/wiki/ File:Iceberg LICENSE Steps to Success: Crossing the Bridge Between Literacy Research and Practice by Tess M. Dussling Dialect and Other Languages: A person's dialect can impact how words are pronounced, making some phonological task a little more difficult to assess. I always think about how Texans says certain words like get. We pronounce it as git. If you say 'Tell me a word that rhymes with get', but you pronounce it git, you will receive different responses. Accept the response if it matches how you said the word. Remember to focus on how to correctly articulate the different sounds in the English Language from the video in the previous unit. Watch this video to review phonological awareness and receive more information on how language and location can impact what children learn from language first. Explicit and Systematic Instruction: \| Leah Carruth, Creative Commons Attribution, Share-Alike \| Introducing a new topic to children can be a daunting task, especially if you do not understand the content yourself or if the children do not speak English as their first language. One proven method for introducing any new topic is the gradual release model. It is written out as the I do, We do, You do model because the teacher will explain and model the concept, work with the children on the concept, and gradually let the children try the task on their own. Watch this video about the gradual release model to help provide a building block for your understanding of this topic. You will use this method in creating two activities at the end of the unit. We hear the term explicit instruction in our trainings quite frequently now. What does that term mean to you? Discuss with a small group to determine what your working definition would be. Watch this video from Anita Archer regarding explicit instruction and how it ties into the gradual release model of teaching. Systematic instruction is another term you will hear repeated in literacy instruction frequently. How would you define systematic instruction to your peers and parents? Discuss with a small group and design a working definition to present to the larger group. Once the definitions have been shared, use your previous reading about English Learners to create a chart explaining how this approach is useful for our English Learners to engage in phonological awareness instruction. Strategies to assist English Learners (and all other students) Many strategies are available to help young children learn a task. When it comes to phonological awareness, some of the strategies are part of the instructional procedures already in place. Using pictures is one example. You created pictures to use in one previous activity in this module. Pictures are a great way to encourage participation from all learners. If your English Learner is not speaking so much yet, you can ask them a question and they are still able to point to pictures that show they understand what you are asking. Other strategies include: - Realia - using real objects in your lessons that children can touch while working on skills. Using baskets of items work for all of the skills in phonological awareness. - Visual aids - use visual aids such as graphics to help children understand the skill being taught. Movement - being able to move their bodies helps children internalize the skill. - Partner work - being allowed to work with someone takes the stress off the individual child. - Manipulatives - using a variety of objects, such as linking cubes or coins, help children have a concrete and visual representation of the skill being taught. Make sure to use items that are relevant to your children in the classroom. Beads are a manipulative that are representative among many different cultures. Stay away from using foods for your manipulatives even though it is popular to do so. Many children have food insecurity, meaning they do not have regular access to food, and it is disrespectful in certain cultures to 'play' with food. - Relationships - the most important strategy for any classroom setting. When you build relationships with your children, you learn more about them and that knowledge can be used within lessons. The manipulatives you use can directly relate to what children enjoy or have meaning to the children. When children know you care, they work harder, feel safe, and are more engaged in the classroom. Wrapping up Unit 3: Now it is time to show what you have learned throughout this unit and module. You have two tasks to complete, however, it does include multiple components. Task 1: Review the explicit and systematic instructional approach within the content of the unit. Open the Kindergarten and First Grade Phonological Awareness Activity documents. Within these documents you will find instructional strategies (explicit) and weekly lessons (systematic) for phonological awareness. What do you notice about the types of activities taught, how the skills progress, and when skills are taught? Look at the standards used by your state. In Texas we use the Texas Essential Knowledge and Skills. How do these activities align to your state standards? Are they reflective of the phonological awareness skills addressed in your standards? Write a reflective paper or record a minimum of five (5) minute video answering these questions and anything else you may have questions about while examining these two documents and your state standards. Task 2: You will develop two phonological awareness activities, selecting a skill from two different columns on the chart below. \| Word Level Skills \| Word Parts Skills \| Phoneme Skills \| \| words in sentence \| syllable \| isolation \| \| rhyme \| onset/rime \| segmenting \| \| alliteration \| blending \| \| \| addition/deletion/substitution \| Using the provided template, you will create two lessons to teach your selected skills. Keep in mind explicit and systematic instruction as you create these lessons. You will add modifications for English Learners to the activities. Use at least two different langauge development stages below for your modifications. - Pre-production - Early production - Speech emergence - Intermediate fluency - Advanced fluency You may create these lessons in a format that best suits you as long as guidelines are met. Some potential formats are PowerPoint, Google Slides, and Word. The activities will be uploaded to Padlet for class sharing. A link will be provided during our meeting together. Resources: All YouTube videos are Creative Commons open license Dusslinig, T. M. (2021). Helping English Language Learners Develop Literacy Skills and Succeed Academically.Chapter within: Steps to Success: Crossing the Bridge Between Literacy Research and Practice Forsythe, G. (2012). Who are your learners? graphic, https://www.flickr.com/photos/gforsythe/8203776321	oercommons	2025-03-18T00:39:31.725595	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/96643/overview", "title": "Oral Language and Phonological Awareness Development", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/111326/overview	Checklist for Evaluating Open Educational Resources (OER) UNESCO Recommendation on Open Educational Resources (OER) UNESCO SUSTAINABLE DEVELOPMENT GOALS REGARDING OPEN EDUCATION What does Mason OER Metafinder search? Open Educational Resources Starter Pack Overview This Open Educational Resource (OER) manual instructs educators on how to begin creating OERs. It includes an overview of OERs, their alignment with UNESCO Sustainable Development Goals, their definition, creation, discovery and evaluation, accessibility, licencing, hosting and production, metadata, and OER hosting and curation. What are Open Educational Resources? Open Educational Resources (OERs) are versatile materials that have open licenses enabling others to access, retain, reuse, revise, remix, and redistribute freely. A video, an entire course, or an open textbook can be one of these. But they can be anything and everything! Besides their numerous educational and cost-saving advantages, OERs play a crucial role in promoting social justice, equity in learning, and advancing universal knowledge. The UNESCO recommendation on OERs is crucial to the achievement of the Sustainable Development Goals and the spread of global knowledge. "OER is sharing" by Giulia Forsythe is licensed under CC BY 4.0. "Open Educational Resources concept: What is an OER?" by UNESCO is licensed under CC BY 4.0. “UNESCO SUSTAINABLE DEVELOPMENT GOALS FOR OPEN EDUCATION” by Kirstine McDermid is licensed under CC BY 4.0. It is an adaptation of “Sustainable Development Goals Infographics" by UNESCO licensed under CC BY 4.0. Develop your OER Evaluate the content you already possess. Whether you want to start from scratch or have something already from your teaching that would be ideal for an OER, there are many options available to you. If your students are struggling with a topic that isn’t addressed in the other readings you’ve assigned or something new has come to light, it may be time to create some additional OERs. Consider expanding your focus beyond your current students. How could releasing high quality content reach and benefit others? Don't forget, you have the ability to remix and collaborate on existing OERs with educators worldwide! "Creating Open Educational Resources: Tips for New Creators" by Abbey Elder is licensed under CC BY 4.0. Accessibility Ensure your OER complies with international and institutional guidelines for accessibility and employs Universal Design for Learning. OERs should aim to reduce barriers, so that all learners can be included regardless of race, disability, health or geographic location. Likewise, content must be considered. Are there any visual or textual materials that reinforce prejudices or convey negative connotations? Do populations have equitable representation? "The BCcampus Open Education Accessibility Toolkit – 2nd Edition" by Amanda Coolidge, Sue Doner, Tara Robertson, and Josie Gray is licensed under a CC BY 4.0 licence. Finding & Evaluating OERs OERs can be found for use in your curriculum, as references in your reading lists, or to customise and create unique OERs. You can search these well-known repositories: A Google Advanced search can be conducted to refine results by "usage rights". Mason OER Metafinder enables cross-searching of multiple OER platforms at once. Assessing the quality of OERs is essential. Verify the content and accuracy of the OER, considering multiple perspectives. Remember to assess accessibility and production quality standards. "Checklist for Evaluating Open Educational Resources (OER) by Kirstine McDermid is licensed under CC BY 4.0 It is an adaptation of "Checklist for Evaluating Open Educational Resources (OER)" by ACC Office of Instructional & Faculty Development licensed under CC BY 4.0. Check Permissions, Attributions and Licencing Ensure you have checked permissions and attributions for third-party content, including all creator attributions and license information. Select the appropriate Creative Commons licence so that the conditions under which users may utilise the OER are clearly displayed. It is imperative to ensure that the licence associated with the adapted content is compatible with the final OER. To enable maximum remixing and reuse, it is recommended to use CC BY for OERs. "License Compatibility Chart" by Wikipedia is licensed under CC BY 4.0. "Creating OER and Combining Licenses" by TheOGRepository is licensed under CC BY 4.0. Find an OER Platform Check out OER Commons, MERLOT, OERu, or GitHub as potential platforms for creating/hosting your OER. Share your OER Maximise the discoverability of your OER. The presence of specific metadata enables easier discovery of OERs. Tags and descriptions can be added to OER platforms (a collection of specific keywords). Describing your content correctly boosts its visibility in search results. "OER" by Catherine Cronin is licensed under CC BY-SA 4.0.	oercommons	2025-03-18T00:39:31.764385	12/26/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/111326/overview", "title": "Open Educational Resources Starter Pack", "author": "Kirstine McDermid" }
https://oercommons.org/courseware/lesson/113945/overview	Introduction to Applied AI for Professionals Overview The Foundations of Applied AI course is an introductory exploration into the world of artificial intelligence (AI), designed for undergraduates with no prior experience in AI. This online, 3-credit course offers a deep dive into AI's core concepts, applications, and the ethical implications of deploying AI technologies across various industries. Through multimedia lectures, case studies, and hands-on projects, students will gain a comprehensive understanding of how AI can transform business, healthcare, and more, while also navigating the ethical considerations vital for responsible AI use. By the end of the course, students will be equipped to identify AI opportunities, understand AI's potential impacts, and discuss the importance of ethical frameworks in AI development. This course lays the groundwork for a future in AI, preparing students for further specialization or to apply AI insights in their fields. Course Overview and Weekly Breakdown Course Overview Welcome! This course and the resources found here aim to equip professionals with the knowledge and skills to critically analyze, apply, and innovate with the essential principles of artificial intelligence (AI) across various industrial contexts. These authored and curated resources emphasize the design and implementation of ethical AI solutions, ethical management of AI projects, and the advocacy of responsible AI use. This resource is broken down into modules that mirror the course AI 210: Applied AI Foundations offered at St. Thomas University. Those modules are broken down below: Module Breakdown Module 1: Introduction to AI and Its Core Principles - Module Learning Objective (MLO): Identify fundamental AI concepts and their applications. - Types of Resources for this Module: - Videos and resources on AI history, key technologies, and terminologies. - Introduction to major AI applications in business, healthcare, and other industries. Module 2: AI Applications in Professional Settings - Module Learning Objective (MLO): Describe opportunities for AI integration in professional settings. - Types of Resources for this Module: - Case studies highlighting AI success stories across different sectors. - Interactive discussion on potential AI integration in students' industries. Module 3: Analyzing Real-World AI Implementations - Module Learning Objective (MLO): Analyze real-world AI implementations across industries. - Types of Resources for this Module: - Deep dives into case studies of AI use, focusing on strategy, outcomes, and challenges. - Group discussions on lessons learned and applicability. Module 4: Ethical AI Use and Its Importance - Module Learning Objective (MLO): Outline strategies for ethical AI use. - Types of Resources for this Module: - Workshops on ethical considerations in AI, including privacy, fairness, and transparency. - Exploration of ethical frameworks and guidelines. Module 5: Designing Ethical AI Solutions - Module Learning Objective (MLO): Design and implement innovative solutions using generative AI technologies. - Types of Resources for this Module: - Project-based learning on designing AI solutions with ethical considerations at the forefront. - Use of AI tools and platforms for prototyping. Module 6: Managing and Leading AI Projects - Module Learning Objective (MLO): Manage AI projects from initiation to completion, focusing on ethical considerations. - Types of Resources for this Module: Seminars on project management methodologies adapted for AI projects. Leadership and ethical decision-making exercises. Module 7: AI and the Future of Everything - Module Learning Objective (MLO): Articulate a plan to promote the ethical use of AI and responsible innovation. - Types of Resources for this Module: Futuring industries with a focus on the impact of AI and discussions on regulatory requirements and societal impacts. Module 1: Introduction to AI and Its Core Principles Articles to read: Bellini, V., Cascella, M., Cutugno, F., Russo, M., Lanza, R., Compagnone, C., & Bignami, E. G. (2022). Understanding basic principles of Artificial Intelligence: a practical guide for intensivists. Acta bio-medica : Atenei Parmensis, 93(5), e2022297. Dobrin, S. (2021, September 30). The four keys to trustworthy AI. IBM Blog. Chojnowska, M. (2023, May 8). The basics of artificial intelligence - Understanding the key concepts and terminology. Sunscrapers. Videos to Watch: Introduction to Artificial Intelligence Core Concepts of AI and Their Technologies Machine Learning: Understanding the basics of algorithms and models that learn from data. Deep Learning: Exploring neural networks and their capabilities in processing complex data inputs. Natural Language Processing: How machines understand and generate human language. Computer Vision: Enabling computers to see and interpret visual information from the world. Methodologies of AI Supervised, Unsupervised, and Reinforcement Learning: Differentiating the learning techniques and their use cases. Generative Adversarial Networks: Introduction to AI's ability to create. Transfer Learning: Leveraging pre-existing models for new problems. Supplemental Resources (Optional) Module 2: AI Applications in Professional Settings Articles to Read Cardona, M. A., Rodriguez, R. J., & Ishmael, K. (2023, May). Artificial Intelligence and the future of teaching and learning: Insights and recommendations. Office of Educational Technology \| U.S. Department of Education. EDUCAUSE. (2023). 2023 Educause horizon report: Teaching and learning eduction. Elahi, M., Afolaranmi, S.O., & Martinez Lastra, J.L. (2023). A comprehensive literature review of the applications of AI techniques through the lifecycle of industrial equipment. Discov Artif Intell 3(43). McKinsey & Company. (2023, August 1). The state of AI in 2023: Generative AI’s breakout year. Takyar, A. (2023, October 3). AI use cases & applications across major industries. LeewayHertz - AI Development Company. Videos to Watch: Applications of AI Across Industries Real-world examples of AI Integration - Business: Real-world examples of AI Integration - Education: Real-world examples of AI Integration - Healthcare: Real-world examples of AI Integration - Finance: Real-world examples of AI Integration - Retail: Real-world examples of AI Integration - Manufacturing: Supplemental Resources (Optional) Aspen Institute. (2024). Following Dirty Money Around the World. Aspen Ideas [Audio Podcast]. Module 3: Analyzing Real-World AI Implementations Articles to read: Spielkamp, M. (June 12, 2017). “Inspecting Algorithms for Bias.” MIT Technology Review. Hao, K. (January 21, 2019). “AI Is Sending People to Jail—and Getting It Wrong.” MIT Technology Review. Emerging Technology from the arXiv (October 22, 2015). “Why Self-Driving Cars Must Be Programmed to Kill.” MIT Technology Review. Videos to Watch: Supplemental Resources (Optional): Module 4: Ethical AI Use and Its Importance Articles to Read: Boothman, B. (2020, December 4). Ethical concerns mount as AI takes bigger decision-making role. Harvard Gazette. Marr, B. (2021, September 10). How do we use artificial intelligence ethically? Forbes. Videos to Watch: Supplemental Resources (Optional) Aspen Institute. (2024). Hacked medical devices at risk. Aspen Ideas [Audio Podcast]. Module 5: Designing Ethical AI Solutions Podcasts to Listen to: Aspen Institute. (2024). How your data powers artificial intelligence. Aspen Ideas [Audio Podcast]. Videos to Watch: Supplemental Resources (Optional): Module 6: Managing and Leading AI Projects Articles to Read: Atera Team. (2024, March 1). A CIO’s guide to crafting a winning AI strategy in 2024. Atera. Srivastava, S. (2023, August 24). How to effectively manage AI projects. Appinventiv. Tang, T. (2021, July). How to manage AI projects effectively. DataCamp. Videos to Watch: Supplemental Resources (Optional) Module 7: AI and the Future of Everything Articles to Read: Dutt, D., Ammanath, B., Perricos, C., & Sniderman, B. (2024, January). State of generative AI in the enterprise 2024. Deloitte United States. Zimmerman, M. (2021). Hands-on AI projects for the classroom: A guide on ethics and AI. ISTE. Podcast Episodes to Listen To: Aspen Institute. (2024). Artificial intelligence and the future of everything. Aspen Ideas [Audio Podcast]. Videos to Watch: Supplemental Resources (Optional): Snowflake. (2024). Data + AI Predictions 2024. Aspen Institute. (2024). Rebuilding trust in science. Aspen Ideas [Audio Podcast]. Aspen Institute. (2024). Can robots curb loneliness? Aspen Ideas [Audio Podcast].	oercommons	2025-03-18T00:39:31.796569	Technology	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113945/overview", "title": "Introduction to Applied AI for Professionals", "author": "Electronic Technology" }
https://oercommons.org/courseware/lesson/107821/overview	6.3.2 Chapter 10 of PMF by Christianson 6.3.3 Knowledge check (part A) (with solutions) 6.3.4 Chapter 9 of PMF by Christianson 6.3.5 Knowledge check (part B) (with solutions) Track costs. Overview This learning module (Lesson 3 of Unit 6) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on cost management, or as part of the course. Learning outcomes (part A - monitoring). Earned value analysis is an elegant way to measure adherance to schedule and budget at the same time. It requires some computation, but it is an essential skills of project managers in the execution and monitoring of project progress. Upon successful completion of this module, you'll be able to: - Calculate schedule metrics. - Calculate budget metrics. - Identify project quadrant and necessary actions. What is earned value analysis? \| 20-30 minute read Porf. Christianson considers his Project Management Fundamentals textbook a work-in-progress (version 0.5). It is available at OER Commons as PDF download. He also provides a nice companion student workbook also available as a PDF download. For each chapter, the workbook provides a skeletal outline and knowledge checks (with answer keys). In many chapters, there are exercises and examples. It may be provided to students as a whole workbook or subsections may be provided with each chapter. Download the attached handout. Read chapter 10 (Earned Value Analysis) of Christianson's Project Management Fundamentals text (PDF resource attached). FYI: J. Scott Christianson is a professor at the University of Missouri and has an interesting website about technology (from AI to blockchain to crypto and everything in between). How do I calculate earned value? \| 20 minute watch Watch this overview video of earned value analysis by Szwed (2019). Practice caluclating earned value \| 20-30 minute exercise There are several texts on project management available as open educational resources (OER): - Project Management: from Simple to Complex by anonymous (2010) NOTE: This will be unpublished on 31 December 2024. - Project Management by Adrienne Watt (2014) - Delivering Value with Project Management by Woods, Marshal, and Schlesiger (2023) - Project Management: Navigating the Complexity with a Systematic Approach by Abdullah Oguz (2022) - Project Management Fundamentals by Christianson (2016) with accompanying student workbook You may like to explore some of theses. I have used several of them and decided the PMF by Christianson suited my needs for this course. Here is a useful set of exercises to practice calculating earned value created as an open text called "Project Management: from Simple to Complex" published anonymously in 2010. Test your knowledge (part A - monitoring). \| 2. T/F: Each chunk of work corresponds to a chunk of budget and a chunk of schedule. - True - False 3. If schedule variance is less than zero (SV<0) and cost variance is greater than zero (CV>0), you should: - do nothing. - scope down. - de-scope. - crash activities on critical path 4. T/F: You can monitor cost variance and schedule variance for each activity. - True - False Learning outcomes (part B- controlling). As you just learned in part A, earned value analysis is a form of monioting a project. Sometimes, when your project is behind schedule, you will need to perform special activities to "catch-up." In order to put what you learned through moniotring (eva) into action, you will need to execute a compensating activity to get your project back on shcedule. Crashing is the most common example. Upon successful completion of this module, you'll be able to: - Identify common forms of schedule compression. - Calculate the cost to benefit of each opportunity. - Select the most opportune activities to crash. What is schedule compression? \| 20-30 minute read Porf. Christianson considers his Project Management Fundamentals textbook a work-in-progress (version 0.5). It is available at OER Commons as PDF download. He also provides a nice companion student workbook also available as a PDF download. For each chapter, the workbook provides a skeletal outline and knowledge checks (with answer keys). In many chapters, there are exercises and examples. It may be provided to students as a whole workbook or subsections may be provided with each chapter. Read chapter 9 (Reducing Project Duration) of Christianson's Project Management Fundamentals text (PDF resource attached). FYI: J. Scott Christianson is a professor at the University of Missouri and has an interesting website about technology (from AI to blockchain to crypto and everything in between). What is crashing? \| 6 minute watch How do I crash a project? \| 20 minute watch - 2 videos Test your knowledge (part B - controlling). - Crashing a task involves: - showing up unannounced. - allocating additional resources. - reducing the scope. - driving the project team "off-the-road." - T/F: You should crash the task that has the best cost efficiency regardless of whether or not it is on the critical path. - True - False	oercommons	2025-03-18T00:39:31.833999	08/17/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107821/overview", "title": "Project Management Fundamentals, Cost Management, Track costs.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/115655/overview	Neuroscience of Emotions Overview Lehigh University BIOS332 Behavioral Neuroanatomy Emotions Chapter See the Emotions chapter attached to this lesson.	oercommons	2025-03-18T00:39:31.850603	05/01/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/115655/overview", "title": "Neuroscience of Emotions", "author": "Christopher Jennings" }
https://oercommons.org/courseware/lesson/63897/overview	Education Standards Ireland and the Great Hunger STEM Emigration, Immigration and Potatoes Overview Students will examine the Irish Potato Famine through the lens of data. Creating, transforming and analyzing different data visualizations will give students an opportunity to utilize real world STEM skills in a traditional social studies class, without compromising the nature of understanding the historical narrative. Short Overview Using data, students will examine the effects of the potato famine in Ireland on migration patterns. The students will use a variety of data sources to analyze effects of Irish migration on both the Irish and American populations. Lesson Desired Results Big Idea(s)& Essential Questions \| Big Ideas: Migration Patterns, Data Analysis \| Essential Questions: How did the Great Irish Potato Famine change Irealnd and the United States in the nineteenth century? How can a single event have widespread effects? \| Students Will Know \| Students Will Be Doing \| \| \| Evidence of Understanding Assessments (Formative and Summative): \| Performance Task(s) \| \| \| Lesson Learning Targets Learning Activities: \| \| Lesson Procedure 1. Have students read the article from History.com to provide background information. 2. Print copies of the Ireland and the Great Hunger STEM for students to complete. 3. If students do not have access to or practice using Charts in either Google Sheets or Microsoft Excel and you don't wish to spend time experimenting, replace the instructions on page 5 and question 11 with the image below.	oercommons	2025-03-18T00:39:31.897362	Homework/Assignment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/63897/overview", "title": "Emigration, Immigration and Potatoes", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/98290/overview	Visual Storytelling: Activity 3 Storyboard Overview The Visual Storytelling lesson plan is a series of four learning ladder activities designed around mobile/digital technology for use by intermediate art and design students. It is a framework for concept ideation, visual design planning, and production. Activity 3: Subtext Storyboard is a versitle tool students can use to develop including both abstract concepts and narrative structure. Subtext Storyboard Summary National Core Arts Standards - VA: Cr1.2, Cr2.1, Pr4.1, Pr6.1, Re9.1, Cn10.1 Instructor Step by Step: - Provide lecture notes and/or video. - Provide customized instructions as needed. - Publish a sample Pinterest storyboard. - Technology Support: Include relevant links for tech tutorials as needed. - App Limitations: Include instructional parameters for image resolution and file size based on forum limitations as needed. Additions: Extend this lesson by having students create a secondary subcategory board on Pinterest where they post videos and images that are similar in style to their own. Each pin should include a description of one visual element that the student could use as inspiration. The storyboard is a versatile tool students can use to develop rich visual stories that include both abstract concepts and narrative structure. Students can create freehand sketch boards to illustrate project choices or use an online image curation tool to develop large production catalogs. This also allows for exploring visual cues used to convey theme subtext. STUDENT OBJECTIVES Student Goals - Curate media in multiple formats to achieve project goals. - Evaluate and modify a visual production guide. - Organize and publish a visual storyboard. *final artifact SUGGESTED TECHNOLOGY Part 1: An image collection app with commenting options. (Pinterest) Subtext Storyboard Read & Watch This is a simplified framework for developing a visual story but one you can use on any project. Why is a framework important? For the sole reason that consistency is how the audience will recognize the story ‘world’ you've created. It also provides a launch pad for future projects that expand on this same story or transition into new ones. Suggested Presentation Suggested content: provide an example curation of Pinterest storyboard, including search options and resources for royalty free images, and proper image source referencing. Suggested Video Content & Prompts Video: 11 Visual Hierarchy Visual Design Principles by Visme Writing Prompt: Is there a sequential order to how graphics are viewed? How does the audience know what to look at first? Video: Adding Depth to Your Film Using Visual Subtext by MZed / FilmRiot Writing Prompt: How do we link visual design to the theme of a story? Subtext Storyboard Activity Student Step by Step: You've already completed two important steps in finishing your final project: - brainstorming story ideas and their key messages - selecting a story concept You may already have some ideas on how to visually share your story but if not this next step in design development is crucial to get the ball rolling. There is no wrong way to explore design as long as you take time to experiment with ideas. PART 1 Use the Storyboard Worksheet to sketch out ideas for what you might want to include in your Pinterest board. Are there specific accessories your character would carry? What time period do they live in? What items need to be in place to convey an action or event? PART 2 For this assignment you'll need to register with Pinterest. On Pinterest: - Create one story board. - Find and 'pin' a minimum of ten images for each of the three story sections (character, location, event). - Label each pin with a simple descriptive reminder of why you chose it. - Submit a link to your Pinterest board below. Prompts Is there a cohesive style and/or theme to your pins? Which visual design elements did you take into account when selecting pins?	oercommons	2025-03-18T00:39:31.931456	Activity/Lab	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98290/overview", "title": "Visual Storytelling: Activity 3 Storyboard", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/98288/overview	Visual Storytelling: Activity 2 Concept Mapping Overview The Visual Storytelling lesson plan is a series of four learning ladder activities designed around mobile/digital technology for use by intermediate art and design students. It is a framework for concept ideation, visual design planning, and production. Activity 2: Concept Mapping is a foundational activity for developing narrative visual storytelling skills. Mapping is utilized to exampine concepts for story development and visual design. Concept Mapping Summary National Core Arts Standards - VA: Cr1.1, Cr2.2, Re8.1, Cn10.1 Instructor Step by Step: - Provide lecture notes and/or video. - Provide customized instructions as needed. - Technology Support: Include relevant links for tech tutorials as needed. - App Limitations: Include instructional parameters for image resolution and file size based on forum limitations as needed. Additions: Extend this activity with an exploratory essay on visual metaphors. Create an eLearning forum with a series of (or one single) movie poster. Have students pick one poster and outline the metaphors and/or motifs. This activity provides students with an opportunity to examine and explore conceptual development and how it impacts visual design for storytelling. They will use their own story concept to start building a foundation for more insightful creative expression. STUDENT OBJECTIVES Student Goals - Invent a new story concept. - Define and describe project goals and audience. - Create a mindmap of ideas relevant to all goals. *final artifact SUGGESTED TECHNOLOGY Any mind mapping app (Mindomo) (Mindmeister) or a simple table and text editor (Google Docs) (Word). This can also be written by hand then captured and saved as a PDF file using a scanning app (Scannable) or photographed. Concept Mapping Read & Watch Storytelling is a craft that combines both science and artistic creativity. Understanding how the different elements play a part in the audience experience should help the artist develop more powerful images. Suggested Presentation Prezi Slidedeck: Thematic Design by Kristene Markert https://prezi.com/view/HKQMeFpKtgS9Hd5undVD/ Video: Theme by Brainpop https://youtu.be/x1MqqDOxAl0 Dark Knight by Ekalavya Bhattacharya https://youtu.be/VpuC7HhCPWA Suggested Video Content & Prompts Video: Visualizing Big Ideas, TED-Ed Lesson Writing Prompt: Can metaphors replace story themes? Video: The Magical Science of Storytelling by David JP Phillips Writing Prompt: What is your favorite piece of art and how does it make you feel? Concept Mapping Activity Student Step by Step: PART 1 Invent a simplified story idea based around the following. Write a one paragraph description for each item. Story Prompts: - One character - One location - One action or event PART 2 Using the Concept Mapping Worksheet to brainstorm ideas for how to convey this story to viewers. This exercise is text based to allow for exploration of multiple options prior to creating visuals. Brainstorming Prompts: - What type of themes and/or motifs would your story be based on? - What type of experience would you viewer have? Will they be feeling certain emotions or taking any actions in response? - Who would your viewer be? Would you adjust elements of the story based on different viewers? - How will you exhibit this work? Will the viewers engage with it in different ways or at different locations and times? PART 3 Extend your concept map to a second page if needed. Include ideas for how you might visually design this story. What design elements would be used?	oercommons	2025-03-18T00:39:31.964777	Activity/Lab	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98288/overview", "title": "Visual Storytelling: Activity 2 Concept Mapping", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/72072/overview	Chapter 1 Reading Guide Overview This resource is intended to be used as for guided note-taking by students as they read the text. Open Stax Anatomy and Physiology Chapter 1 Reading Guide 1.1 Overview of Anatomy and Physiology ________________________________ is the scientific study of the body’s structures. Anatomy areas of specialization ________________________ is the study of the structures visible to the naked eye. _________________________ is the study of structures visible with magnification __________________________ studies structures in each region of the body, i.e., abdomen _______________________________ studies structures associated with a given body system, i.e., cardiovascular system _______________________________ is the study of the physics and chemistry of the body. ___________________________ is the steady-state condition under which the body operates. 1.2 Structural Organization of the Human Body A _________________ is the basic functional unit of the human body Cells are made up of smaller parts called _____________________. Organelles are made up of ____________________, which are made up of ___________. ________________ are groups of cells that work together for a common function. ______________________ are discrete structures made up of two or more tissue types. __________________________ are groups of organs that work together for common functions. ______________________ is the highest level of function. It is a living being that that can independently perform all physiological functions necessary for life. - _________________________ - Cells are organized into discrete compartments. - Body cells are kept separate from the external environment - Internal fluids are separate from microorganisms that can cause harm. - Cell membranes maintain the internal environment of cells. - Blood vessels maintain a closed circulatory system - _____________________ - The chemical reactions that sustain life. - _______________________________ – the chemical reactions that build complex molecules from simpler ones. These reactions require energy. - _____________________________ – The breakdown of complex compounds into simpler ones, tend to release energy. 1.3 Functions of Human Life - ___________________________ – the body reacts to changes in the external and internal environments. - ______________________________ – movement of muscles, the flow of blood through the circulatory system, moving of air in and out of the lungs. - ______________________________ – the total of changes that a body goes through in its life. - _______________________ – cells become specialized for a given function - _________________________ – the increase in size due to cell division and enlargement - _______________________ – the formation of offspring 1.4 Requirements for Human Life - _____________________________ – A vital component of the chemical reactions that produce ATP, which is needed to keep the body alive. - _____________________________ – any substance in a food or beverage that the body needs to maintain life. - ____________________ – the universal solvent of biological chemistry - __________________________________ such as carbohydrates and fats. - __________________________ supply amino acids which are the building blocks of the body. - Water, the energy-yielding nutrients, and proteins are referred to as ____________________________ - ___________________________ – are the vitamins and minerals needed in small quantities, and participate in important metabolic reactions - ________________________________________ means that the chemical reactions that make life possible occur around 37◦C. - ____________________________________ can cause enzymes to denature and stop metabolism. - _______________________________ (hypothermia) can slow down the reactions of life to a point where death occurs. - __________________________________________ - ________________________ is the force of air molecules pushing against the human body. - The ability to breath depends upon precise atmospheric pressure. 1.5 Homeostasis - ___________________________________ is the ability to maintain a relatively stable internal state that persists despite changes in the external environment. - The body must continuously monitor its internal environment. - Each physiological function has its _____________________ (a physiological value around which the normal range fluctuates). - A _________________________________ is the restricted set of values that is optimal for normal body function. - Control centers in the body measure and react to deviations in homeostasis by using negative feedback. - _________________________________ – is a mechanism that maintains normal parameters of physiological function inside the body. - Components of a negative feedback system - _________________ – monitors the physiological value - _________________ – compares the measured value to the normal range - __________________ – causes a change back to the normal range. - ____________________________ – intensifies a physiological change rather than reversing it. - Labor contractions in childbirth and blood clotting 1.6 Anatomical Terminology - ________________________________ a standardized way to view the human body. - The body is standing upright, feet pointing forward, palms facing the front. - _________________ – the body is lying face up - __________________ – the body is lying face down. - Regional terms – describe specific parts of the body (see next slide) - Directional terms - ________________ (or ventral) – towards the front of the body. The toes are anterior to the foot. - ________________ (or dorsal) Describes the back or direction toward the back of the body. The popliteus is posterior to the patella. - ________________ (or cranial) describes a position above or higher than another part of the body proper. The orbits are superior to the oris. - ________________ (or caudal) describes a position below or lower than another part of the body proper, near, or toward the tail. (in humans, the coccyx, or lowest part of the spinal column). The pelvis is inferior to the abdomen. - ________________ describes the side or direction toward the side of the body. The thumb (pollex) is lateral to the digits. - ________________ describes the middle or direction toward the center of the body. The hallux is the medial toe. - ________________ describes a position in a limb that is nearer to the point of attachment or the trunk of the body. The brachium is proximal to the antebrachium. - ________________l describes a position in a limb that is farther from the point of attachment or the trunk of the body. The crus is distal to the femur. - ________________ describes a position closer to the surface of the body. The skin is superficial to the bones. - ________________ describes a position farther from the surface of the body. The brain is deep to the skull. - Body Sections and Planes - A ________________ is a 2D view of a 3D section that has been cut. - A ________________ is an imaginary 2D surface that passes through the body. - ________________ – A vertical plane that divides the body or organ into a right and left side. - ________________ – runs down the midline of the body and divides the body into equal right and left sides. - ________________ – divides the body into unequal left and right sides - ________________– A vertical plane that divides the body into a front (anterior) and rear (posterior) portions. - ________________– A horizontal plane that divides the body into upper and lower portions. - Body Cavities and Serous Membranes - Dorsal and Ventral Cavities - ________________consists of the________________and ________________ cavities. - ________________consists of the ________________ (pleural and pericardial cavities), and ________________ (abdominal cavity and pelvic cavity). - Regions and Quadrants of the Peritoneal Cavity There are (a) nine abdominal regions and (b) four abdominal quadrants in the peritoneal cavity. - This technique promotes clear communication, for instance, about the location of a patient’s abdominal pain or a suspicious mass. - Anterior Body Cavity Serous Membranes - Provide cushioning and reduce friction for internal organs - ________________– line the pleural cavities, one surrounds each lung. - ________________ – serous membranes that surround the heart and line the pericardial cavity. - ________________ surrounds the peritoneal cavity and encloses several abdominal organs Chapter 1 Lecture Notes: An Introduction to the Human Body	oercommons	2025-03-18T00:39:31.995375	09/04/2020	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/72072/overview", "title": "Chapter 1 Reading Guide", "author": "Bryon Spicci" }
https://oercommons.org/courseware/lesson/93085/overview	Perkins V-Based Data Reports Handbook Overview aweiovdoiacnvoaienoaisdvn TEST This document is provided to support...	oercommons	2025-03-18T00:39:32.012099	05/26/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/93085/overview", "title": "Perkins V-Based Data Reports Handbook", "author": "Jim Taylor" }
https://oercommons.org/courseware/lesson/98486/overview	Accessibility in OER - Webinar 6 Overview This resource contains all of links and materials for the Accessibility in OER Webinar Six that is co-facilitated by CAST and ISKME. Resources from Webinar Six CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used in Webinar Six. 301 Curating Accessible OER Part 2: November 1st, 2022 Slide Deck Links for 301, Part 2 301.16 301 Part 2 Slide Deck 301.17 Facilitators & Participants (editable by Team Leads and others can comment) 301.18 OER Commons 301.19 Attendance 301.20 Feedback survey 301.21 Protocol for Creating Accessible OER on AEM Center website 301.22 Protocol for Curating Accessible OER on AEM Center website Additional Resources for 301, Part 2 301.23 Hemingway App 301.24 Readability Analyzer 301.25 Plain Language Guidelines 301.26 WAVE from WebAIM 301.27 For Blind Internet Users, the Fix Can be Worse Than The Flaws - discussion of accessibility overlays in New York Times 301.28 Overlay Fact Sheet	oercommons	2025-03-18T00:39:32.028319	Lecture Notes	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98486/overview", "title": "Accessibility in OER - Webinar 6", "author": "Special Education" }
https://oercommons.org/courseware/lesson/117732/overview	Education Standards Formal Assessment: Citing Evidence and Making Inferences Text Dependent Questions Text Dependent Analysis : How to use TDA to write an essay Overview Included are two lessons to help sixth grade students gain a beginning understanding of how to cite evidence and make inferences. This is one lesson I will use prior to beginning expository writing. Students should already have knowledge of context clues. Lesson One: What does "Text Dependent Analysis (TDA)" actually mean? This lesson is based on the assumption that students have prior knowledge of context clues and making inferences. Text Dependent Analysis (TDA) - What the heck does that mean????????? Let's break down the vocabulary and dive into thinking... 1. Text - any source of reading material. 2. Dependent - when something ( your analysis in this instance) or someone relies on something (text) or someone else. 3. Analysis - a better understandng and/or explanation of something (text) or someone. 4. Text Evidence- quotations, summaries and/or paraphrasing from a text to support a position 5. Quotation Marks - use quotation marks around any evidence that is directly stated from the text. 6. Plagiarism - when you copy information from a text without citing the source - this is illegal! So basically, writing a TDA is when you depend on evidence from any type of reading resource to support you, or your audence, better understand something or someone. Let's view this video and further discuss TDA's. https://youtu.be/DH5Ez9fazXU?si=uB08OdDek07QOsuT The video mentions that you will need to cite the source (text) that you are getting evidence (proof) from. You do this according to the type of text, and parts of that text, you intend to use. A common way to cite evidence from a text is to include the title of text, author, page number, line number). Lesson Two: Citing Evidence and Creating Inferences Inferences - Using your background knowledge and what you've learned to create a logical analysis (educated guess). Let's practice this lesson together: https://quizizz.com/embed/presentation/6079940110a7e9001b3cbd84 Formative Assessment: Let's play a game to find out what you know about using text evidence make inferences. https://quizizz.com/embed/quiz/5f767b266c476f001b43a797	oercommons	2025-03-18T00:39:32.054734	07/09/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/117732/overview", "title": "Text Dependent Analysis : How to use TDA to write an essay", "author": "Ashley Crosby" }
https://oercommons.org/courseware/lesson/52987/overview	Critical Question Set 1: Ancient Egyptian Love Poetry Critical Question Set 2: Gilgamesh Critical Question Set 3: Genesis Critical Question Set 4: The Book of Job Critical Question Set 5: Lysistrata Critical Question Set 7: The Life of the Buddha Critical Question Set 9: The Jataka Tales Group Research Presentation Paper One: Connecting Literature to Art. Paper Two : Literary Analysis World Literature I Overview This is a redesign of an online course (ENG 140) with all course materials available online and free for students. Texts include: The Epic of Gilgamesh, Genesis, the Book of Job, Analects by Confucius, Ancient Egyptian Love Poetry, the Daodejing by Lao-tzu. By redesigning the course, I can select literature from more diverse traditions and culture and include more unique works which are not available in textbook that I typically use in this course. This module includes new assignments for the new readings and assessments for these new assignments. All course content created by Kerrianne Gamache. Content added to OER Commons by Jordana Shaw Critical Question Sets Critical Question Set are provided for each reading. The rubric is included in Critical Question Set 1. Paper One This is the assignment for the first paper: connecting literature to art. Section 3: Paper Two This is the assignment for the second paper: literary analysis Group Research Presentation This is the group research presentation assignment	oercommons	2025-03-18T00:39:32.081215	04/04/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/52987/overview", "title": "World Literature I", "author": "Jordana Shaw" }
https://oercommons.org/courseware/lesson/85510/overview	MLA Annotated Bib Library Orientation 1: Introduction Overview Part 1 of 15. Introduction to Shelton State library resources. Includes outlines for a quiz and a discussion board. Welcome! You may want to put your contact information in under "Resources." Introduction Welcome to the Shelton State Libraries! This course was designed to give you a tour of all of the library's resources and provide you with instruction on how to use them. This module will introduce you to your classmates, the library, the library web page, and your final project, which you will be working on for the entire course. Objectives - Utilize the course resources. - List library rules and guidelines. - Locate important areas of the library web page. - Define an annotated bibliography. Resources - Direct link to the library web page: https://www.sheltonstate.edu/instruction-workforce-development/library-services/ Readings and Videos The library has many resources available to patrons, both physically and electronically. Patrons are able to access electronic resources from any computer that is connected to the internet, as well as computers in the library itself. The physical library is not just a collection of books, though a diverse book collection supports the curriculum of the college. The library also provides study space for individuals as well as groups in the form of tables, carrels, and study rooms. Computers are available for research and course work. Printing is $0.05 per page, and the printers will also scan documents. All school-wide rules apply in the library, including rules regarding tobacco use and student conduct guidelines. In addition, the library has three unique rules: - Don't be disruptive. - No food or drink. - Check items out before removing them from the facility. Checking out items is easy. It requires a current photo ID, your A number, and proof of enrollment. Proof of enrollment can be the Canvas course screen on your phone. At any point in your research process, if you require support, please ask a library staff member. Librarians have been trained to help you develop research skills and are good at reducing frustration and anxiety in the library. If you need help once or fifty times, librarians don't care. We are available to help you accomplish the best research you are capable of. Your gateway to all library resources is the library web page. This page provides access to physical and electronic resources as well as human librarians who can help you. Navigation to the library web site is easy from Shelton's Main Page. The web page itself provides links to book and eResource materials as well as general library information. Let's Talk About Your Final Project Your final project is going to be an annotated bibliography on a topic of your choosing. I would suggest you select a topic that is broad, but also holds your interest. Here are examples of an APA and an MLA annotated bibliography in the format that I will require. Keep these examples in mind as we move through the course. Assignment Use the discussion board section of your course management software. Introduction Introduce yourself to your classmates by answering the following questions. If you would like to give a more extensive background, that would be great. Objectives - Get to know each other. - Illustrate your ability to use the course discussion boards. Instructions Answer the following questions. - Who are you? - What was the last book you read? Why did you read it? Did you enjoy it? - What potential topic are you interested in researching? Submission Requirements Be sure to meet your fellow classmates by reading their biographies as well. Feel free to visit back and forth with other students. Quiz Change the instructions to fit your needs. Use the quiz module of your course management software to ask questions. Here are mine, but you will have to modify them to suit your own library requirements: - The library charges late fines. - FALSE - The following is NOT a library guideline: - No phone use. - Don't be disruptive. - Check out items before removing them. - No food or drink. - The following CAN NOT be found on the library's web page: - College hours of operation - Main library phone number - Librarian contact information - The OPAC - SSCC's electronic archives - Turorials - What do you need to check out items in the library? - Photo ID - SSCC ID - A number - Proof of enrollment - Letter from instructor - The following is NOT available in the library: - Study Rooms - Books - Coffee - Printers - Scanners - Computers Introduction Welcome to your first quiz. All of the correct answers are available in this module. Objectives - Confirm that you have retained key information about basic course information and the library. Instructions - There are 5 multiple choice/true-false questions. - You have 15 minutes for this quiz. - Please use the Chrome browser for best performance. - Once you start the quiz, you must complete it; there are 2 attempts. You cannot save to return to later. If you log out, you cannot return to the quiz. - The attempt with the highest score will be graded.	oercommons	2025-03-18T00:39:32.108766	Homework/Assignment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/85510/overview", "title": "Library Orientation 1: Introduction", "author": "Full Course" }
https://oercommons.org/courseware/lesson/117556/overview	https://www.pics4learning.com/details.php?img=cratefullofapples.jpg What is Farming? video Agriculture in Our Daily Lives Overview This is a lesson for elementary age children to help understand the importance of farming for our source of food. Where We Get Our Food This is a lesson for elementary aged students to help introduce and gain a better understanding of the importance of agriculture in our daily lives. The title image picture is from Pics4Learning. Crate Full of Apples Citation:, Nedrai. cratefullofapples.jpg. September 09. Pics4Learning. 3 Jul 2024 A cute and informative video that is a very good introduction to this unit is "What is Farming?/Young Explorers" from PBS. https://scetv.pbslearningmedia.org/resource/261c4139-55d0-4156-a3f3-36f5cc29997a/what-is-farming-young-explorers/ As an activity -- teacher demonstrates making muffins with the students. As each ingredient is added, discuss where we get each ingredient. For example, when the egg is added, ask the children where we get eggs and discuss that eggs come from chickens. After the muffins are cooked, let the children eat them. If milk is served as a beverage, discuss that milk comes from cows. Discuss the importance of farms for providing our food. To incorporate music, sing "Old McDonald had a Farm" with the children. Read The Vegetables We Eat by Gail Gibbons to the class. To incorporate math in this lesson, use Bean Bar Graph (PreK - 1st Grade) Agricultural STEM Actvity Author: Columbia Gorge STEM Hub License: Creative Commons Attribution Share Alike link: https://oercommons.org/courses/bean-bar-graph-prek-1st-grade-agricultural-stem-actvity	oercommons	2025-03-18T00:39:32.129529	Measurement and Data	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/117556/overview", "title": "Agriculture in Our Daily Lives", "author": "Forestry and Agriculture" }
https://oercommons.org/courseware/lesson/55246/overview	Finding and Adopting OER Overview Performance Objectives: Understand what content curation is and how to utilize it Identify the steps for successful adaptation or curation of OER Recognize and determine the best places to search for OER Adopt a resource by downloading it, printing it, or linking to it OER refers to educational materials that include permission for anyone to use, modify and share. In its simplest form, the term OER describes any educational resources (including curriculum maps, course materials, textbooks, streaming videos, multimedia applications, podcasts, and any other materials that have been designed for use in teaching and learning) that are openly available for use by educators and students, without an accompanying need to pay royalties or license fees. Title: Finding and Adopting OER Author(s): Date: Training Time Frame: Training Tools, Equipment: Training Methods, Techniques: Lecture, group discussion, guided practice, independent practice Performance Objectives: - Understand what content curation is and how to utilize it - Identify the steps for successful adaptation or curation of OER - Recognize and determine the best places to search for OER - Adopt a resource by downloading it, printing it, or linking to it OER refers to educational materials that include permission for anyone to use, modify and share. In its simplest form, the term OER describes any educational resources (including curriculum maps, course materials, textbooks, streaming videos, multimedia applications, podcasts, and any other materials that have been designed for use in teaching and learning) that are openly available for use by educators and students, without an accompanying need to pay royalties or license fees. Materials that are under full copyright, or which are not accompanied by a specific license allowing anyone to copy, adapt, and share them, are not Open Education Resources. You can use these materials only within fair use provisions or copyright exceptions. According to Schaffert & Geser, 2008; OLCOS Roadmap, 2012, the core characteristics of OER are: - Open Access: Content is provided free of charge for educational institutions, content services and users such as teachers, students, and lifelong learners - Open Format: Content is produced in open format with functionalities that allow for easy re-use - Open License: Creative Commons Licensing encourages educators to retain, reuse, revise, remix and redistribute content - Open Software: Produced with open-source software Attribution: Information is derived from Understanding OER created by Mike Daly and Phylise Banner on behalf of Suny OER services and is licensed under a Creative Commons Attribution 4.0 International License. - Module 1-Curation What is Content Curation? Content curation is the process of sorting through the vast amounts of content on the web and presenting it in a meaningful and organized way around a specific theme. The work involves sifting, sorting, and arranging information. Think of curating in the context of a museum curator. A curator carefully selects pieces to include in an exhibit that go together in some way to form an entire exhibit. Curating OER means you are collecting separate pieces to create a cohesive whole. You may or may not modify these pieces. We are all familiar with the amount of data we receive from a basic Google search; a multiplicity of videos, websites, blogs, research papers, news media, tweets, etc. with varying degrees of relevance for our purposes. The challenge is figuring out how to efficiently organize all of the different sources of content into a coherent way that is easy to view. The ability to carefully select resources in relation to a given topic is a powerful skill. Resource curation is the process of sorting through the vast amounts of content on the web and presenting the best resources in a meaningful and organized way. Where do we begin? - Focus on goals-As you curate a specific topic, what is the outcome you are looking for? - Distinguish between relevant and non-relevant sources of information-what resources add to your goal? What resources take away from it? - Quality, not quantity- Make sure you read every piece of content you curate. - Don’t forget to be visual! - Develop and organization strategy Discussion: Ask participants some ways they curate something in everyday life, ask them to think of something outside work. Possible answers could include: - Menu planning - Advice to someone - Amazon wishlist - Netflix watch list - Spotify Playlists - Buying something (ie a new vehicle)- look at reviews, best and worst ect. - Module 2- Where to find OER OER Repositories Searching an OER repository can result in a faster and more productive search experience since the resources have been curated and organized into various categories including discipline, format, and open license. Tutorial on Open Range Wyoming - How to log on - How to search - How to join a group - How to create: Submit, Resource Builder, Lesson Builder, Module Builder Activity: In a group open the OER Repositories Google Doc. Look over the different places you can search for OER, add any additional repositories you know about. Take 5 minutes and do a couple searches! You can also take this time to set up your OER Commons account. Other OER Search Resources: - OER Commons is a public digital library of open educational resources. Explore, create, and collaborate with educators around the world to improve the curriculum. - The Open Textbook Library provides a growing catalog of free, peer-reviewed, and openly-licensed textbooks. - Based at Rice University, OpenStax offers high-quality textbooks with adaptive learning technology, designed to improve learning outcomes through personalized educational paths. - The MERLOT system provides access to curated online learning and support materials and content creation tools, led by an international community of educators, learners and researchers. - The three State of California Higher Education Systems are working together to provide easy access to quality free and open e-Textbooks that everyone and anyone can use for teaching and learning. - Open SUNY Textbooks is an open access textbook publishing initiative established by State University of New York libraries and supported by SUNY Innovative Instruction Technology Grants. - The US Department of Labor’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) program has created a free and open online library called SkillsCommons containing free and open learning materials and program support materials for job-driven workforce development. - A collection of open textbooks aligned with the top 40 highest-enrolled subject areas in the province [British Columbia]. - Promotes textbook affordability for community college and university students, and facilitates widespread adoption of open, low-cost, high-quality materials. - Search several OER repositories simultaneously. - Found in your Canvas campus account, these courses are openly licensed. Attribution: Introduction to OER by Rachel Arteaga and Suzanne Wakim. This work is licensed under a Creative Commons Attribution 4.0 International License - Module 3-Strategies for Searching OER Repositories and Collections Knowing a few search strategies will make for more effective searching. Watch the following short video and then review the search tips below so you can use them as you search for resources for your class. Video-2017 Tips for searching repositories: - Keywords might not return the best results as resources are often put in without proper indexing - Browse broadly-look at subject areas that are broader than yours but may still include information on your subject - If it is an option, browse by subject, grade level, standard, or discipline - Use the provided tools or filters to narrow down your search to more relevant results Take a few minutes to try out these strategies using a few of the suggested repositories. Attributions: Information is derived from Understanding OER created by Mike Daly and Phylise Banner on behalf of Suny OER services and is licensed under a Creative Commons Attribution 4.0 International License. - Module 4- Searching Google for OER Using Google Advanced Search is a great way to find resources by license type. Here are directions on how to use Google Advanced Search to find materials with open licenses. - On the Google Advanced Search page, scroll to the bottom and look for the “usage rights” field. - Change the “usage rights” field to “free to use share or modify” or “free to use, share or modify, even commercially” depending on what type of license you want. - Use the other fields to plug in keywords and to narrow your results. - Hit the “Advanced Search” button - The results page should show only Creative Commons resources. Make sure to verify exact license type and terms of use. You can watch the following video for a demonstration of a Google Advanced Search: Here are a few more Google search tips: - To find specific types of websites such as .gov or .edu type in the search box Site:.gov or Site:.edu. - To eliminate specific websites or words you can use a minus symbol before the word. For example, if you want to search for something but do not want Wikipedia to show up in the results simply type in the search box -Wikipedia. - Use quotations around a phrase to search for results containing that exact phrase. For example search for “climate change” will return less, but more relevant results than searching for the phrase without quotation marks. - To find a specific format of resource (such as a Microsoft Word document so that you can modify the resource), type the file type - .doc or .pdf - into the search box. Additional Tips: Attributions: Introduction to OER by Rachel Arteaga and Suzanne Wakim. This work is licensed under a Creative Commons Attribution 4.0 International License - Module 5- Using Library Materials in your Class Though most library materials do not have open licenses, there are many ways in which you can incorporate them into your class. Because library materials are free to students they can be used in a class that is designated as a zero textbook cost class. Like all other copyrighted and restricted materials, you must be careful how you use library resources to make sure you do not violate the terms of use of the resource. Best Practices for Using Library Materials: - Consult a librarian. Ask them about the specific resources you might want to use in your class. - Be aware that many online materials, such as e-books and journal articles, are not owned by the library. This means that resources may change from semester to semester as subscriptions change. - Know that e-books may not be accessible by more than one student at a time depending on the license of the individual e-book. Some e-books may not transfer to a different type of device, i.e. e-books for iPads won’t work on Kindles. - For use of the library materials in your course, such as an article from a database, properly link to the resource instead of making digital copies. If you do not know how to link to a library resource, consult a librarian on your campus. Librarians can help you find OER You may have the option to consult a librarian who can search for OER for you. Librarians can also recommend zero cost options such as e-books, databases, specialized collections, and more. Situations will vary based on your library and its resources. However, keep in mind that certified librarians have the following skills: - Expert searchers - May be able to suggest repositories and collections that you can search on your own - Can teach skills and tools to conduct successful searches - Help with the initial evaluation of resources Attribution: Introduction to OER by Rachel Arteaga and Suzanne Wakim. This work is licensed under a Creative Commons Attribution 4.0 International License - Module 6- Adapting an OER There are several reasons you may want to adapt a resource. Perhaps the existing OER does not have all the content you would like to include in your course. Or there may not be a cohesive OER for your course but there may be available materials you can pick and choose from to build the perfect resource for your class. Below are further reasons that adaptation is a good option: - Save time and work by mixing OERs with your own material to make something richer - Make the material more accessible - Insert culturally relevant references to make a concept easier to understand - Translate it into another language - Correct errors or inaccuracies - Keep the OER up to date by adding the latest discoveries or theories - Insert media or links to other resources - Adapt it for a different audience or educational level - Change the format of the OER - Collaborate with other disciplines for cross-curricular resources There are several factors to consider when adapting an OER. The more you want to change, expand, or edit an OER, the more time you will need. Below are some important considerations. - How much content to do you wish to change? Do you want to remove a chapter, or rewrite something entirely? - What technical format is the original in? A Word document is much easier to modify than a PDF document. - What type of license is the content released under? Does it have a Creative Commons license that allows for modification or adaptation of the content? - How comfortable are you with using technology and creating content? - If you wish to edit or create graphics, images, charts, and/or multimedia content, you will need to use additional specialized tools to create these. - Keep it simple. Think of the resource as something you can improve incrementally over time. Backward Design It is always a good idea to take a step back to look at what you want your students to learn. What are the goals and desired outcomes of the module of study? Put another way, think about course goals and outcomes before looking at and choosing course materials. Here are five steps to consider when designing/building a resource: - What do you want your students to learn? What are the goals or desired outcomes? - What is the purpose of each lesson and how does it fit into the course as a whole? - What assessments or tasks will students perform to demonstrate understanding? - How will you teach? Plan learning activities and instruction - Lastly, consider what materials and resources will support the resource goals In other words, when designing backwards, looking for OER should be the last step you consider after you have outlined the course or resource. Activity/Discussion What are some lesson plans/modules/homework assignments etc you currently have that you could supplement with OER? Remixing “Remixing” is the act of changing a resource through adaptations, changing how content is ordered, or adding to the current resource. Just like remixing a song, you are changing the original intellectual content into something new. Teachers may choose to remix a resource to make it more inclusive, make it accessible to a new group of students, or modify it to complement different subject matter. There are some considerations to take into account when remixing a resource. First, you will want to make sure that you take the original author’s intentions into account by viewing their Creative Commons license. Remember that if the original author requires modified work to be shared as well, you should make sure to post the new material. Other considerations: - Make your resource easily searchable by including key words that teachers may use to search for your OER. - Ensure your structure and design are easily understandable. Think: bulleted lists are easier to facilitate in the classroom than paragraphs of content. - Brainstorm any materials or resources that teachers may need to facilitate your OER so that teachers can be prepared. - Think about what grade levels and subject areas your modified OER may be appropriate for. - Connect your resource to the greater goal from your backward design. Link to any appropriate precursory or following lessons or materials. Remixing in OER Commons Tutorial - Show how to save the resource - Show how to remix it Attribution: Introduction to OER by Rachel Arteaga and Suzanne Wakim. This work is licensed under a Creative Commons Attribution 4.0 International License Creating a Remix on OER Commons by Kate Katz. This work is licensed under a Creative Commons Attribution 4.0 International License - Module 7- Major Takeaways - With the many OER repositories and collections, it is good to know effective search strategies. - Google Advanced Search is an alternative method of searching for OER that lets you limit results by license type. - Librarians are excellent resources for answering questions about copyright and OER - Looking for OER should be the last step you consider after you have outlined the course or resource Information is derived from: Introduction to OER by Rachel Arteaga and Suzanne Wakim. This work is licensed under a Creative Commons Attribution 4.0 International License Understanding OER created by Mike Daly and Phylise Banner on behalf of Suny OER services and is licensed under a Creative Commons Attribution 4.0 International License.	oercommons	2025-03-18T00:39:32.174216	Alisa Cook	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/55246/overview", "title": "Finding and Adopting OER", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/89017/overview	Template sentences The missing letter VOCABULARY.pptx Hobbies Overview All the resources are designated for third grade students of the primary school. Vocabulary: hobbies. Primary school. This presentation includes vocabulary about hobbies and material. Sentences: like and don't like. Primary school. This PowerPoint includes the structure that we have to use to create sentences with like and don't like. The missing letter. Primary school. The file contains vocabulary about the material and hobbies that we have in the first PowerPoint. Sentences. Primary school. This presentation contains a template that can help students to create sentences.	oercommons	2025-03-18T00:39:32.196654	Homework/Assignment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/89017/overview", "title": "Hobbies", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/101494/overview	A Level Biology Key Words Overview Glossary for the A Level Biology course Key word glossary for A Level Biology	oercommons	2025-03-18T00:39:32.213370	03/01/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/101494/overview", "title": "A Level Biology Key Words", "author": "Seth G" }
https://oercommons.org/courseware/lesson/75479/overview	Bumble Bee Watch Overview Bumble Bee Watch is a Citizen Science Project provided through the partnerships of The Xerces Society, the University of Ottawa, Wildlife Preservation Canada, BeeSpotter, The Natural History Museum, London, and the Montreal Insectarium. This is a fun and interactive way that your students can contribute to the collection of scientific information about the friendly pollinator, the bumble bee! Join the team of volunteers to help track and learn! Bumble Bee Watch	oercommons	2025-03-18T00:39:32.232128	Environmental Science	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/75479/overview", "title": "Bumble Bee Watch", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/83709/overview	FDPOM-34 "OER & OEP" Overview Resource created using "Open Author" for FDPOM-34 on 20.07.21 at NITTTR Chennai Canvas Commons & OER Commons NIRF - National Institutional Ranking Framework - Teaching, learning, & resources - Research & professional practices - Graduation Outcome - Outreach & inclustivity - Perception	oercommons	2025-03-18T00:39:32.244467	Chandrakanta Sahoo	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/83709/overview", "title": "FDPOM-34 \"OER & OEP\"", "author": "Felix Arokiya Raj A.P." }
https://oercommons.org/courseware/lesson/83179/overview	RevisedBloomsHandout-Iowa State Learning Objectives Culturally Responsive Assessment in Teaching Overview According to Montenegro & Jankowski, 2017, culturally responsive assessment is an assessment that is mindful of the student populations the institution/school serves, using language that is appropriate for all students when developing learning outcomes, acknowledging students’ differences in the planning phases of an assessment, and being intentional in using assessment tools and results to improve learning for all students. This module will provide explicit instructions to guide your thinking about the relationship between assessment and instruction. The goal of this course is to introduce K-12 Educators and Higher Education faculty to using standards and assessment alignment to support all types of learners. Course Objectives This course has three units: - conceptualizing standards/objectives and learning targets - decomposing and deconstructing content standards - creating sound reasoning to employ digital and technological support. While engaging with this course, learners will have several outcomes: - The learners will be able to list content standards relevant to their subject matter or teaching specialty. - The learners will be able to decompose and deconstruct content standards into 3 workable parts: process, content, and special conditions. - The learners will be able to apply Revised Bloom's Taxonomy to evaluate learning at different cognitive levels and write/reconstruct learning objectives suitable for all types of learners and at various levels. Recording_for_Course_Objectives_b8dnFUz.m4a Video Glossary of Terms Watch the video as an introduction to concepts in this course. Time: 18 minutes Introduction to the following concepts and terms: 1. Content and Performance Standards 2. Types of Outcomes: Immediate Outcome Deferred Outcome 3. Learning Domains Cognitive (Knowledge) Affective (Attitude) Psychomotor (Skills) 4. Taxonomies Unit 1: The Importance of Conceptualizing Content Standards/Objectives to Counteract Stereotypes and Incorporate Learner Contributions Introduction to the unit: The purpose of this unit is to determine what do we want students to know and be able to do. Audience: K-12 Educators who teach diverse learners, Higher Education who teach diverse learners Unit-level outcomes: At the end of this lesson, you will know how to do the following: - Determine what a student should know and be able to do - Define content standards for various subjects (Social Studies, Science, Math, English Language Arts) in the State in which you teach. - Classifying 6 types of learning targets (Skill, reasoning, products, disposition, knowledge) Making it Clear: What should a student know and be able to do (Content Standards)? Objective Participants will be able to list content standards relevant to subject matter or teaching discipline. Inquiry Questions Define your process for determining what a student should know and be able to do? Define content standards for your State (Social Studies, Science, Math, English Language Arts)? Explain how are the content standards organized? Making Connections Listed below are some content standards. Look through the content standards listed below and select those appropriate for your STATE or subject matter. Answer the questions above. American Council on the Teaching of a Foreign Language (ACTFL) American Library Association (ALA) / American Association of School Librarians (AASL) Association for Middle Level Education (AMLE) American School Counselor Association (ASCA) Council for Exceptional Children (CEC) Council for Exceptional Children (NAGC/CEC)/Gifted Education Professionals (NAGC/CEC) National Policy Board for Educational Administration (NPBEA) - Educational Leadership Constituent Council (ELCC)/National Educational Leadership Preparation (NELP) Standards National Association of School Psychologists (NASP) National Council for the Social Studies (NCSS) National Council of Teachers of English (NCTE) National Council of Teachers of Mathematics (NCTM) SHAPE America-Health Education SHAPE America-Physical Education Teachers of English to Speakers of Other Languages (TESOL) International Literacy Association (ILA) International Society for Technology in Education (ISTE) National Association for the Education of Young Children (NAEYC) National Science Teachers Association (NSTA) *********************************************************************************************************** Video: Goals, Objectives, and Outcomes Time: 5 minutes Check for Understanding - Formative Assessment Learning Objective: Participants will be able to list content standards relevant to subject matter or teaching discipline. Click Here and Submit Your Response to the following questions: - How do you determine what students should know and be able to do? - List content standards that you use in your classroom or course? - Explain how the content standards are organized? Types of Learning Targets One way to determine if your targets are clear and usable is to determine what kind of learning is being called for. Learning targets are classified into a framework that identifies five kinds of learning targets: knowledge, reasoning, skill, product, and disposition. Learning Target Types Knowledge Targets - Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline or subject matter. - Math Example: Recognizes acute, obtuse, and right angles - ELA Example: Identifies nouns and verbs - Science Example: Describes how organisms interact with each other to transfer energy and matter in an ecosystem. Reasoning Targets - Reasoning targets specify thought processes students are to learn to apply effectively (do well) within a range of subjects; e.g., solve problems, make inferences, draw conclusions, form, and defend judgment. - Students should develop the ability to apply knowledge in authentic contexts - that is, in contexts that transfer to work and life beyond school. This target requires students to engage in reasoning using their knowledge. - Reasoning processes can be thought of as falling into one of six overall patterns of reasoning: inference, analysis, comparison, classification, evaluation, and synthesis. - Together, the six patterns of reasoning represent those most commonly found among taxonomies, content standards documents, and assessments. - To test reasoning proficiency, the key is to determine "Who is doing the reasoning?" Are the students doing something more than remembering the answers? Six Patterns of Reasoning - Inference: Making a reasonable guess based on information or clues - Analysis: Examining the components or structure of something - Comparison: Describing similarities and differences between two or more items - Classification: Sorting things into categories based on certain characteristics - Evaluation: Expressing and defending an opinion, a point of view, a judgment, or a decision - Synthesis: Combining discrete elements to create something new Examples of Reasoning Targets - Math Reasoning Target - Uses data from a random sample to draw inferences about a population with an unknown characteristic of interest - ELA Reasoning Target - With prompt and support, describes the relationship between illustrations and the story in which they appear. - Social Studies Reasoning Target - Compares and contrasts points of view from a historical event - Science Reasoning Target - Draws conclusions from experiment results - Health/PE Reasoning Target - Uses criteria to set goals for improving health and fitness practice - The Arts - Compares purposes of chosen musical examples (Music) - The Arts - Evaluates the quality of own work to refine it (Visual Arts) Skill Targets - Skill targets are those learning targets where a real-time demonstration or physical performance is the heart of learning. - Subjects such as physical education, fine arts, performing arts, and world languages, have skill development as the core of their discipline. Examples of Skill Targets - Math Skill Target - Measures the length of an object twice, using length units of different lengths for the two measurements - ELA Skill Target - Pronounces, blends, and segments syllables in spoken words - Social Studies Skill Target - Participates in civic discussions - Science Skill Target - Uses laboratory equipment safely - Health/Physical Education Skill Target - Dribbles to keep the ball away from an opponent; passes and receives on the move - The Arts Skill Target - Integrates voice into character development (Theater) Product Targets - Product targets specification for qualities of a good product are the focus. - Product examples include " creates tables, graphs, scatter plots, and box plots to display data effectively. - Curricula generally include far fewer product targets than knowledge and reasoning targets. - Term papers, research reports, and lab reports are product targets when the curriculum guide, calls for students to create them. - When products are assessed it yields evidence of the intended learning because the creation of the product is the stated learning. - Does the content standard call for the creation of a product? If so, it's a product target. - Confusing the activity with the learning target can cause difficulties when classifying product targets. - If the learning target does not call for the creation of a product, but you want to classify it as a product target, it is possible that you are including the task or activity students will engage in. - The key question is " What is the intended learning" not "How will students demonstrate it?" Examples of Product Targets - Math Product Target - Draws a bar graph to represent a data set with up to four categories. - ELA Product Target - Writes opinion pieces on topics or texts, supporting a point of view with reasons and information. - Social Studies Product Target - Creates a timeline to show the order of early explorations and settlements. - Science Product Target -Makes pictographs to describe observations and draw conclusions. - Health/PE Product Target - Develops a personal health-related fitness plan. - The Arts Product Target - Creates drawings demonstrating one- and two-point perspectives (Visual Arts). Disposition Targets - Disposition targets reflect attitudes and feelings. - Disposition targets represent important affective goals we hold for students as byproducts of their educational experience and not assessed for the purpose of grading. - Although dispositions are nonacademic, they hold students accountable. Examples of Disposition Targets - ELA Disposition Target - Look forward to group discussions - Math Disposition Target - Sees mathematics as important to learn - Social Studies Disposition Target - Respects individual worth and human dignity - Science Disposition Target - Seeks opportunities to understand how things work. - Health/PE Disposition Target - Enjoys playing a sport - The Arts Disposition Target - Values practice for its own sake. Unit 2 Composing and Decomposing Learning Objectives When you encounter a complex or unclear standard, the process of deconstruction is recommended. Deconstructing standards is the process of breaking a broad standard, goal, or benchmark into smaller, more explicit learning targets that can be used to guide daily classroom instruction. During the deconstruction process: Step 1: Determine the target type (knowledge, reasoning, skill, disposition, or product). To determine this, consider whether the content standards are the acquisition of knowledge, the development of reasoning capabilities, the demonstration of physical skill, or the creation of a product. Step 2: Identify the prerequisite or the underlying knowledge, reasoning, and/or skills. At this step, consider the following questions: - What does a student need to know and understand to attain mastery of this standard? - What patterns of reasoning, if any, are required to attain mastery of this standard? - What skills, if any, are required for mastery of this standard? - What products, if any, would students need to be proficient in creating to master this standard? Step 3: Check your work for alignment and reasonableness. Check for alignment means checking to be sure that all of the learning targets you have listed are truly necessary to accomplish the ultimate target. Checking for reasonableness means paying attention to how many enabling targets you have listed. Components of a Learning Objective/Target Learning objectives/Targets contain a verb (an action) and content ( usually a noun) and often contain special conditions (how). - The verb refers to the cognitive level of understanding needed to master the standard (remember, infer, construct, contrast, justify, predict, etc.). - The content describes the subject matter or concepts (knowledge) that students are expected to learn (math, fractions, poem, civil war, life cycle, etc.). - The special conditions refer to how the learning objective will be accomplished ( ... by tens, ...by prompting, using manipulatives, etc,). Checking for Understanding Using the attached Decomposing Chart, complete the assessment and use the linked Unpacking Document or https://www.dpi.nc.gov/media/7261/open for support. Revised Blooms Taxonomy https://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf How to Write Learning Objectives Using Revise Bloom's Taxonomy Time: 11 minutes In this video, we will discuss how to write specific, measurable, and observable learning objectives using Bloom's Taxonomy. Video: The A B C D of Writing Learning Objectives Time 16:22 A - Audience Example: The student will be able to... B - Behavior (Revised Blooms Taxonomy) (Verb) Example: classify, label, list, compare, justify, create C - Condition (special conditions - explains how and to what degree) Example: by using manipulatives, by tens, by using an array D - Degree of Proficiency Example: 80%, without error, 7 out of 10, Putting it all together You are a 3rd-grade teacher at Smalltown Elementary School, using the A B C D method, write one learning objective from each subject that you teach. Use the content standards that were identified in section 1 to write learning objectives. A - Audience Example: The student will be able to... B - Behavior (Revised Blooms Taxonomy) (Verb) Example: classify, label, list, compare, justify, create C - Condition (special conditions - explains how and to what degree) Example: by using manipulatives, by tens, by using an array D - Degree of Proficiency Example: 80%, without error, 7 out of 10, Unit 3: Focus on Diversity of Learners Use the following as a guide when evaluating cognitive levels (Revised Blooms) and writing learning objectives suitable for all types of learners at various levels. What changes would you make to the learning objectives to promote higher-order thinking? Please explain. Using revised Bloom Taxonomy, redesign one learning objective from your content standards for the following: - students who have limited English - students with disabilities - students that are low achievers - students with learning disabilities - students that are high achievers - students of poverty - male students of African American race Reflection What influence will you have on providing a clear path or road map to learning? What do you think the connections are between standards and assessments? Help us improve this template! [PLEASE ANSWER THE FOLLOWING QUESTIONS IN THE COMMENTS OF THIS OER] Please answer the following questions and POST THEM IN THE COMMENTS SECTION OF THE ORIGINAL TEMPLATE OER. Reflection questions for template continous improvement: 1. What worked well for you when using this template? 2. What did not work well when using this template? 3. What changes would you make to this template the next time you use it? 4. Would you recommend this template to other educators? Why? Why not?	oercommons	2025-03-18T00:39:32.295008	Diagram/Illustration	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/83179/overview", "title": "Culturally Responsive Assessment in Teaching", "author": "Assessment" }
https://oercommons.org/courseware/lesson/103436/overview	Example Overview Add keywords here Section One Add content Student-facing content and Section Two Content	oercommons	2025-03-18T00:39:32.319398	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	2025-03-18T00:39:32.334282	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	2025-03-18T00:39:32.355631	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	2025-03-18T00:39:32.376998	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	2025-03-18T00:39:32.398162	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	2025-03-18T00:39:32.415749	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	2025-03-18T00:39:32.435237	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	2025-03-18T00:39:32.473301	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	2025-03-18T00:39:32.485882	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	2025-03-18T00:39:32.504055	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	2025-03-18T00:39:32.526394	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	2025-03-18T00:39:32.547817	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	2025-03-18T00:39:32.565011	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	2025-03-18T00:39:32.583674	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	2025-03-18T00:39:32.605896	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	2025-03-18T00:39:32.623142	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	2025-03-18T00:39:32.649041	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	2025-03-18T00:39:32.667679	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.	oercommons	2025-03-18T00:39:32.685244	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	2025-03-18T00:39:32.701545	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	2025-03-18T00:39:32.753892	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	2025-03-18T00:39:32.805679	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	2025-03-18T00:39:32.867855	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	2025-03-18T00:39:32.883829	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	2025-03-18T00:39:32.902877	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/125679/overview	Flashcards: Climate Change and Human Health Slides: Student Exploration of the Impacts of Climate Change on Human Health in the United States Student Exploration of the Impacts of Climate Change on Human Health in the United States Key Message Four: Climate Change Compromises Human Health and Reshapes Demographics Overview Each Key Message features three guiding questions to help educators navigate these topics with students. Each guiding question includes example lessons and supporting videos. The lessons were taken from the Climate Literacy and Energy Awareness Network (CLEAN) educational resources database. The videos were selected from reputable sources to support the lessons. Increases in extreme heat, drought, flooding, and wildfire activity are negatively impacting the physical health of Southwest residents. Climate change is also shaping the demographics of the region by spurring the migration of people from Central America to the Southwest. Individuals particularly vulnerable to increasing climate change impacts include older adults, outdoor workers, and people with low incomes. Local, state, and federal adaptation initiatives are working to respond to these impacts. Guiding Question One Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Teaching Tips - Teachers may want to have multiple versions of the readings available for different reading levels within a classroom. - Linked reading for students ranges from full report to abbreviated brochures. Teachers are offered several choices on the instructional design based on time and student reading level. Several topics or one topic can be addressed based on student interest, instructional time and desired depth and breadth of content. About the Content - This activity allows students to investigate the US Global Change Research Program's 2016 report, "The Impacts of Climate Change on Human Health in the United States: A Scientific Assessment". Students consider how environmental conditions such as flooding or drought create environmental hazards which impact health effects. They also investigate how climate change will affect environmental conditions and therefore health outcomes. Groups explore the different chapters of the report, making conceptual models of these connections. These are put together to showcase how complex the system is when considering how climate change impacts public health. - Comments from expert scientist: Provides a lot of good scientific information, has a well laid out lesson plan where students have to engage with the material and use systems thinking. I wonder if all high school science courses could use this lesson plan as the material is so interdisciplinary that it would not fit into many standard high school science classes. About the Pedagogy - This activity allows students to read (at different levels) a scientific report and try to synthesize information from that report. They do so through conceptual models and discussion-based activities. The various options for reading materials and evaluation strategies allow teachers to implement this in a variety of classrooms with diverse time frames. In the final evaluation activity, students can write summaries, evaluate mitigation and adaptation strategies, or develop their own resilience building project, adding to the place-based project nature of this activity. - The extension activities suggest a place-based project for students to develop a resilience building project for their community, allowing many different learners to consider the relevance to their own lives. This strategy of place-based projects has been shown to be engaging for culturally diverse audiences. - The authors also provide the reading materials at various levels of reading ability to allow for more students to participate. - Many variations on instructional pathways are provided, including depth of content exploration, accommodations for learning modalities and styles, and links to companion materials to support the learning progression. - Prior knowledge and misconceptions are addressed. Small group work, enhances the class learning. Students create visuals, models and graphic organizers of the content to structure learning and share new knowledge. Assessments are varied and allow for diverse learning styles. - This resource engages students in using scientific data. See other data-rich activities Technical Details/Ease of Use - This activity clearly lays out all the details teachers will need to implement this activity. The authors provide various options throughout the module, which helps teachers implement the activity in diverse classrooms. - Computers for students are useful but materials are downloadable and printable. Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN - URL for Global Temperature and Precipitation Map should be: https://www.ncdc.noaa.gov/temp-and-precip/global-maps/ - Powerpoint slides for use throughout the lesson. What populations are most vulnerable to health risks associated with climate change in the Southwest? Example Lesson Student Exploration of the Impacts of Climate Change on Human Health in the United States National Institute of Environmental Health Sciences Description: This module follows the 5E instructional model to promote student discovery and learning about the complex interactions between climate change, the environment and human health. Students describe the impacts of changing climatic conditions on human health with emphasis on vulnerable populations and apply systems thinking to create a visual model of various health implications arising from climate change. (Please note: NIH Files attached as section-level resources) Instructional Time: This learning activity takes two to three 45-minute class periods. Grade Level: Ninth through twelfth Supporting Videos How Climate Affects Community Health Centers for Disease Control and Prevention Description: This animated video discusses how climate change is altering the environment and increasing disease risk from air pollution, spread of disease vectors, increased high temperatures, violent storms and flooding. Ideas for community preparedness are offered. Video Length: 4:37 minutes Guiding Question Two What adaptation initiatives at the local, state, and federal levels are aimed at responding to the negative health impacts of climate change in the Southwest? Example Lesson CDC's Building Resilience Against Climate Effects (BRACE) Framework Centers for Disease Control and Prevention Description: Introduce the CDC's BRACE Framework that allows health officials to develop strategies and programs to help communities prepare for the health effects of climate change. Students can brainstorm examples of health impacts in their community and explore strategies for building resilience using the BRACE framework. (Please note: Web page also available as PDF in Section Resources) Instructional Time: One class period Grade Level: Sixth through twelfth Supporting Videos A new effort to help communities adapt to climate change PBS NewsHour Description: Biden's infrastructure bill includes $50 billion for climate resiliency funding to help mitigate and adapt to global warming. Tom Casciato reports on a unique partnership in California that uses behavioral science and cultural awareness in climate studies to help communities cope with extreme weather, as part of our series, 'Peril and Promise: the Challenge of Climate Change.' Video Length: 8:01 minutes Guiding Question Three What determines which communities are considered frontline communities in the Southwest? Example Lessons Tackling Climate Change through Environmental Justice High School EcoRise Description: This multi-lesson resource set for high school is focused on environmental justice and social science. It asks students to consider inequality and justice in the context of their own lives and the environment through a series of both hands-on and research-focused activities. This unit supports student understanding of the multiple, complex issues and perspectives of environmental justice in the United States. In part one, students complete a group activity under the pressures of environmental discrimination and then evaluate their success. The second and third part uses short videos to explain a real-life example of overcoming environmental discrimination to encourage students to reflect on the complexity of these issues. In the final part, students debate a solution to an issue using assigned roles in a town hall platform. Instructional Time: This learning activity takes six 60-minute class periods. Grade Level: Ninth through twelfth Supporting Videos Victor Galván discusses environmental impact PBS Description: While the state of Colorado is known for its beautiful natural spaces, it also has one of the most polluted zip codes in the country. The majority Latino-community of Commerce City, in northeast Denver, has dealt with the fallout from factories and pollution in their backyards and Victor Galván, an activist from the area, has made it his life's work to advocate for change for the Latino community Video Length: 3:48 minutes	oercommons	2025-03-18T00:39:32.934005	Melinda Newfarmer	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/125679/overview", "title": "National Climate Assessment: The Southwest, Key Messages for the Southwest, Key Message Four: Climate Change Compromises Human Health and Reshapes Demographics", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/89667/overview	Parent Involvement Overview This is an inquiry project about parent involvement in schools. This project includes different types of strategies and the advantages and disadvantages of parent involvement. Introduction Parental involvement is defined as the participation of parents in regular ways. Meaningful communication is involved allowing students academic learning and other school activities to be successful. All over the world, teachers are very thankful for parents willing to help out in and around the classroom. Parents help on field trips and class parties as well as helping their child at home on homework each night so that they are ready to learn new material the next day. However, there are educators out there who feel like students with involved parents are in the way of the child’s education. Some teachers feel like when they teach material each day and then the parents help at night teaching them a different way, it just confuses the child, impeding their learning. Aside from academics, some teachers feel involved parents are overwhelming because they are over opinionated and judgmental when it comes to classroom setups and lessons. Throughout our website you will find useful and positive ways parents can be involved in their child’s academics. https://www.bbpbschools.net/apps/pages/index.jsp?uREC_ID=345909&type=d&pREC_ID=754303 (for picture) Strategy 1 - Parent Involvement at Home The purpose of homework contracts between students and parents is to draw more parent involvement in specifically the literacy growth of the student population. There are 5 steps that need to be implemented for this to work. 1. There needs to be a reward system for the child,2. The parent negotiates with the child and agree with goals and rewards,3. Both parties fill out a homework planner,4. Parent checks childs completion and gives earned rewards, 5. Start fading the reward system little by little. https://www.oercommons.org/courses/homework-contracts-tapping-the-power-of-parents/view Strategy 2 - Parent Involvement at School Parents who want to be involved with their child once they go to middle school can try this strategy to help with their homework. The school wants to help educate parents on practices to help their child at home, there would be mini workshops once a month and feature specific strategies versus broad information. Parents can follow these suggestions and still need a little help in guiding their students’ progress. That is why the workshops once a month are specific to a certain subject, like reading, math, science, and social studies. This will help parents who don’t understand the work that is getting sent home and how to complete it. https://www.oercommons.org/courses/reading-for-parents-in-middle-school-2/view Strategy 3 - Parent Involvement in Social Media This strategy is for parents to stay involved with their child by social media. There are many social media apps that children use that a parent can learn a lot from. When a child does not want to have a conversation the parent can check their social media to find out how they are doing and feeling. Social media might not always be a good idea, but can help a parent stay involved. Strategies for Teachers to Involve Parents Volunteer opportunities for parents is a way parents can stay involved. If a parent does not work they could help in the classroom with day to day activities, or volunteer to chaperone a field trip. Parents can also help plan festivities, join the school PTO, and help with improvement projects. Strategy 4 - Parent Involvement within SPED To have parents involved more in the classroom within SPED, a teacher should define parent involvement, show parents how to get involved, remove parent fear and mystery from the special education world, to know parents of different backgrounds may have barriers due to linguistic and/or cultural differences, and most importantly continuous communication. For more information, you can go to their website. https://www.specialedusa.com/post/special-education-and-parental-involvement Advantages and Disadvantages of Parent Involvement The advantages of parent involvement are: When there is good communication between parents and teachers, absenteeism decreases Academic performance increases Helps improve student behavior in the classroom The benefit extends to all ages Improves teacher performance Helps when the parents feel happier and more involved with their children's education The disadvantages of parent involvement are: - When parents are excessively involved in their children’s schools it can damage their children’s self-esteem as well as the teacher’s self-esteem. https://observatory.tec.mx/edu-news/the-importance-of-parental-involvement-in-teaching Final Conclusion Parent involvement is essential for student development and offers many benefits. The participation of parents in the educational process means that teachers and parents share the responsibility to teach students and work together to achieve educational goals. The earlier that a connection is established between parents and the educational process of their children, the stronger the foundation for success of the student. When there is good communication between parents and teachers, academic performance increases, there reading and comprehension increase, and students feel more motivated learn and their grades improve along with their self-esteem and their attitude. Not only does it help the students but it helps the teacher as well. When the parent and teacher have better communication, parents learn to value the work of the teacher more. https://observatory.tec.mx/edu-news/the-importance-of-parental-involvement-in-teaching	oercommons	2025-03-18T00:39:32.956296	Caroline Fowler	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89667/overview", "title": "Parent Involvement", "author": "Allyson Novak" }
https://oercommons.org/courseware/lesson/103412/overview	Designing a Resume Overview This asynchronous e-learning course will introduce the learner to effective resume formatting and design. By the end of the lesson, the learner will be able to: - Recognize the elements of a well-designed resume - Categorize resume components under appropriate headings - Use design principles to format a resume - Evaluate a completed resume for flaws Looking for a job? Make your resume stand out! On average, recruiters spend six seconds looking at a candidate's resume. Formatting and structure matter just as much as content. Learn how to design a dynamite resume following some simple steps. Click "Next" to get started! Lesson Overview & Knowledge Check This learning system will introduce you to effective resume formatting and design. By the end of the lesson, you will be able to recognize the elements of a well-designed resume, categorize resume components, use design principles to format a resume, and evaluate a completed resume for flaws. After the lesson, you can apply what you learn to creating your own resume! Before you get started with the lesson, please take a moment to complete a brief survey about your existing resume knowledge. After your complete the survey, you will be directed to the next section of this lesson. Click on the link below to complete the survey. Resume Layout A well-designed resume uses three key features to enhance readablity. Incorporating these features will make your resume easy to follow and help you stand out to recruiters. Scan-Ability Your goal for the resume is to make it easy for the reader to scan VERY quickly for the most relevant and important experience and skills. Use formatting–boldface, type scale, strategic use of white space–to make key information easy to find. Formatting and Visual "Chunking" USE ALL CAPS, bold, italics or underline to create emphasis and access points for the reader. Create visual chunking with white space between blocks of information– keep those blocks short! Two short blocks are better–more inviting to read–than one long one. Information Architecture Information architecture refers to a hierarchy of information or text achieved by a combination of sequence, scale, and boldness of your information. By selecting what text appears first, horizontally or vertically, you're telling the reader what information is most important. Source: The three features on this page are described using text from the DePaul University Career Center. Well-designed Resume Review the example of a well-designed resume and corresponding notes on this page. Identify spots where the author used scan-ability, formatting and visual "chunking," and information architecture to achieve the desired results. Reflect on the following questions as you review the resume: - Do you find this resume easy to read? Why/why not? - What stands out? - How is the resume structured? - What are the categories and corresponding headings? Identifying Design Flaws Now, review this sample resume and reflect on the following questions: - Do you find this resume easy to read? Why/why not? - Could you easily scan the resume for key elements? - Does the resume use ALL CAPS, bold, italics or underline to emphasize and "chunk" sections? - Does the content appear in a logical, hierarchical sequence? - Are there elements of the resume that you would remove or add? Answers: Identifying Design Flaws Compare your answers to the reflection questions with the answers in bold: - Do you find this resume easy to read? Why/why not? - This resume uses many design features to enhance readability, though there are several spots where readability could be enhanced. - Could you easily scan the resume for key elements? - The resume lacks white space, making it difficult to scan. - Does the resume use ALL CAPS, bold, italics or underline to emphasize and "chunk" sections? - The resume uses caps and bold to divide up sections and help with readability. - Does the content appear in a logical, hierarchical sequence? - The two columns on the resume create confusion for the reader. The "core competencies" and "profile objectives" appear on the same horizontal line, making it unclear which is most important. - Are there elements of the resume that you would remove or add? - The headshot photo in the upper left corner is unnecessary for most resumes. It can be distracting. - The "personal details" section in the lower left corner can be removed/consolidated with the skills section. Including your birthday is not necessary. - The resume is missing a section on work experience. Organizing a Resume Organizing your resume content is another vital step in designing a compelling resume. Looking, again, at this well-designed example, you can see that the author divided the resume into five sections: - Education - Experience - Projects - Technology - Skills Each section includes specific and relevant examples, taken from the authors professional experience. Most examples are bullet points. In the "Experience" and "Projects" sections, the author wrote the examples as statements, highlighting measurable deliverables. For example, under the second heading in "Experience" the author illustrates a specific skill they used while working as a Community Health Researcher: "Created data visualization that illustrated the disparity between community health awareness and access to medical services." Review the resume on this page with attention to what the author included in each section. You will practice organizing resume content on the next page! Practice Organizing a Resume Let's practice organizing a resume! Below you will see three sample headings and five sample content blocks. Where would each content block go in a well-designed resume? Sample headings Education Experience Skills Sample content General Manager, Costco, 2010-Present - Managed a budget of $50,000 - Enhanced spending processes and loss prevention Doctor of Philosophy, University of Illinois, 1995 Political Science Biochemistry Lab Manager, University of Chicago, 2005-2007 - Supervised staff team of 20 part time lab technicians Adobe Creative Suite Software Data Analytics Certificate, DePaul University, 2015 Answers: Practice Organizing a Resume Education Doctor of Philosophy, University of Illinois, 1995 Political Science Data Analytics Certificate, DePaul University, 2015 Note: While "data analytics" would fall under the skills heading, the "Data Analytics Certificate" is best placed under education. Experience General Manager, Costco, 2010-Present - Managed a budget of $50,000 - Enhanced spending processes and loss prevention Biochemistry Lab Manager, University of Chicago, 2005-2007 - Supervised staff team of 20 part time lab technicians Note: The "Biochemistry Lab Manager" entry is an example of work experience, even though it took place at a university, and may have occured in the same time period that the author was a student. Skills Adobe Creative Suite Software Review & Proofreading Your resume is not done until you proofread it! After you generate content, organize sections, and apply design principles, you must double-check your work. A seemingly small typo can get your resume thrown of a recruiter's pool. Before sending your resume in to a job, review it at least twice. These reviews can be done by you, or, ideally, with support from a trusted friend or colleague. The first review of your final resume should focus on structure and format. Ask yourself these questions: - Is the resume scan-able? - Are the sections clearly organized? - Did I make good use of fonts, layout, and white space? - Are the examples under each heading appropriate illustrations of my accomplishments? - Does the spacing and allignment flow? The second review should solely focus on spelling and grammar. Ask yourself these questions: - Is every word spelled correctly? - Are the statements clear and written as fragments (rather than full sentences)? - Do all of the tenses align? Recap & Knowledge Check Let's recap what we learned! A well-designed resume uses three key features to enhance readablity: - Scan-Ability - Formatting and Visual "Chunking" - Information Architecture Organize your resume content into appropriate heading and sections. This will help recruiters understand your experiences when scanning your resume. Remember to review and proofread your final resume before submitting it. Ask trusted friends or colleagues to help with this review. Incorporating features and tips into your resume will make your resume easy to follow and help you stand out to recruiters! Knowledge Check Thank you for participating in this course! The final step is to complete a knowledge check survey, similar to what you did at the beginning of the course. Once you complete the survey, you will be done with the course. Click on the link below to check your knowledge.	oercommons	2025-03-18T00:39:32.991462	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103412/overview", "title": "Designing a Resume", "author": "Assessment" }
https://oercommons.org/courseware/lesson/88753/overview	Teaching Sentence Structure - ESL Level 1 Overview These lectures and assignments step ESL students through the process of learning sentence variety which is the key to writing that is both correct, mature, and interesting. Beginning with simple sentences as the foundation allows all students to add more sentence types to their writing in an organized way. This module can be combined with the others uploaded in this folder about reading, grammar, and writing activities to create an entire OER based ESL class for this level. Writing Simple Sentences Writing Simple Sentences - What is a Simple Sentence? - First, we need to define the words phrase and clause. - A phrase is a group of related words, so English has prepositional phrases, participle phrases, noun phrases, verb phrases, etc. - A clause has both a subject and a related verb that must agree. Clauses can be independent (can stand by itself which means it can function as a sentence) and dependent/subordinate (must be in a sentence with an independent clause, or it is a fragment). - So, a simple sentence is an independent clause with one subject and predicate (fancy word for the verb phrase because it is possible to have more than one verb with a single subject). - Be Verbs What are be verbs? These verbs are forms of the verb to be. In present tense, they are is, am, and are. - Action Verbs - Action verbs show some form of action. - English has many, many, many action verbs to choose from. - To make your writing better and more interesting, choose more action verbs than be verbs. Of course, you will still use be verbs, but you should have more action verbs than be verbs in your writing. - Simple Sentences Using be Verbs - Simple Sentences with be verb plus a noun (predicate nominative). For these sentences the subject and the predicate nominative are the same person, place, or thing. The predicate nominative renames the subject, so the sentence could be reversed. My favorite drink is coffee. OR Coffee is my favorite drink. - Simple Sentences with a be verb plus an adjective (predicate adjective). The adjective describes the subject. The puppy is smart. - Simple sentences with a be verb and an adverb or adverb phrase. The puppy is here. OR The puppy is next to me. - Simple sentence beginning with there is/are. There are many vegetables to eat. - Simple sentence beginning with it is. It is a new semester. - When to Choose Be Verbs or Action Verbs - Generally, we prefer sentences with action verbs because action verbs add more meaning and allow readers to “see” what is happening. - Sentences beginning with there is/are and it is are never the best option. They are 3. grammatically correct, but they are not stylistically preferable. - Sometimes a be verb is preferable and/or necessary when you want to make an assertion (statement of truth). - One of the most famous simple sentences with a be verb is the slogan for the Sanitation Workers’ Strike in the 1960s here in Memphis. Dr. Martin Luther King, Jr. was attending their protests when he was assassinated (murdered). I am a man. - Simple Sentences with Action Verbs English has so many verbs to choose from! As you add more vocabulary, you will see that you can use walk but also stroll, saunter, or shuffle. Run can also be job, dash, dart, or sprint. For now use the words you know! Most be verb sentences can be changed to action verb sentences, often by using a word already in the sentence as the action verb. - Change My favorite drink is coffee to I drink coffee every morning. - Change The puppy is smart to The puppy learns quickly. - Change The puppy is next to me to The puppy sits next to me. OR The puppy is sitting next to me. - Change There are many vegetables to eat. to My family eats many vegetables. - Change It is a new semester to The new semester begins this month. - Sources from the Web “37 Simple Sentences” - “37 Simple Sentence Examples and Worksheet," Your Dictionary [webpage]. https://examples.yourdictionary.com/simple-sentence-examples.html “To Be or Not to Be: Replacing to Be Verbs” - St. Louis Community College - College Writing Center. "To be or not To be: Replacing Be Verbs," 15 Apr. 2014. https://stlcc.edu/docs/student-support/academic-support/college-writing-center/to-be-verbs.pdf - Simple Sentences Assignment Following the examples above, write five simple sentences using be verbs, one for each type. Then, change each of them to simple sentences using action verbs. You may have to add some words in order to make the second set of sentences make sense. So, you will have a total of 10 simple sentences. Make sure you do your own work! Do not copy sentences from the internet! Beginning Sentences with Adverbs - Definition of an Adverb - An adverb is one of the 8 parts of speech in English. - They modify verbs, adjectives, or other adverbs. Sometimes they can modify entire clauses or sentences. - Many adverbs have the –ly suffix (ending added to the end of the word), but not all adverbs have the –ly ending. - In fact many, NOT all, adjectives can become adverbs by adding the -ly. The adjective beautiful can become the adverb beautifully. However, even though friendly is an –ly adverb, it does not correspond (match to) an adjective. Friend without the –ly is a noun, not an adjective. - Adverbs answer the questions: how? When? Where? To what extent? The next slide will explain why. - Five Types of Adverbs - Adverbs of degree. These adverbs answer the question to what extent: very, almost, extremely, etc. - Adverbs of frequency. These adverbs deal with how often something occurs. It is one half of the when question. Examples: never, often, frequently, always. - Adverbs of manner. These adverbs answer the question how. Most of the –ly adverbs are these types of adverbs. Examples: quickly, noisily, helpfully. But also well and fast. - Adverbs of place. These answer the question where. Examples: inside, nowhere, everywhere, etc. - Adverbs of time. These are the other half of the when adverbs. Examples: yesterday, today, tomorrow, etc. - Adverbs Have a Super Power - We are discussing adverbs in a writing class because many adverbs, not all of them, can move. - They are like Lego blocks and can be clicked onto the sentence in the usual place, directly after the verb, OR they can be moved to the beginning of the sentence, OR they can be at the end of the sentence. - Sentence Variety - The normal order of an English sentence is subject, verb, object. - Some languages cannot vary the order of sentences. However, English has a lot of options for how to begin sentences. - In fact native English speakers and readers EXPECT sentence variety. - If anyone writes a paragraph in English where all of the sentences begin with the subject, the paragraph can be 100% grammatically correct, but native speakers will say the paragraph sounds like a child wrote it. - To write well in English, writers MUST have sentence variety. - Adverbs vs. Adverbials - We have already defined adverbs and explained them. Adverbials are related to adverbs, but instead of a single word adverbials can be a phrase or even an entire clause. - Adverbials still answer the questions how, when, where, and to what extent. - They can still move to the beginning of the sentence. - Remember this concept of adverbials because we will come back to it many times over the course of the semester. - Which Adverbs Can Begin a Sentence? - Adverbs that modify the entire sentence can occur at the beginning of the sentence. - Adverbs that are transitional (moving from one thing to another) words can occur at the beginning of the sentence. Examples: however, on the other hand, next, therefore, in fact, furthermore. - Most, but not all, -ly adverbs can begin a sentence. - According to “Adverb Placement” by Marina Pantcheva, always, ever, rarely, seldom, and never cannot occur at the beginning of the sentence. Pantcheva, Marina. “Adverb Placement \| English Language Help Desk.” English Language Help Desk. https://site.uit.no/english/grammar/adverb-placement/ - Notice the Comma - When an adverb occurs at the beginning of a sentence, a comma is necessary . - The comma comes directly after the introductory adverb. - EXAMPLES: - Quietly, I ate the chocolate. - Happily, the girl skipped to the playground. - Clearly, sentence variety is important in English. - Writing Sentences with Introductory Adverbs Assignment Write 5 sentences with the adverb at the beginning of the sentence. Let me know if you have questions or need help. Be brave. Mistakes are a wonderful learning tool! - Sources from the Web “Lolly Lolly Lolly Get Your Adverbs Here - Schoolhouse Rock.” YouTube, 3 Feb. 2011. https://youtu.be/14fXm4FOMPM - Schoolhouse Rock, “Lolly, Lolly, Lolly Get Your Adverbs Here” Beginning Sentences with Prepositional Phrases - What is a Preposition? - Prepositions are one of the eight parts of speech in English. - According to the Merriam-Webster Dictionary, “A preposition is a word—and almost always a very small, very common word—that shows direction (to in "a letter to you"), location (at in "at the door"), or time (by in "by noon"), or that introduces an object (of in "a basket of apples"). Prepositions are typically followed by an object, which can be a noun (noon), a noun phrase (the door), or a pronoun (you).” - Prepositions indicate that a noun will follow which is the object of the prepositional phrase. - How to Identify Prepositions - They are small, directional words. - Think of a mouse and a trashcan. A mouse can be in a trashcan, on a trashcan, beside a trashcan, under a trashcan, above a trashcan, etc. - The mouse and the trashcan will work for almost all of the prepositions. - I have linked a webpage with a complete list at the bottom of the module. - Adverbials and Adjectivals - Adverbials and adjectivals are phrases and clauses that act like adverbs and adjectives. - Prepositional phrases act as adverbials and adjectivals in sentences. - Remember that adverbs answer the questions how, when, where, and to what extent. Most adverbials will answer when and where. - In the morning answers when. By the lake answers where. - Prepositional Phrases Can Move - Just like adverbs, prepositional phrases can be moved to the beginning of sentences to provide sentence variety. - You can have one, two, three, or even more prepositional phrases stacked one after the other. - In the morning I go for a walk. In the morning before breakfast I go for a walk. - Notice that you do NOT have a comma after the introductory prepositional phrases. Unlike other introductory elements you do not use commas with introductory prepositional phrases UNLESS you have three or more OR you need the comma for clarification (to make something clearer). - One More Thing! - The subject of an independent or dependent clause will NEVER be located in a prepositional phrase. - The nouns and pronouns within prepositional phrases are objects of the preposition and CANNOT be subjects. - You can cross out ALL prepositional phrases when you are trying to make subjects and verbs agree or are looking for the subject of your sentence or clause. - Sources from the Web OddballVQ. “Schoolhouse Rock Grammar Rock Busy Prepositions.” YouTube, 12 Dec. 2019. https://www.youtube.com/watch?v=avC53wsZiJA&feature=youtu.be – Schoolhouse Rock – “Busy Prepositions” ENGLISH PAGE.” Www.Englishpage.Com, 2020. https://www.englishpage.com/prepositions/prepositions_list.htm - complete list of prepositions Writing Compound Sentences - What are Compound Sentences? - A compound sentence has two independent clauses joined with a conjunction. - You can remember all of the coordinating conjunctions in English with the mnemonic (tool to remember something by making a word or pattern out of the first letter of each item): FAN BOYS or for, and, nor, but, or, yet, so. - When you connect two main clauses with a coordinating conjunction, you will need a comma before the conjunction. EXAMPLE: I was hungry, so I made a sandwich. - Coordinating conjunctions do not have to connect entire sentences. They can also connect other parts of speech to make a compound subject, verb, etc. EXAMPLES: My mother and father are at work. My mother works and goes to school. - Limitations of Compound Sentence - In English you should only have two main clauses connected with coordinating conjunctions in a single sentence. - This pattern is different than in Arabic, for example. In Arabic you can add one thought on top of another on top of another using and. Not in English. - If you use too many compound sentences with the subject first, your writing will still seem childish to native speakers. - How do we solve these limitations? Keep reading. - Changing Simple Sentences to Compound Sentences - Below is a paragraph from and exercise in Writing Skills Practice in EFL by Patricia Wilcox Peterson. Every sentence in this paragraph is a simple sentence, so the cadence (the beat) of the paragraph is very repetitious (sounds the same). This pattern is NOT desirable (what we want) in English. I have linked the entire book at the end of the module if you want to read more. The exercise comes from page 89. - My name is June Taylor. My daughter Sara lives in Fairbanks, Alaska. I live in Fairbanks, Alaska. I am a working mother. I work as a camera woman for a T.V. station in Fairbanks. My job is interesting. I enjoy it. I didn’t always work. I didn’t plan to work. I started to work ten years ago. This is my story. https://americanenglish.state.gov/files/ae/resource_files/developing_writing.pdf Peterson, Patricia Wilcox. Writing Skills Practice Book for EFL Beginning/Intermediate Level, United States Department of State: Office of English Language Programs, 1982. - My name is June Taylor. My daughter Sara and I live in Fairbanks, Alaska. I am a working mother, and I work as a camera woman for a T.V. station in Fairbanks. My job is interesting, so I enjoy it. I didn’t always work, nor did I plan to work. I started to work ten years ago, and this is my story. - What do you think? It is better because you have a good mix of longer and shorter sentences. However, this changed paragraph still sounds repetitive because every sentence begins with the subject. - The Importance of Sentence Variety - To write well in English, you must have sentence variety which means that your sentences vary in length (some short, some long) AND in the way they begin. - You do NOT want to begin all of your sentences with the subject first. You must begin some of them with something other than the subject. - We have now learned two ways to begin sentences with something other than the subject: introductory adverbs and introductory prepositional phrases. - Paragraph With Introductory Elements Added - Here we have the same paragraph again. Now, I have added introductory adverbs and prepositional phrases. What do you think? - My name is June Taylor. My daughter Sara and I live in Fairbanks, Alaska. I am a working mother, and I work as a camera woman for a T.V. station in Fairbanks. My job is interesting, so I enjoy it. For years I didn’t work, nor did I plan to work. However, I started to work ten years ago, and this is my story. Writing Complex Sentences - What is a Complex Sentence? - A complex sentence has only one main clause or sentence AND one or more dependent or subordinate clause. - Dependent and subordinate mean the same thing: they cannot stand alone. This concept is very important! We will come back to it shortly. - How to Write Complex Sentences Below we have two simple sentences: I was hungry. I cooked dinner. You could combine these sentences to make a compound sentence: I was hungry, so I cooked dinner. OR you can use a subordinating conjunction. Conjunctions allow us to connect items in a sentence. Coordinating conjunctions (FAN BOYS) are only one type of conjunctions. When I was hungry, I cooked dinner. - Benefits of Complex Sentences - Do you see the benefit of the complex sentence? - Because of the way they are constructed, complex sentences provide sentence variety! - The subject does not come first if you put the dependent/subordinate clause at the beginning of the sentence. - You edit out extra words while keeping all of the ideas from your sentences. - Dependent/Subordinate Clauses Can Move - Remember that adverbs and adverbials can move in sentences. - Did you notice the word when and that when is one of the questions that adverbs/adverbials answer? - Just as phrases can be adverbial, so can clauses. - So, these dependent/subordinate clauses can also move to the end of the sentence, and, in some cases, they can be in the middle of a longer sentence with more than one independent clause. EXAMPLE: I cooked dinner when I was hungry. - Punctuation Note - Notice that when a dependent/subordinate clause comes at the beginning of a sentence, you must have a comma after the dependent/subordinate clause and before the main clause begins. - Why? This introductory clause is like the entrance ramp to the interstate. The comma signals to the reader that the introductory information is over, and now, we are reading the main clause. - However, you do NOT need a comma before a dependent/subordinate clause at the end of the sentence. - Why? The subordinating conjunction itself signals that the dependent/subordinate clause is beginning. You do not need a comma because we already have the information we need. - List of Subordinating Conjunctions - We are going to limit how many subordinating conjunctions we deal with in this class. We will cover a total of 7, but we will cover 2 of them in the next module. - Before, after, until, when, and while are 5 of the subordinating conjunctions we are going to discuss. You should notice that before, after, and until are ALSO prepositions. How you know the difference? If they are followed by a noun ONLY, they are prepositions; if they are followed by a noun AND a verb, they are subordinating conjunctions. - Sources from the Web https://americanenglish.state.gov/files/ae/resource_files/developing_writing.pdf - Writing Skills Practice Book for EFL: Beginning/Intermediate Level - Introductory Dependent Clauses Assignment Complete Exercise IV on page 102 of Writing Skills Practice Book for EFL Complex Sentences Continued - Subordinating Conjunctions - The most common subordinating conjunctions are because and even though/although. We will begin with those. - However, there are many more subordinating conjunctions including since, if, when, after, before, while, etc. - Before and after can be prepositions OR subordinating conjunctions. It they are followed by a noun only, they are prepositions. It they are followed by a subject and a verb, they are subordinating conjunctions. Context is the only way to determine which way they are acting in that sentence. - How Subordinate/Dependent Clauses Work - All clauses have a subject and a verb. - Clauses can be independent (a sentence) or dependent/subordinate. - Subordinate clauses cannot stand alone because they have been altered (changed) by adding a subordinating conjunction or a relative pronoun (who, which, that). - Examples of independent clauses: 1. Eric finds snakes. 2. The snow fell for hours. - Examples of subordinate/dependent clauses that now have to be added to a different independent clause: 1. When Eric finds snakes, he teaches people about them. 2. Because the snow fell for hours, we had many inches on the ground. - Using Because - Subordinating conjunctions have meanings that you must take into account. - Because shows that whatever happened in the dependent/subordinate clause caused what happens in the independent clause to occur. - So is the coordinating conjunction that matches meaning. You can always change compound sentences that use so into complex sentences that use because. - Make sure your sentence makes sense. - Problem Sentence: Because I had blonde hair when I was a child, I am a good reader. This sentence makes grammatical sense, but blonde hair as a child did not make me a good reader. - Correction: Because I had blonde hair when I was a child, it often turned green if I swam in the pool. - Using Even Though and Although - Even though and although mean exactly the same thing and are interchangeable. - Make sure you only use them when you have a change from one thing or position to a different thing or position. - But is the coordinating conjunction that matches meaning. You can always change compound sentences that use but into complex sentences that use even though or although. - Problem sentence: Although I was hungry, I ate dinner. - Correction: Although I was hungry, I did not eat dinner. You must have the opposite happen in order to use these subordinating conjunctions. - Writing Sentences with Introductory Clauses Assignment Write three sentences using because as a subordinating conjunction at the beginning of the sentences, two using even though, and two using although for a total of 7 sentences. Using Relative Clauses - Relative Clauses are Another Way to Add Sentence Variety - Changes the length of the sentence. - Changes the middle or end of the sentence. - Does not vary the beginning. - Alternative to Coordinating Conjunctions - The relative pronouns are pronouns. - Using them helps avoid repetition. - They can be a required part of the sentence that does not need commas on either side or an extra part of the sentence that does need commas on each side of the relative clause. - A Different Way to Combine Sentences The girl is sleepy. The girl has been doing her homework for hours. Could be Because the girl has been doing her homework for hours, she is sleepy. OR The girl who has been doing her homework for hours is sleepy. - Sources from the Web "Relative Pronouns."Grammar Monster. https://www.grammar-monster.com/glossary/relative_pronouns.htm Traffis, Catherine. "What Is a Relative Pronoun and How Does It Work?" GrammarlyBlog. https://www.grammarly.com/blog/relative-pronouns/ - Relative Pronoun Assignments Complete Exercise II on pages 123-4 in Writing Skills Practice Book for EFL Using Participle Phrases - What are Participle Phrases? - Participle phrases act like multi-word adjectives that modify the subject of a sentence. - In the simplest terms a participle is the –ing or the –ed form of a verb that we are using in a different way. - Because they modify the subject, they must come before or after the subject. - We are going to focus on using participle phrases before the subject as another way to begin sentences with something before the subject. They are another option for introductory elements. - How to Create a Participle Phrase - Begin with a compound sentence that has a progressive form of the verb in one of the clauses. - The boy was running across campus, and he knocked over a professor. - To create the participle phrase, take out the auxiliary be verb and the coordinating conjunction. The first clause will now only be a phrase that cannot stand alone. - Running across campus, the boy knocked over a professor. - Notice that you have to use the boy instead of he because it is the first time you mention the boy. Also notice that they boy is who is running across campus. You could not have the computer be the subject because it cannot run across campus. Questions? - Why Do We Use Participle Phrases? - They add more variety to our writing. - They let us avoid using coordinating conjunctions over and over. - They let us be less wordy and eliminate unnecessary words. - They let us embed (put inside) information in shorter phrase that does not need an entire clause. - Gerunds - We have another way to use the –ing form of the verb. - Participles are –ing or –ed verbs that are now acting as adjective. - Gerunds are –ing verbs acting as nouns. - You should definitely use them, but they do not add sentence variety. - EXAMPLES: Running is my favorite sport. Reading takes me a long time. - More Examples - Sleeping all day in the car, the baby never cried. - Exhausted, mom fell asleep as soon as she sat down. - Texting while driving, the inconsiderate driver caused an accident. - Working at home, the writer completed the article before the deadline. - A Word of Caution - Not all –ed verbs work as participles. The –ing participle phrases are much easier to use. - The process to create a participle phrase with an –ed verb is a little more complicated. The thing to remember is that the subject that comes immediately after the participle phrase MUST be what the participle phrase is talking about. - EXAMPLE: The pit master basted the barbeque all day, and his customers bought it all in three hours. Basted all day, the barbeque sold out in three hours. - Using Participle Phrases Assignment Write four sentence with introductory participle phrases. Comprehensive Sentence Variety Lecture and Assignment - Standard Order of English Sentences The standard order in an English sentence is S – V – O (Subject, Verb, Object) - Why Do We Want to Change that Order? - Although English can be frustrating because of all of its variety and rule breaking, that trait is also what makes English powerful. - English is a Ferrari (really fancy sports car), so we are not going to ride around in a golf cart all of the time. - English speakers EXPECT this variety when they read. When they read an entire paragraph where every sentence is S-V-O, they perceive that writing as childish and/or boring. - The Simple Sentence - The Simple sentence has only one subject and one verb. 2. Actually, this sentence can be the most powerful one in English, but you only want to use a few. A famous Bible verse is a classic example: “Jesus Wept.” 3. Because this sentence is the first one children learn, you cannot use a lot of them in your writing without sounding like a 7 year old. - EXAMPLE: The businesswoman ate breakfast. - Combining Sentences with Coordinating Conjunctions (Compound Sentences) - English has 7 coordinating conjunctions which you can remember with the phrase FAN BOYS: for, and, or, but, or, yet, so. These words are used along with a comma to join two complete sentences together. - These words are the first way children and non-native speakers learn to combine sentences. You will always have some of these sentences in your writing. - Using these sentences is a matter of balance. You do not want too many of them. Arabic, on the other hand, uses this construct over and over. - EXAMPLE: The businesswoman ate her breakfast, and she hurried to leave for work on time. - Combining Sentences with Subordinating Conjunctions (Complex Sentences) - Rather than coordinate over and over, English relies on subordinating. Subordinate means unable to stand alone, so what is happening is that one sentence becomes dependent on the other. - There are many subordinating conjunctions. They include: because, even though, since, when, after, although, etc. Be careful though because these words do have meaning. - To use these, the subordinating conjunction goes in front of one of the subjects, and a comma is necessary after the subordinate clause. - EXAMPLE: After the businesswoman ate her breakfast, she left to go to work. - Combining Sentences by Using Participle Phrases - Another way to combine sentences is to keep part of the verb of one sentence while eliminating the subject and the auxiliary verb. - The resulting pattern is a participle phrase which can be a present participle (-ing form) or past participle (third form of the verb). - Original sentence: The businesswoman was eating her breakfast, and she checked her email. - Note: The subject that follows the participle phrase must make sense. In the example below, you could NOT say: Eating her breakfast, the stove… - EXAMPLE: Eating her breakfast, the businesswoman checked her email. - Combining Sentences Using Relative Clauses - Relative clauses allow two sentences that share a subject to be combined. - For these sentences one of the subjects is replaced by a relative pronoun such as who, which, or that. - EXAMPLE: The businesswoman, who was in a hurry, ate a cold breakfast. - Sentence Variety that is not Sentence Combining - Begin with 1, 2, 3, or more prepositional phrases. EXAMPLE: On Saturday before her big meeting the businesswoman wolfed down her breakfast and left for work. - Begin with an introductory adverb. EXAMPLE: Quickly, the businesswoman ate her breakfast and left for work. - Comma Note Remember that one of the comma rules is to set off most introductory elements. So, all of the examples we have just covered have a comma after them EXCEPT the introductory prepositional phrases. You do not put a comma after introductory prepositional phrases unless you have three or more. - Putting It All Together On the next slide is the opening paragraph of an essay titled “Just Walk On By: A Black Man Ponders His Power to Alter Public Space” by Brent Staples. The essay is about a black man being upset because some white women see him as threatening when he is simply living his life. I have linked the entire essay below if you want to keep reading. NOTE: He is NOT actually threatening anyone!!!!! He is actually a really nice guy which is the point of his essay. - Opening Paragraph of “Just Walk On By…” by Brent Staples My first victim was a woman – white, well-dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, uninflammatory distance between us. Not so. She cast back a worried glance. To her, the youngish black man – a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket – seemed menacingly close. After a few more quick glimpses, she picked up her pace and was soon running in earnest. Within seconds she disappeared into a cross street. - Notice the Sentence Patterns We Have Discussed - Although the author does not use all of the patterns we have covered, he does use many of them. - Which ones do you recognize? - You should also recognize that there are even more sentence patterns that we have not discussed. English has A LOT of sentence variety. - Cumulative Sentence Variety Assignment For homework take the original sentence and modify it to create sentences that have the following patterns. It will be the same way I modified the example sentence. Put your sentences in a WORD document that you will upload to the Assignments Folder. Your simple sentence: The student did her homework. 1. Use a coordinating conjunction. 2. Use a subordinating conjunction. 3. Use a participle phrase. 4. Use a relative clause. 5. Use introductory prepositional phrase or phrases. 6. Use an introductory adverb.	oercommons	2025-03-18T00:39:33.155574	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88753/overview", "title": "Teaching Sentence Structure - ESL Level 1", "author": "Language, Grammar and Vocabulary" }
https://oercommons.org/courseware/lesson/16568/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in or	oercommons	2025-03-18T00:39:33.182420	08/31/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16568/overview", "title": "Blank Multiplication Table 0-12", "author": "Hally Milleson" }
https://oercommons.org/courseware/lesson/109124/overview	EDUCATOR RESOURCES TO ADDRESS ANTISEMITISM IN PUBLIC SCHOOLS Overview Resouces for educators addressing antisemitism. Teaching about Antisemitism Oregon's Every Student Belongs An important step in creating safe and inclusive school climates where all who participate in our school communities feel welcome. The rule prohibits hate symbols, specifically three of the most recognizable symbols of hate in the U.S. The Oregon Department of Education webpage includes resources for teaching about combatting hate, discrimination, and bias. THE INTERNATIONAL DEFINITION OF ANTISEMITISM The International Holocaust Remembrance Alliance (IHRA) created a definition of antisemitism that begins: Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities. TEACHING RESOURCES What is antisemitism? Created by the International Holocaust Alliance (IHRA), this working definition of antisemitism is a comprehensive definition adopted by over 30 democratic countries, including the United States. It is also included in the California Department of Education’s Ethnic Studies Model Curriculum (ESMC). The reason for its widespread acceptance is that it reflects the real-life experiences of Jews who face this bigotry today. Schools and school districts can use IHRA as a tool to educate students about all forms of antisemitism, past and present. It is also a tool to help determine whether an incident of hatred or discrimination has occurred. Jewish Americans lesson The Institute for Curriculum Services (ICS) creates and improves the accuracy of K-12 instructional materials, develops standards-aligned curricula, and provides professional development to teachers. The lesson by ICS is included in the ESMC, which is being updated now. Antisemitism and Jewish Middle Eastern Americans lesson plan; Oral history project video series Jews Indigenous to the Middle East and North African (JIMENA) aims to achieve "universal recognition for the heritage and history of the 850,000 indigenous Jewish refugees from the Middle East and North Africa." JIMENA’s lesson plan has been adopted by the California State Department of Education. The Roots and Impacts of Antisemitism lesson plan Facing History focuses on using lessons of history to challenge teachers and their students to stand up to bigotry and hate. Their resources are widely used in schools across the United States. Anti-Defamation League (ADL) The ADL's goal is to stop the defamation of the Jewish people and to secure justice and fair treatment to all. The ADL’s resources are used in schools across the United States: - No Place for Hate program - Antisemitism Uncovered: BINAH: Building Insights to Navigate Antisemitism and Hate - Echoes and Reflections - Lesson Plan: Antisemitic Incidents: Being An Ally, Advocate and Activist - Lesson Plan: Challenging Antisemitism: Debunking the Myths and Responding With Facts - Online Antisemitism Course MUSEUMS FOR VIRTUAL PROGRAMS AND FIELD TRIPS - Oregon Jewish Museum and Center for Holocaust Education - US Holocaust Memorial Museum (Washington DC) - Holocaust Center for Humanity (Seattle) - Wassmuth Center for Human Rights (Boise) - Museum of Tolerance (Los Angeles) - Skirball Cultural Center (Los Angeles) - Holocaust Center for Humanity (Seattle) - American Jewish Historical Society (New York) - Dallas Holocaust and Human Rights Museum - Emma Lazarus Exhibit (New York) - Holocaust Center for Humanity (Seattle) - Jewish Museum of Maryland - Museum of the Southern Jewish Experience - National Museum of American Jewish History (Philadelphia) - Sephardic Heritage Museum (New York) - The Breman (Atlanta) - The Jewish Museum (New York) - Touro Synagogue - Oldest Synagogue in the U.S. (Newport, RI) (Sephardic) - US Holocaust Memorial Museum (Washington DC)	oercommons	2025-03-18T00:39:33.199577	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109124/overview", "title": "EDUCATOR RESOURCES TO ADDRESS ANTISEMITISM IN PUBLIC SCHOOLS", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/85483/overview	Inquiry Project Template Overview This is a template for an inquiry project in a senior level early childhood course. Purpose of the Project The purpose of this inquiry project is to dive deeper into important educational topics not addressed fully in your coursework. These modules will be open for anyone to search and learn from your project results. You will find guidelines attached and explanations of each required section. You will delete this section and create your OER beginning with the introduction section. Include a reference list for each section. Introduction Here you will introduce your topic, perhaps add in images, graphs, or other visuals to help guide the learning process. You might just define what the topic is and what your main points you will cover are. Be create here. How will you draw in the audience to want to go through your OER? Include a reference list for each section. Main Points of Project Topic Here is where the majority of your work will go. You will have your main points and information in this section with an easy to follow format. I will put a link to my OER in the group so you can reference it if needed. Have the audience read and do something. This should not be a simple release of a lot of information. Include a reference list for each section. Final Conclusion Here you will insert your conclusion, or suggestions for implementation, from your presentation. This should be a unique understanding from your group's perspective based upon your research. Insert a reference list for each section.	oercommons	2025-03-18T00:39:33.224931	08/31/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85483/overview", "title": "Inquiry Project Template", "author": "Leah Carruth" }
https://oercommons.org/courseware/lesson/114944/overview	Classroom Management: Motivating Students and Creating a Dynamic Learning Environment (POD/CETL) Classroom management resources User guide Classroom management resources: User guide Early Childhood Environments: Designing Effective Classrooms Images for Classroom arrangement Iris Center Early Childhood Environments: Designing Effective Classrooms Planning for classroom management Planning for classroom management guide Planning for classroom management practice guide Planning for Classroom management practice guide Rules and Routines Teach for Life Making Classroom Rules Classroom Arrangement Overview This is a template for an inquiry project in a senior level early childhood course. Purpose of the Project In this content we will cover the different aspects of classroom arrangement, we will look into why it is important to implement rules and routines along with ways on how to teach them to students. Along with designing effective classrooms and the types of classrooms. Lastly we will cover classroom management, how to effectively establish classroom management and skills and practices that create safe and supportive learning environments. Sections in this Course Overview Rules and Routines Designing effective classrooms Classroom management Conclusion Introduction Rules and Routines- Establishing a firm foundation for students at the beginning of the school year and what their expectations are from their educators. Having these set boundaries helps prevent behavior problems, what rules need to be followed in a classroom and what routines are established for students to quickly find a day-to-day rhythm. Designing Effective classrooms- Having a designed effective classroom can create a safe space for students that are in a classroom all year long. They way you design your classroom is going to affect students and their learning. Incorporating how diverse learners are going to be able to adapt and adjust to a new environment once entering a classroom is important when designing an effective classroom. Classroom Management- The purpose of classroom management is to create and maintain an environment that is going to allow students to grow and succeed. It is important for this environment to be well-managed that way there are minimal distractions and minimal behavioral problems. Setting boundaries and expectations is only the start to managing a classroom that is going to be successful throughout the year. Main Points of Project Topic Rules and Routines Intro to topic: When being in a classroom teachers and students establish both rules and routines that are followed in the classroom. Having these rules and routines supports students in being ready to engage and lays an important foundation for learning success. A rule is a short instruction for conduct or action that everyone is expected to know, follow, and refer to regularly. While Routines are sequences of recurring tasks or actions. Using rules and routines in the classroom helps students apprehend and demonstrate what is expected from them in the classroom. These rules and routines also provides assurance to students because they know what they can expect from their teacher during learning time, and how participating will help them achieve their goals. Importance of Teaching routines: An effective classroom management system creates a safe caring learning environment. Routines assure students and gives validity about what is expected in the classroom by providing stability and predictability. Enforcing these routines are important as it gives students the encouragement and enables students to independently follow these routines with small involvement from the teacher. Establishing routines in the classroom gives students an idea on how to behave because they have clear expectations and are expected to model these expectations. One way to teach a routine would be by using the gradual release model, this strategy is used by modeling, scaffolding, and independent practice. To teach a routine: Introduce the routine and briefly detail your expectations (why and what) Model and describe the routine to your students by demonstrating the expected behaviors (I do). Provide an opportunity for students to practice the routine with teacher support (we do). Students complete the routine independently (you do) Reinforce and maintain the routine consistently through acknowledgment, praise, and practice. Establishing and Maintaining Rules: Rules should be introduced on the first day of school, but instead of telling students what the rules are have the students take a part in creating the rules. Having the students participate in making the rules for the class. Students will understand the value of these rules if they take part in creating them. Example Video:https://www.youtube.com/watch?v=zXg-1CGvdA8 A list of rules should be short simple as possible, so that students do not feel overwhelmed by the amount of rules they are learning about. Instead we want students to remember what is expected of them and be able to limit distractions from their learning. Introduce and explain each rule clearly (what and why). Display them in the learning environment where students can easily see them. Check – and further develop, where necessary – students’ understanding of what the rules should and should not ‘look like’ and ‘sound like’ through class discussion, modeling and practice with students. Monitor all students and reinforce the rules consistently and fairly by reminding students of and practicing the rules when necessary. Acknowledge or praise the behavior, rather than the student, when rules are followed to support students’ intrinsic motivation to repeat the behavior. Temporal Environment: Supporting transitions between activities Visual schedules to give students a visual representation of their day How much time each routine takes The sequence and order of the routines that are completed throughout the day _____________________________________________________________________________________________ Designing Effective Classrooms Introduction of topic: When designing a classroom teachers need to ensure accessibility for everyone. This includes selecting child-sized, age-appropriate furnishings and considering all aspects of the environment. Having your classroom built for students' needs and their accessibility. Also designing a classroom environment that can be modified for students with disabilities. Teachers should carefully plan the physical environment of a classroom. The classroom should organize spaces, furniture, and materials to boost learning possibilities Example video over topic: https://www.youtube.com/watch?v=n0K9bfEbhPI This video is an example of a classroom environment that is designed for students. The students are able to move more freely, variety of seating options, and allows them to make individual choices in their learning environment. Types of classrooms: Effective and ineffective classrooms Classroom design is an important factor that promotes growth for the students. Down below are two different classroom types that are effective and ineffective to students. Supportive classroom A supportive classroom utilizes furniture to create distinct areas in the room. This type of classroom incorporates ways to store class materials that are easily reachable for children. The materials are displayed at eye level to assist children in daily classroom learning. As well as using effective lighting in your classroom to support students needs and promote learning. Less supportive Classroom A less supportive classroom may be cluttered and doesn’t utilized storage and space. The classroom lacks separation, and may not have materials that are reachable to the students. The design may not be beneficial to students and may have a lack of space and feel unorganized and cluttered. Physical Environment includes: The classroom design and the layout. It also includes learning centers, materials, and furnishings. Items that create a classroom environment. Here is a video that shows how a classroom is set up. Look at the variety of seating and the flexibility they have for the students. Video:https://www.youtube.com/watch?v=XErm_kdsLyk As shown from the video, it shows different ways the classroom was set up with a variety of seating and its purpose within the classroom. Areas and seating in the classroom that promote small group instruction and independent learning, Here are some ways that you can design an effective classroom: Teachers should arrange the environment to optimize learning and effectively engage all children. Create different zones for individual work, partners and group activities Use and Incorporate visual aids within the classroom like posters, rules and schedules. Consider lighting and sound to help create a comfortable setting Carefully select and position materials to enrich learning experiences that can be at eye-level for the students and accessibility. When Designing a classrooms make sure the classroom is suitable for diverse learners and meet their needs. Classrooms also need to be flexible in their design and create areas that are suitable for students with disabilities. Here are some ways or ideas that can be used in your classroom to help meet the needs of all students and their learning needs. Modify or adjust chairs to cater to the needs of children with disabilities. Providing specialized equipment Making room for specialized equipment Cluttered free areas for easy use movement around the classroom Ways to promote effective classroom Showcase children's work to foster pride and a sense of ownership. Position visuals at children's eye level for easy viewing. Establish parent communication Create a multicultural classroom that allows diversity for all students ____________________________________________________________________________________Classroom Management Intro to topic: The purpose of classroom management is to create a safe environment where student are free of judgement and feel safe in the classroom. Having set boundaries, being prepared, and reinforcing expectations that are expected in the classroom is a start to classroom management and a start of having a classroom that is successful. As a teacher having a system and a plan can reduce disengaged students so how can you incorporate advanced learning and activities in your classroom or in lesson plans to keep those students who finish work faster engaged and interested, it reduces disruptive behaviors, and as well as how to respond to disruptive behavior. How to effectively plan for classroom management: Reflect on how you are managing your classroom and what skills and practice can help you improve or what needs to be changed during initial planning Plan in advance Plan how to create and maintain an environment that is beneficial to your students as well and the educator. Questions to ask yourself when reflecting on your classroom management skills How do you impact the students and learning environment in which you teach? At what level is the learning environment you have developed safe and supportive for all students? How do you build positive connections and establish positive relationships with all of your students How do you maximise learning time through high expectations, routines, and rules? To what extent are expectations, routines, and rules consistently demonstrated by students? Skills and practices that create safe and supportive learning environments and further learning time. Having clear communication with your students can help students feel like they are always going to be able to communicate how they are feeling, if they need something, or the need to communicate with someone. Having consistency in a classroom can help further on daily routines, and expectations through being consistent in the classroom and with your students. Correcting behavior problems. Setting classroom rules and student behavior expectations creates and safe environment for not only students but as the teacher you are creating boundaries in your classroom for all students. Establishing planning When it comes to managing classroom it is better to be prepared before interacting with students. The more connections the greater impact on the relationship with your students, and your classroom. Planning is just as important as a teacher because of the learning environment you are trying to create and the focus is on learning. Based on your planning it is important to reflect on your planning and adjust the planning throughout the school year. When planning at the beginning of the year it might look different to what your planning looks like in the middle of the year. Some planning that can be incorporated and what to look at when planning classroom management is Get to know your students and their families Develop reflexive practice to enhance responsiveness Teach the set expectations in your classroom as well as rules How to respond to student behavior Motivating students and creating positive behavior outcomes: Here is a video that talks about creating a positive environment but also when having behavior problems in a classroom setting. https://www.youtube.com/watch?v=TqQdq0Tmh1Y Final Conclusion Conclusion over Classroom Arrangement As we have discussed previously in our module over classroom arrangement and all the aspects that contribute to it, we will now discuss ending points over all of the topics that were discussed. Ending overview: We have discussed different ways on how to use routines and rules in a classroom. We have discussed their purpose and why you should use them in your classroom. We have also discussed ways on effective ways for classroom arrangements and how it looks like. Lastly, we have discussed classroom management and its importance in a classroom. As educators, we must consider various elements, including classroom arrangement, rules, routines, and effective teaching strategies to built an effective classroom.It involves creating an environment where students can learn, collaborate, and thrive	oercommons	2025-03-18T00:39:33.278186	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114944/overview", "title": "Classroom Arrangement", "author": "Module" }
https://oercommons.org/courseware/lesson/68296/overview	Education Standards Breaking News Generator! Check Out the Fact Checkers FactCheck.org Fake News Generator Tool Fake News Scavenger Hunt on GooseChase.com Online Newspaper Generator PolitiFact Save the Mountain Walrus The Pope Endorses Donald Trump-Fake News of 2016 Use Google to Check Images Fact or Fiction: Detecting Fake News on the World Wide Web Overview Fake News on the Web This unit showcases lessons about Fake News, how students can learn to recongnize legitimate news stories from the fake stuff, and why recognizing the truth on the internet is so important. Introduction-Day 1 First have students access the Save the Mountain Walrus story. They can read this in small groups or you as the teacher can project the story and read it together as a class. After the story has been read, discuss the following: 1. What can we do to save the Mountain Walrus? 2. Has anyone ever seen a mountain walrus? 3. Does anyone notice any inconsistencies in the story? 4. Do you believe this to be a true story or fake news? Why? During this unit we will learn: The World Wide Web comes with an overload of information. Though this is a benefit to teachers and students, internet has a dark side. Photoshop shows you pictures of things that didn’t actually happen, websites have articles with fake content, and amateur journalists invent impressive statistics that are actually a hoax. On the internet, anything may look real, but it isn’t. Think twice before you reference it. In this fake news guide, we will discover how you as students can detect fake news and help dispell the falsehoods. To begin, please open and read the article linked below. Be prepared to discuss questions prompted by your teacher. What is Fake News exactly?-Day 2 Teacher reads Fake News definition or has it written on the board. The students break into three small groups and take one of the 3 reasons we should stay away from Fake News and give examples of how it can affect others and why it influences some. Definition-“Fake news” is a term that has come to mean different things to different people. At its core, we are defining “fake news” as those news stories that are false: the story itself is fabricated, with no verifiable facts, sources or quotes. Below is why we want to stay away from Fake News: 1. Fake statements can influence people and businesses A fake news story is intended to influnce those who follow certain groups as in our video clip about Pope Francis. This is intended to sway those who are Catholic and follow the words of Pope Francis. 2. Fake multimedia can be used to ruin people's lives Photoshopped images of people can affect a person’s personal life. People start judging without checking the facts or the source once they see the photoshopped picture. 3. Fake news feeds a conversation Sometimes, fake news spreads like rumors or gossip. People will believe and share anything they find engaging, or that reinforce what they believe. Be a Fake News Detective-Day 3 Give your students the tools to be able to recognize Fake News before they read it and believe it. If you want your students to locate the right articles, you should teach them how to fact-check their resources. Go through the list above. List them on the board to cover each one together. Here’s a little tip already: The most important step towards teaching your students fact checking is to make them aware that everyone can create content. This will be explained further in Day 5 and serve as a culminating activity. Ways to Dectect Fake News Stories and Pictures: 1. Check the Headline: Read the headline:Look for excessive punctuation, capitalizations or, misspelled words. Watch for traps such as those headlines that tell you there is a secret that the media won't tell you. These should set off your alarm that something is not quite right and you need to dig a little deeper. 2. Use Google to Fact Check Images.: Watch the embedded video about using Google to check images. Assignment- Watch this on your own. Try it on Google. When you're done, create and share a Google doc with the teacher. Include the picture/image you checked with a sentence or two about how you verified the content of the picture or how you discovered it was Fake News. 3. Is the site up-to-date? Are the links accuarate and lead to where they are intended? 4. Best Practices: It’s always better to check 2 or more sources to verify information. The more resources state the same facts, the more likely it is that the information is true. Check the Facts-Day 4 Introduce what a "fact-checking" website is. Get students started by opening the three links and showcasing what makes them fact checkers. All sides is not an exact fact-checker website, but it takes an issue and shows what the left side would say, the right side would say and what it would say if it was written more for the people in the middle. You may need to do one topic together as a class so you can demonstrate the steps of searching the topic in the fact checking sites. It also may help students if you would generate a list of good topics to check on the board. This will help when students are prompted to check a news story on their own or with a partner. Today you will explore one of the three Fact Chekcing Websites: Choose one of the three resources linked below. Take a current event topic and see what you can find out about it. When you write stories that are not fake, you can use sites that are proven to be trustworthy resources targeted to be used by kids. 1. Newsela 2. The Learning Network 3. Scholastic News 4th Graders create Fake News-Day 5 Now is the time that you get to be a fake news reporter. Select one of the three fake news generators below. Use it to create your own fake news story. Once you have developed the story and uploaded pictures, print out your story and hang it on the Bulletin Board outside the library labeled Fake News February. Fake News Scavenger Hunt-GooseChase.com-Day 6 Teachers may have to help the students get started with this, or the students can be grouped together in heterogenous groups of 3 or 4. The last and final project has you grouping up and completing a scavenger hunt on goosechase.com. This assignment allows you to work cooperatively to show what you've learned in a fun and engaging way. Prizes will be awarded to the group that has the most points at the end of the class.	oercommons	2025-03-18T00:39:33.325448	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68296/overview", "title": "Fact or Fiction: Detecting Fake News on the World Wide Web", "author": "Reading Informational Text" }
https://oercommons.org/courseware/lesson/53457/overview	Employability Skills Overview UNIT GOAL: To create a resume and cover letter for job search and to research skills needed for employment. UNIT OBJECTIVES: - Effectively demonstrate the components of a resume - Know why a cover letter must be included with a resume - Understand the importance of a resume - Understand the importance of a cover letter - Demonstrate how to research companies for employment purposes MATERIALS: - Computer with MS Word and Internet Access - Computer Template for Cover Letter - Computer Template for Resume Before class: List objectives on projection screen using PowerPoint slide DISCUSSION: - Why is research important in job search? - What is research? - When do you research a company? - How do you research a company? - How do you find out about companies hiring for postions you are interested in? - What is a cover letter? - What is a resume? ACTIVITIES: - Use MS Word template to type a resume - Use MS Word template to type a cover letter - Print both documents - Go onto the internet and search for specific jobs - Write down three jobs that are of interest to you - Print out the web page for each company	oercommons	2025-03-18T00:39:33.340345	04/16/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/53457/overview", "title": "Employability Skills", "author": "Michelle Di Liberto" }
https://oercommons.org/courseware/lesson/67067/overview	Understanding Commodity Markets Overview A brief overview of what commodities and cash commodity markets are. Contains a brie description of different cash marketing opportunities that exist and begin to introduce the concept of futures markets. What is a Commodity? Commodity Markets Producers (farmers, ranchers), merchandisers, processors, retailers, and consumers rely on each other. Producers need to be able to sell the raw products they produce to processors. Processors then use these raw materials to create goods that are sold to retailers. Producers and processors both require a place to negotiate prices and either buy or sell their agricultural products. But how are prices for commodities determined? The answer is commodity markets. What is a Commodity? A commodity is a raw product. Examples of commodities include grains, like corn, wheat and soybeans; livestock like cattle and hogs; metals like gold and silver, and energy sources like crude oil and natural gas. This raw product is typically sold, and then processed and/or packaged in some way. So corn may be sold to a processor who makes ethanol; gold is sold to a processor making jewelry; and crude oil is sold to a processor who makes plastic. These processed goods are then shipped to retailers, who then sell a finished product to consumers. To make it easier to buy and sell these raw goods, the quality of the commodity must be uniform from all producers. So all the bushels of corn, all the bales of cotton, and all the barrels of crude oil are essentially the same, regardless of who produced them. Marketing Commodities and Managing Risk Farming is full of risk. In any year, growers can face weather perils that include droughts and floods. Even when producers escape those extremes, conditions must be favorable at key periods during planting, growing, and harvesting. And even after crops are grown and harvested, producers still encounter risk. Changes in consumer demand, unforeseen international events, costs for fuel, and other circumstances can all influence profit. But the greatest risk of all may not be associated with producing commodities, but in marketing, or selling, them for a profit. Two methods that are commonly used to market commodities are cash marketing and forward contracting. Cash Marketing Cash Marketing Cash marketing takes place when a farmer sells his commodity for cash. For a grain farmer, this is usually done at a local cooperative or elevator. The farmer has not entered into any kind of contract to deliver the commodity at a certain time or at a certain price. In fact, cash marketing can take place any time after harvest, and can be delayed by months if the producer stores his/her crop. The farmer's primary risk is if prices move lower while holding the commodity, he or she will have missed the opportunity to sell at the higher price. A trade on the cash market always involves transfer of the actual commodity. The farmer delivers their grain to the elevator after harvest or from storage, and receives the current price. Every grain marketing transaction, involving price protection, results in the sale of the physical commodity in the cash market. In other words, all spot, forward cash, futures hedges, options, basis, hedge-to-arrive contracts, etc., are not considered complete until the cash sale is made. This is a key point to remember when we discuss the mechanics of alternatives that employ more than one transaction in the cash, futures, or options markets. The majority of all cash sales do not require any further action in terms of using additional marketing alternatives. Once the cash sale is complete, any further action taken regarding previously sold grain results in the "speculative" use of grain marketing alternatives, futures or options. We will be covering the ideas of “speculation”, hedging and options in later chapters. It is important to remember that the cash sale often represents the best sale that can be made at a given point in time. Deciding when to use the cash sale as the primary pricing method for a given unit of grain, instead of other marketing alternatives, depends on many factors. Most of the factors are quite similar to those used in making all grain sales decisions. Cash Sale/Spot/Daily to Arrive The cash sale of the physical commodity is the most common sales method used by farmers, and is ultimately involved in all grain sales. At times, it is used as a stand-alone transaction; at other times, it represents the completion of a hedge or other strategy. How Does the Spot Sale Work? •The price for the spot sale is based on the nearby futures contract plus or minus the basis and is stated as a cash price ($/bu. or, in some cases, $/lb. or $/cwt.). •The farmer agrees to sell a specific quantity of grain at the spot price on the day that the grain is delivered. Note that premiums may be available for special qualities or large volumes. These premiums are negotiated between the seller and the grain merchant. •Payment for the grain sold may be taken immediately or deferred to a later date. Advantages of the Spot Sale •Exact price is known. •Further downside price risk is eliminated for the quantity sold. •Carrying charges are eliminated on the quantity sold. •The sale may be for any quantity of grain. Disadvantages to the Spot Sale •Since the price is fixed on the quantity sold, flexibility in pricing is eliminated or greatly reduced. •Because title and control change hands, USDA's Commodity Credit Corporation (CCC) loan and loan deficiency payment (LDP) are no longer available on the grain. Best Time to Use the Spot Sale •When the price represents an acceptable profit. •When the basis is stronger than normal (in most regions, a positive basis is highly indicative that the spot price represents a good sales opportunity). Forward Contracting Forward Contracting A forward contract is a way to minimize the risk that the price of a commodity might go down before a farmer sells. A forward contract is an agreement to deliver a specific amount of a specific commodity at a specific time in the future. Because no one really knows whether prices will go up or down, a forward contract "locks-in" a price that is higher than the current cash price. A farmer who forward contracts with the local elevator is guaranteed a known price for a specific amount of his crop, however, the arrangement doesn't offer much flexibility. If prices move higher before the delivery date, the farmer is still obligated to deliver the contracted grain at the lower, previously agreed to price. Also, the farmer is obligated to deliver the contracted amount of the commodity, even if his yields are lower than expected. Example: In July, a farmer contracts to deliver 5,000 bushels of corn to a grain elevator operator in November. The contract price is $4.00 a bushel. The cash price of corn could go higher or lower between July and November. In November, even if the market price for corn is only $3.60 a bushel, the elevator operator is obligated to pay the farmer $4.00 a bushel. Likewise, if corn sells for $4.75 a bushel, the farmer still receives only $4.00 a bushel. The forward contract is the second most common way to sell grain. This is a cash contract that allows the farmer to sell a specific quantity of grain for a specified cash price for delivery at a later date. It allows the farmer to set a price for a crop that is to be grown, growing in the field, harvested, or being held for later delivery. How does the Forward Contract Work? •Forward contracts can be made with a local grain dealer (or end user) any time—before planting, during the growing season, at harvest, or after harvest. •The contract can be written to allow the seller to take payment at the time the grain is delivered or to defer payment until a later date (see section on "Cash Sale with Deferred Payment"). •Forward contracts are made for a specific price, quantity, and delivery date. Advantages of Forward Contracting •The exact price is known. •The exact quantity is known. •The date of delivery is known •Downside price risk is eliminated for the quantity contracted. •Any quantity can be contracted. •Premiums can be negotiated for large-volume contracts or special qualities. •Generally, farmers who irrigate can safely contract up to 100% of intended production. Disadvantages to Forward Contracting •The seller is obligated to fill the contract, even in the event of a production shortfall, depending on price and local conditions. •Upside price potential is eliminated on the quantity contracted. •You give up flexibility in choosing your delivery point. •The seller must fill the contract even in the case of a production shortfall. As a result, farmers who produce crops on dry land generally limit the amount they contract to 50% of intended production; crop insurance or the use of options may boost this amount. Best Time to Use the Forward Contract •When the contract price represents an acceptable profit. •When basis is stronger than normal. •When you expect prices to fall. The Cash Sale with Deferred Payment The Cash Sale with Deferred Payment The cash sale for deferred payment—whether a spot sale or forward contract—is generally used for tax management, to defer income into the next tax year. Advantages of the Cash Sale with Deferred Payment •The exact price is known. •Payment is taken in the tax year the seller chooses. Disadvantages of the Cash Sale with Deferred Payment •Deferred income can present a tax problem in the event production and commodity prices are higher—or income is up for other reasons—in the following year. •Credit risk: Should the buyer go out of business, the seller may have trouble collecting his or her payment. Some, but not all, states have indemnity funds to protect farmers in the case of elevator bankruptcy, but coverage often is not 100% and the protection does not apply to direct sales to end users such as livestock producers. The credit risk with this contract is less, however, than one with "deferred pricing"—in which the price is not determined at time of delivery. What are Commodity Markets? What are Commodity Markets? A commodity market is a place where you can buy, sell, or trade these raw products. But imagine having to transport all of the world's grain, gold, crude oil and other commodities to a single place in order to sell them. It would be unwieldy and costly to have a huge central location, to which all the sellers would deliver their commodities and from which all the buyers would haul them away. So, instead of trading the physical commodity, buyers and sellers in a commodity market trade contracts representing specific amounts of each commodity. For example, a producer could sell a contract to deliver 5,000 bushels of grain at a set price at a certain time. In exchange for payment, the contract would require the producer to deliver the grain to a specific location by a certain date. A processor could then use the market to purchase the contract for 5,000 bushels of grain at a set price and time. It is in the commodities market that the prices of raw commodities, such as grain and livestock, are set. In the example of a grain farmer, it is these markets that set the price a farmer will receive when she sells her grain at the local elevator. By understanding how the markets work, processors attempt to buy their raw goods at the lowest price, and producers attempt to sell their commodity for the highest price. There are many commodities markets around the world. Regardless of their names or locations, these trading centers all provide the same thing: a central location for buyers and sellers to negotiate prices and execute trades. The world's largest commodities market is the CME Group, which is the combination of the two largest commodity exchanges in the world, the CBOT (Chicago Board of Trade) and the CME (Chicago Mercantile Exchange). There are a variety of participants in the commodities market. Traders are anyone who buys or sells a contract—also known as “taking a position" in the commodities market. Speculators are those traders who buy or sell in an attempt to profit from price movements. Hedgers are traders who "hedge their bets" for favorable prices in one market by buying or selling a commodity in another. Market Prices & Decision Making Commodity markets are big business, and for farmers the rise and fall of commodity prices can have a significant impact on the bottom line. Keeping up to date on prices and factors influencing the market helps producers make informed business decisions. Things that can impact the price of many commodities include the weather, government policies, international events, consumer preferences, shifting input costs, and general supply and demand for the commodity. Because of all of the different factors that influence prices, buying or selling contracts in a commodity market requires detailed data-gathering, critical thinking, and an ability to tolerate and manage risk. There are many sources a producer or trader can use for this data, including industry publications, weather forecasts, news headlines, and government reports. Many traders rely on personal experience and an understanding of market history and trends to help make decisions. With so many sources for commodities data, how does a producer gather information and data to help make the most informed marketing choices for their business? With all of this uncertainty, how can a farmer ensure the best price for a commodity? Key Terms and Definitions: Key Terms and Definitions: Producers – The firms, businesses or people that actually produce the product in its raw state, for our class it will generally signify farmers and ranchers. Processors – The firms, businesses or people that purchase the raw material and process it into something more usable. For example the ethanol producer in Richardton – Red Trail Energy, purchases corn (the raw material) from producers (farmers) or the elevator (merchandisers) and processes the product into ethanol that can be used to fuel your vehicle, or at least 10% of it! Merchandisers – The firms, businesses or people that are the middlemen between the producers and the processor. Typically merchandisers attempt to earn a profit by transporting grain or other raw materials between those that have it or produce it and those that need it. Your local elevator would be an example of a merchandiser. Retailer – The firms, businesses or people that get the finished product into the hands of consumers. Either through a storefront, or a website. They are the link between the processor and the consumer. Consumer – You and everyone like you that needs to buy products that they cannot produce themselves, or do not want to produce themselves. Commodity – A raw product. Grains – corn, soybeans, hard-red spring wheat, soft-white winter wheat, etc. Livestock – feeder cattle (700 lb steer), live cattle (fat steer ready for slaughter), lean hogs (hog carcass skinned and on the “rail” – which means the animal is already slaughtered, had its “offal” (hide and guts) removed and is hanging on the rail – the line that moves the carcass through the slaughterhouse as it gets cut up into specific cuts of meat. Metals and energy are also considered to be commodities. Risk – All the bad things that can happen throughout a year. Risk is everywhere and can take many forms. Weather, liability, etc. For our purposes we will focus on price and market risk in this class. Marketing – In this class we use the term marketing to represent “selling”. We call it marketing however, because we may “market” the product (lock in a price) but retain ownership until the contract comes due. Cash Marketing – When a producer sells his product for cash, receives the cash payment and gives up the physical possession of the item at that time. Transaction – The process that occurs when money and physical possession change hands between buyer and seller. Physical commodity – The actual product or commodity. When I take a truckload of corn to the elevator to sell, and I dump the corn into the pit in exchange for payment, I am sell corn in the cash market and giving up my ownership rights to the physical commodity. Spot (spot market) – Another term for the “cash market”. Basis – The difference between the cash price and the futures price. Basis = Cash Price – Futures Price. We will have a whole chapter on Basis – Chapter 2. Forward Contract – A “contract” is a legally binding agreement that spells out the terms of a transaction. A “forward contract” is a legally binding agreement that spells out the terms of a transaction where the trade of the physical commodity will occur at some point in the future. Deferred Payment – Payment is withheld after the trade of the physical commodity. Generally occurs at the end of the year (Decemberish) in order to avoid paying taxes on the income until the next year. Commodity Market – A place where commodity prices are established. We will cover commodity markets in depth in Chapter 3. Traders – Firms, businesses or people that trade (buy or sell) commodities in the commodity market. Speculators – Traders that will not actually own the physical commodity, rather they attempt to make money by betting on the direction of price movements in the commodity markets. Hedgers – Traders that will have to buy or sell the physical commodity and are looking to “hedge” or lock in their prices in order to remove risk. Additional Terms to Know: Bullish – The attitude of traders that price is going to increase. Usually supply will be tightening, or demand will be increasing. The “market” may be referred to as “bullish” when the price is going up on a commodity. Individuals in the market may be referred to as “bullish” when they place a bet that the price is going to increase. For example, a farmer that holds corn in storage after harvest to sell in the spring or summer would be considered to be “bullish” since she/he did not sell earlier. A speculator would be considered “bullish” if he bought a futures contract at a low price and is expecting to be able to sell it at a later date for a higher price. Individuals with a bullish attitude are known in the trade as “bulls”. Bearish – The attitude of traders that price is going to decrease. Usually supply will be increasing, or demand is falling. The “market” may be referred to as “bearish” when price is going down on a commodity. Individuals in the market may be referred to as “bearish” when they place a bet that the price is going to decrease. For example, a farmer that sells grain directly out of the field rather than placing it in storage would be considered to be “bearish” since she/he sold early. A speculator would be considered “bearish” if he sold a futures contract at a high price and is expecting to be able to buy it back at a later date for a lower price. Individuals with a bearish attitude are known in the trade as “bears”. Long – A “long” trade is when the trader purchases an asset first and then sells it later. A successful long trade makes money when the price of the asset (commodity for our purposes) increases in price between the time that the asset is purchased and when it is sold. All cash grain farmers (so pretty much all farmers since they all produce grain and sell it in the cash market at some point) have taken a long position in the cash market since they are purchasing the inputs first and then selling the finished product at a later date. The expectation is that the cost of producing the commodity will be less than the price that the framers is able to sell it for. Speculators are considered to be long when they purchase a futures contract first and then sell it at a later date. If price increases, the speculator makes a profit. If the price decreases, the speculator will lose money on the trade. Short – A “short” trade is when the trader sells an asset first and then buys it later. A successful short trade makes money when the price of the asset decreases in price between the time that the asset is sold and when it is purchased. The concept of “shorting” the market is a difficult concept for many to understand. How can something be sold, when you don’t already have it? The stock market also has the concept of the short, except there you have to borrow the asset, or stock from someone else first, pay the lender of the asset interest, then you can sell the asset at a high price. You then need to buy it back at a lower price at a later date and return the asset to the original owner. When it works the profit you receive from the sale, covers the cost of the interest payment to the lender and all is good. In the futures market the act of “shorting” is much simpler. You do NOT need to borrow the asset from anyone. You can simply go in to the futures market and sell a futures contract on a commodity that you do not have, or own. In order to exit the trade you need to make sure that you buy it back prior to expiration. Once you buy the futures contract back, the trade is done, and it essentially no longer exists. If you sell high and buy it back at a lower price you profit! We will be covering the idea of long and short in more detail later in the semester, but this will help to make sense of some of the videos that we watch and other material that we will cover. Old crop – Grain that is stored in the bin. Could have been harvested last year or the years prior. The old crop contracts are the contracts that occur after harvest. New crop – Grain that has yet to be planted, being planted or is in the ground. New crop contracts are those that expire after harvest of the next year. Currently –January 2016 – the new crop contract in corn would be Dec 2016. Stocks – These represent the amount of grain that is left over or projected to be left over when the new harvest begins. The fear is running out of grain. As stocks get smaller and smaller or get projected to get smaller, this is considered bullish news. In order to keep he stocks from running out, the price will rise in order to ration the remaining grain. As well as encouraging farmers to produce higher levels of grain in the future to cover the dwindling stocks. Rally – Prices have a sustained increase. If prices increase for a full day or more, it is considered to be a rally. Unpriced/Gambling bushels – Bushels that have not been sold, or hedged in the futures market. Carry in the market – This means the difference in prices from one futures contract month to the next. If the March 2016 Corn contract is at $3.55 and the May 2016 Corn contract is at $3.62, we would say that the market will pay $0.07 to carry the corn for the next 2-3 months. It is the premium paid for holding on to your grain into the months when the stocks get lower. Carry-out – Carry actually has two meanings – carry in the market (see above) and carryout, which is basically the same as stocks (see above)	oercommons	2025-03-18T00:39:33.388426	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67067/overview", "title": "Understanding Commodity Markets", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/66305/overview	Glossary Overview Glossary Glossary: Voting and Political Participation in Texas 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 Jim Crow Laws: This term, which came to be used to designate any law requiring racial segregation, was borrowed from a racially stereotyped black character in a common nineteenth-century song-and-dance act. compulsory voting: an effect of laws which require eligible citizens to register and vote in elections, and may impose penalties on those who fail to do so. grandfather clause: Part of the system of Jim Crow in southern states used to enforce segregation in primary elections. In its typical usage, a voter could vote in Democratic primary elections if his grandfather had been able to vote in Democratic primaries. Blacks whose ancestors had been slaves were thereby excluded but whites were made eligible, even poor whites who might otherwise be disenfranchised by the burden of a poll tax or by literacy requirements. literacy test: A test of a voter's ability to read and understand and hence vote intelligently, typically used in a discriminatory manner in some states until Congress suspended the use of such tests in the Voting Rights Acts of 1970 and 1975. political efficacy: the feeling that they have any influence over the direction of their government poll taxes: A tax of a fixed amount per person levied as a condition of voting. Poll taxes generally were not intended to raise revenue so much as to restrict the size of the electorate by making voting more costly. Amendment Twenty- Four added to the U.S. Constitution in 1964 outlawed the use of a poll tax as a pre-condition for voting in any election for federal office. The U.S. Supreme Court extended the ban to all state and local elections in 1966. walk list: a list of street addresses at which at least one registered voter lives white primary: primary election in which only white voters are eligible to participate Licenses and Attributions CC LICENSED CONTENT, ORIGINAL Voting and Political Participation in Texas: Glossary. Authored by: Andrew Teas. License: CC BY: Attribution	oercommons	2025-03-18T00:39:33.408573	05/05/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66305/overview", "title": "Texas Government 2.0, Voting and Political Participation in Texas, Glossary", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/90072/overview	Psychology and Spirituality Overview This is an elective course unit meant for students who are pursuing Bachelor of Arts in Psychology Gender and Arts General. This course is usually taken in the fourth year of study and it assumed that by this time you could have been exposed to various courses in psychology (Theories of personality, social psychology, group dynamics and abnormal psychology) that are prerequisites for your understanding of the concepts in this course Introduction to Pschology and spirituality As the names suggest, this a blend of psychology and spirituality. However, you as a psychologist you can agree that any mention of two are like strange fellows sharing a bed. In this course you need to appreciate that psychology and spirituality (religion) are different disciplines with different method of enquiry. These differences notwithstanding, there are potential benefits to be derived from each other’s influences and complements. Secular psychology encompasses behavioral, cognitive, affective and physiological domains of client and excluding spiritual dimensions. This exclusion has made psychology to fail in meeting the needs of the client because his or her spiritual/religious values affect his or her world view, psychological functioning and expression of stress. The addition of spiritual domain of the client will increase the scope of enquiry and thus enhance the effectiveness of psychological interventions. This does not mean that client need to forsake their personal spiritual/religious beliefs nor does it mean the psychologist to abandon the scientific approach to delve in spiritual dimension therapy using religious experience. Instead it is worthwhile to explore how spirituality and psychology can converge and complement each other for us to have integrative comprehension of client’s functioning and to deliver psychotherapy in a holistic manner. As it will be noted in the lessons psychological interventions that are consonant with spiritual/ religious values and beliefs of the clients are more likely to be accepted and complied to hence bringing lasting and desired change. Therefore spiritual dimension provide an additional resource to a psychologist upon which to draw in pursuing change in clients. In this module we introduce you to how spirituality and psychology can converge and complement each other to have integrative comprehension of client’s functioning and to deliver psychotherapy in a holistic manner. For better understanding we unravel the meaning of spirituality and make an attempt to distinguish its usage with religion. We try to rationalize why spiritual inclusion in psychotherapy is necessary especially in understanding human nature, morality and mental health; family dynamics and support. As course progresses we shift focus on specific issues of religion which include rituals, guilty, forgiveness, good and evil concepts and how they influence behaviors and mental processes which are subject concerns of psychology. The course will end by focusing on unhealthy spirituality especially development of cults and techniques that cult leadership use to lure and maintain new and old members. We hope the course will equip you with adequate knowledge, attitude and skills on how clients’ spirituality could inform your assessment, diagnosis, treatment planning and interventions for effective service provision. We hope that you will find this module exciting, educative, and engaging.This is an elective course unit meant for students who are pursuing Bachelor of Arts in Psychology Gender and Arts General. This course is usually taken in the fourth year of study and it assumed that by this time you could have been exposed to various courses in psychology (Theories of personality, social psychology, group dynamics and abnormal psychology) that are prerequisites for your understanding of the concepts in this course. The learning outcomes include: - Explain the importance of integrating spiritual perspective in understanding human behaviors and mental processes. - Demonstrate an understanding of religious and psychological explanations of human nature- good and evil - Examine the influence of various religious rituals on behavior and mental processes - Explain the concepts of guilty and forgiveness in religious and psychological contexts. - Discuss aspects of unhealthy spiritual	oercommons	2025-03-18T00:39:33.430461	02/15/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90072/overview", "title": "Psychology and Spirituality", "author": "oteyo john" }
https://oercommons.org/courseware/lesson/113109/overview	Water Cycle / Dr. Binoc's Show (3 min) Water Cycle Information for Kids The Water Cycle Overview This lesson focuses on the basics of the water cycle. Included in this resource are videos, a PowerPoint presentation, and a post-assessment. There are additional resources attached, including hand-on activities, a short video and an informational page about the water cycle in an easy to read format for kids to read. Water Cycle Lesson This lesson is designed to educate students on the basics of the water cycle. There are additional resources attached to this lesson. Hopefully you will be able to experiment with some of the hands-on activities in the additional resources section. The students really enjoy, and learn from, being able to see the water transformation first hand. The lesson begins with a video to introduce students to the water cycle. The video is approximately 7 minutes long. Remind the students to play close attention the the vocabulary and the processes that water goes through during the water cycle. View the Water Cycle PowerPoint Discuss each slide. It may be helpful to define Activity: Have students define the vocabulary words (in the table below) in their science notebook for future reference. It may be helpful to allow them time during the PowerPoint presentation to define each word as it appears in the slide show. \| Vocabulary Word \| Definition \| \| Evaporation \| water changes from a liquid to a gas, caused by heat applied to the water \| \| Transpiration \| water evaporated from plants \| \| Condensation \| water vapor changes back to liquid form, caused by cooling the water vapor \| \| Precipitation \| water falling from the clouds (rain, snow, sleet, hail) \| \| Runoff / Accumulation \| water collects in oceans, rivers, lakes or underground water \| Assessment Activity (borrowed from Exploring the Water Cycle Pre-Post Assessment.pdf (nasa.gov) ) Pretend you are a drop of water. Describe a trip through the water cycle. Begin your journey in the ocean. Be sure in include: Evaporation, Transpiration, Condensation, Precipitation, and Runoff in your journey through the water cycle. If you finish early, draw a picture of the water cycle.	oercommons	2025-03-18T00:39:33.451936	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113109/overview", "title": "The Water Cycle", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/63692/overview	Education Standards Indirect Measurement and Similar Right Triangles Lab Overview On a hike with her children, Mrs. Thompson noticed the reflection of the top of a pine tree in a puddle in the path. Her son, who is almost a foot taller than she is, could not see the top of the tree in the puddle until he moved. Why did her son need to move to see the top of the tree? How can they use similar right triangles and indirect measurements to find the height of the tree? Using Similar Right Triangles and Indirect Measurement in real world settings. Title: Indirect Measurement and Similar Right Triangles Lab \| Section Name = Short Lesson Overview 1 sentence (Not to exceed 250 words) \| \| Attach Section Resources/Links: Any worksheets, presentations, illustrations, assessments or activities. (Preferably in PDF) Data Recording Sheet: https://docs.google.com/document/d/1ALOVlIFgnPwSPh3orSAOxhVh9lrpVaM9wz7DYGVoIHY/edit?usp=sharing Bell Ringer: https://docs.google.com/document/d/19SWTlDufw6xkF4-_PYtgUP9XCD-6EGHZeMHqoC5d0aM/edit?usp=sharing Rubric: https://drive.google.com/file/d/0BxV1LO6iHp1yZmRuV1JVbGIxT1k/edit Main Content Section (Visible in Student View) (In Bee lesson example, it was left blank) Add to Instructor’s Notes: \| Timeframe: 60-90 minutes \| Stage 1 - Desired Results \| Big Idea(s)& Essential Questions \| \| Big Ideas: On a hike with her children, Mrs. Thompson noticed the reflection of the top of a pine tree in a puddle in the path. Her son, who is almost a foot taller than she is, could not see the top of the tree in the puddle until he moved. Why did her son need to move to see the top of the tree? \| Essential Questions: \| \| Students Will Know \| Students Will Be Doing \| \| \| Stage 2 - Evidence of Understanding \| Assessments (Formative and Summative): \| Performance Task(s) \| \| \| Stage 3 - Lesson Learning Targets Learning Activities: Learning targets are written from the students perspective. I can… \| \| \| Lesson Procedures: \| \|\|\| \| Materials \| Activities \| Presentations \| Assessments \| Bell ringer:: \| \| \| \| Publish- Describes the resource before final publication Describe Help others find your resource by choosing the appropriate options in each field. Clicking inside each field will show you all the options. 1. In the Overview box, provide an overview of the topic. 2. In the Conditions of Use dropdown, select how you would like your work to be used. Each option has a written description to help you understand the difference between the options. 3. If desired, add a Preview Image. This is the thumbnail image that will show up in the search results page on the site. 4.Complete the remaining required fields, and non-required fields if applicable. Subject, Education Level, Material type, Languages, Educational Standards (PA is in drop-down to choose), <edai Formats, Educational Use, Primary User, Accessibility, Keyword Tags (when searched) 5. The last thing before publishing is to acknowledge if you have the right to use and share all images, videos and other content inside this resource with the original creator's consent. 6. Click Publish. Your resource is now searchable and sharable! \| PA Core Standards / Next Generation Science Standards \| \|\|\|\| \| T & E Education \| Science Education \| Mathematics Education \| Computer Science \| CEW \| \| 3.2.7B B. Apply process knowledge to make and interpret observations. • Measure materials using a variety of scales. • Describe relationships by making inferences and predictions. • Communicate, use space / time relationships, define operationally, raise questions, formulate hypotheses, test and experiment, • Design controlled experiments, recognize variables, and manipulate variables. • Interpret data, formulate models, design models, and produce solutions. 3.2.7CC. Identify and use the elements of scientific inquiry to solve problems. • Generate questions about objects, organisms and/or events that can be answered through scientific investigations. • Evaluate the appropriateness of questions. • Design an investigation with limited variables to investigate a question. • Conduct a two-part experiment. • Judge the significance of experimental information in answering the question. • Communicate appropriate conclusions from the experiment. 3.2.7D D. Know and use the technological design process to solve problems. • Define different types of problems. • Define all aspects of the problem, necessary information and questions that must be answered. • Propose the best solution. • Design and propose alternative methods to achieve solutions. • Apply a solution. • Explain the results, present improvements, identify and infer the impacts of the solution. \| CC.2.2.7.B.3 Model and solve real world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representationsCC.2.1.7.D.1Analyze proportional relationships and use them to model and solve real-world and mathematical problems.CC.2.3.7.A.2 Visualize and represent geometric figures and describe the relationships between them. Standard - CC.2.1.HS.F.4 Use units as a way to understand problems and to guide the solution of multi-step problems.Standard - CC.2.1.HS.F.5 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.Standard - CC.2.2.8.B.2 Understand the connections between proportional relationships, lines, and linear equations.Standard - CC.2.2.HS.D.9 Use reasoning to solve equations and justify the solution method.Standard - CC.2.3.7.A.2 Visualize and represent geometric figures and describe the relationships between them.Standard - CC.2.3.8.A.2 Understand and apply congruence, similarity, and geometric transformations using various tools.Standard - CC.2.3.8.A.3 Understand and apply the Pythagorean Theorem to solve problems.Standard - CC.2.3.HS.A.3 Verify and apply geometric theorems as they relate to geometric figures.Standard - CC.2.3.HS.A.5 Create justifications based on transformations to establish similarity of plane figures.Standard - CC.2.3.HS.A.14 Apply geometric concepts to model and solve real world problems. \| 13.3.5A. Explain how student attitudes and work habits transfer from the home and school to the workplace. B. Explain the importance of working cooperatively with others at both home and school to complete a task. C. Identify effective group interaction strategies, such as, but not limited to: Building consensus Communicating effectively Establishing ground rules Listening to others \|	oercommons	2025-03-18T00:39:33.495587	Trigonometry	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63692/overview", "title": "Indirect Measurement and Similar Right Triangles Lab", "author": "Measurement and Data" }
https://oercommons.org/courseware/lesson/118861/overview	Template for a Thinking with Things Lesson Overview Proposed format for a Thinking with Things lesson. You can remix this as a way to begin documenting your resource. Overview Insert a very short description of the lesson here... Discipline What discipline or disciplines does your lesson address? If cross-disciplinary or for all disciplines, you can say that too... Learning Objectives Describe briefly the learning objectives of the lesson... Class Size Range For what class sizes is this lesson best? Unless there is only a specific number of students who can be accomodated, give a range... Time Needed Amount of time, or range of time, needed to complete the lesson Materials Needed What physical and/or digital materials will be needed for this exercise? For each item listed, specify whether each student needs to have the material, or whether it is shared by groups or by the whole class... Lesson Instructions Give a detailed description of the lesson with step-by-step instructions for the instructor to follow...	oercommons	2025-03-18T00:39:33.513561	08/09/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118861/overview", "title": "Template for a Thinking with Things Lesson", "author": "Sarah Kuhn" }
https://oercommons.org/courseware/lesson/117404/overview	Climate Change Learning Across Content Areas Overview This resource is a hub for information about teaching climate change across grade levels and content areas. Resouces While the science standards that specifically call out the term “climate change” are found in middle and high school science, climate learning can be integrated into every classroom, K-12, no matter the content area. Science and non-science classes should integrate climate learning in a rich and rigorous way by anchoring instruction around a climate issue(s) that is locally relevant to the students in their classrooms. Shifting instruction to do this takes careful planning to ensure age-appropriate climate change-related material and consideration of students' social and emotional learning needs. Some locally relevant community concerns may be increased wildfire activity and the associated smoke, changing agriculture needs due to droughts and temperature changes, changes in ecosystems due to invasive species or extinction, etc. 2024 Climate Literacy Guide - The 2024 Climate Literacy Guide contains eight Essential Principles for understanding and addressing climate change. What Can Non-Science Educators Use? Art, Math, ELA, and Social Studies Classroom Resources from CLEAN - While there are no complete curriculums or even units for non-science classrooms, there are vetted resources tagged for Art, Math, ELA, and Social Studies at CLEAN (found in the right-side navigation). These resources can inspire the incorporation of bigger climate ideas into instruction, which should be more than just a single, one-time lesson introducing students to climate change. What Could Climate Integration Look Like? Interdisciplinary Models for Climate Science Integration - There is not one “right” way to incorporate climate. It should be done in a way that is locally relevant to students’ lives. The following are examples of sample bundles of Washington State Learning Standards from multiple content areas that teachers can use to center their classroom instruction around climate change and climate science. How Do I Plan for Climate Integration? Climate Science Integration Resources - These resources support K-12 teachers of all content areas to integrate climate science and climate change into their instruction. There are tools for individual educators and teams of educators to work together to plan their instruction around the Guiding Principle for Informed Climate Decisions. - These resources are from the 2023 and 2024 Washington State Climate Education Summit. - In 2023, sessions on integration were done in breakout rooms by grade bands. The following links to the resources shared. - In 2024, there was a "Climate Integration 102" session for return attendees who wanted to learn more about what "integration" looks like in K-12. The following links the folder for that session. Title Image by L. Henrickson at the 2024 Washington State Climate Education Summit in Spokane, WA.	oercommons	2025-03-18T00:39:33.530769	Lori Henrickson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117404/overview", "title": "Climate Change Learning Across Content Areas", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/66286/overview	Introduction: The Texas Court System Overview Introduction: The Texas Court System Learning Objective By the end of this chapter, you will be able to: - Explain the structure and function of the judicial branch of the Texas government Introduction How much does a bar or restaurant have to do to protect customers from harm, especially harm resulting in part from their own actions? In 2007, the Del Lago Resort, an upscale golf resort north of Houston, booked a wedding reception alongside the second night of a three-day college fraternity reunion. Members of both groups ended up in the resort’s bar, where a brawl ensued “involving twenty to forty ‘very intoxicated’ customers.” After they “waded into the scrum,” one of the fraternity members, Bradley Smith, was seriously injured. Smith sued Del Lago in a Texas state district court, claiming the resort should have done more to protect him from harm. After nine days of conflicting testimony, jurors found Smith 49 percent liable for his own injuries, but found Del Lago 51 percent at fault and awarded nearly $1.5 million to Smith. The Tenth Court of Appeals in Waco reviewed the case and upheld the verdict, ruling that a “reasonable person who knew or should have known of the one-and-a-half hours of ongoing ‘heated’ verbal altercations and shoving matches between intoxicated bar patrons would reasonably foresee the potential for assaultive conduct to occur and take action to make the condition of the premises reasonably safe.” On further appeal, the nine-member Texas Supreme Court upheld the Court of Appeals decision, issuing a 6-3 opinion. Chief Justice Nathan Hecht was one of three justices who wrote a dissenting opinion, disagreeing with the majority opinion. Among other reasons, Hecht felt Smith’s own actions played a larger part in his injuries than what had been determined by the lower courts. In Texas, you can’t recover at all if you’re more at fault than the party you’re suing. 49 percent is the greatest amount of fault you can have and still collect money. Court decisions like this one determine what happens to the parties in that specific case, but they can also set precedents that will be followed by other courts for years to come. After the Del Lago decision, bars and restaurants throughout Texas took a hard look at their policies and procedures to try to prevent such altercations from occurring, and to make sure they could protect themselves from liability in the event of a similar disturbance. In this chapter, we’ll take a look at the Texas Judicial System. License and Attribution CC LICENSED CONTENT, ORIGINAL The Court System of Texas: Introduction. Authored by: Andrew Teas. License: CC BY: Attribution	oercommons	2025-03-18T00:39:33.548024	05/05/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66286/overview", "title": "Texas Government 2.0, The Court System of Texas, Introduction: The Texas Court System", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/73676/overview	Homemade Rock Candy Overview Turn a solution of sugar and water into candy and learn some chemistry in the process! Supplies Needed Materials 3 cups of sugar 1 cup of water Either food coloring/flavoring or Kool-Aid Clean string and dowel rod or wooden skewer Pot Wooden spoon Heat source (stovetop, microwave, cooktop) ½ pint Mason jar or other heat resistant container Rock Candy Process It is important to setup your supplies before you get started. For each rock candy that you want to make, you will need one clear glass or cup to monitor your progress in. It is also a good idea to have some clothes pins that you can use to hold up your rock candy like so. We want to make sure that the stick is submerged in the mixture but not touching the sides of the bottom of the cup/container because the crystals could attach to both the stick/string and the container and we wouldn’t be able to get it out. After properly setting up your area, we need to do two more things for preparation. - The first is we will need to dip our stick or string into water and then roll it in sugar. This will give the sugar mixture that we create in our cup a base to build off of. - The second part is to prepare our rock candy sugar mixture. Whether you want to do kool-aid as flavoring or add a flavoring like this one and some food coloring, we need to start by making a supersaturated sugar base. The way our rock candy is going to form is by evaporation. We will take 3 cups of sugar and dissolve that with one cup of water by heating this mixture until boiled. Once you see the sugar dissolve and make a simple syrup, we will add in our flavoring of choice, mix well and let it cool for about ten minutes before finishing the rest of our project. Once the mixture is cooled down a little bit, we will pour it into our cup and using clothespins to brace the string or skewer, gently lower our pre-sugared stick into the mix. We want to make sure that a good 4-5 inches of our string/skewer is submerged in the sugar mixture. When we boiled the sugar and water together, we made what is called a supersaturated solution. The increased temperature increased the solubility of our solid (sugar) in our liquid (water). As the temperature cools back down and water begins to evaporate out of our container, the sugar makes crystal molecules which will attach to our stick our string. The longer we leave it in the container, the more sugar molecules that will attach to our container. I would recommend giving your rock candy at least 4-7 days at room temperature to grow its crystals. Make sure to monitor it so that it doesn’t grow attached to crystals at the bottom or sides of the container. After you reach the desired size of your candy, you will want to gently raise the candy out of the mixture, and suspend it over another cup/container to allow and of the mixture that has not crystalized to drip off your candy. Instructional Video	oercommons	2025-03-18T00:39:33.563569	Alexandra Houff	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73676/overview", "title": "Homemade Rock Candy", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/91924/overview	Microsoft Teams in education & training Overview Use of Microsoft Teams Introduction Welcome to the OER on Microsoft Teams. This OER will feature the benefits of using Microsoft Teams, examples of Teams in Education & key features in the implementation of the program Objectives At the end of this module you will be able to: Understand what is Microsft Teams How Microsoft Teams work Know the key features and their use within the platform Understand the educational features of Microsoft Teams See some of the challenges with using this platform and learn and use some tips and tricks for using the program Review a case example of an organization using the Microsoft team Learn the future implications of Microsft Teams in K-12, Higher education, and Corporate training Microsoft Teams: How it works In this section, you will be 1. Introduced to Microsoft Teams 2. Review how Microsoft Teams works Pre-lesson exercise: Create a word cloud using your prior knowledge of Microsoft Teams. What is Microsoft Teams? Teams is a Microsoft-based application that is used for communication, sharing, teaching, training, and collaboration. It allows an organization already using Microsoft-based applications to create groups called Teams. Each group or Team can be based on a project, department, or job title. Each Team can be a private or public, and Team owners can add or remove users based on an individual's need to be a part of a particular Team Within each Team, you can engage in a chat conversation, share files, schedule or start a meeting or engage in public or private conversations within the Team Here is an introduction to Teams: Module 4 Review: Using your pre-lesson word cloud, create or add to your word cloud and write a one-page discussion comparing each cloud. Microsoft Teams: Key features In this section, you will be able to identify the key features of Microsoft Teams Key features Teams - Specific groups of people based on job title, project, or for education learners within a classroom - Individualized, - Easily share documents & assignments Channels - Project or topic-specific section within a team - Content-specific to a topic grouped within a channel Individual chats - Members of a team can chat individually - Ability to rename chat for easy searching Group conversation - Discussion boards - Messages can be shared with all team members simultaneously Share documents & storage - Share with all team members - Storage using Microsoft compatible applications - Sharing information with learners Online meetings - Easily send invites to all team members - Classroom options in Teams for Education Screen sharing - Streamline screen sharing - Real-time view in meetings/classrooms End of module exercise: Create an infographic highlighting the key features of Teams. Microsoft Teams: Educational features In this module, you will be able to identify the educational features of teams Microsoft Teams for Education features offer features that are heard toward the educator and students that are not offered in the conventional program. These features provide benefits to the educator and learners including the following. Class type Teams Specific types of Teams that support classroom features - Assignments - Screensharing - Class materials folder - Grades - One Note for the classroom - Insights - Mute disruptive students Early educator Access - Ability to set up class prior to adding students LMS & SIS Integration - School Data Sync (SDS) - Free tool offered by Office 365 to read data from educational institutions Students Information System (SIS) or LMS - Bulk Team Creation - Sync student information - Updated enrollment information - Educator & student memberships Traditional Team features used in Education Immersive reader Whiteboard Raise your hand Together mode Accessibility Custom background Setting a Class Type Team for Teachers End of Module exercise: Create a classroom in Microsoft Teams. What were some of the benefits of the platform? Challenges? Write a one-page discussion based on your experience creating this team. Microsoft Teams: Challenges & downsides & tips What are the challenges/downsides to using it and what tips can you give users to deal with these? - Chat conversations are not continuous - Tip: Rename conversations for easy searching - A slightly different screen configuration than some group meeting programs - Tip: Use the program. With practice, you can adjust the screen configuration - Large space consumption on the company server - Tip: Only create necessary Teams - A limited number of channels - Tip: Can create over 200+ channels. This challenge may only be for a small number of users - Similar products on the market - Tip: Use what is best for you and your company. With Office 365 compatibility, there are many benefits of using Teams - Lack of notifications - Tip: Check the notification option on all devices Benefits - Compatible with Microsoft programs - One Note - Outlook, - Powerpoint - Forms, - Sharepoint - Word - Excel Team collaboration Breakout rooms Hide low-priority channels or teams Organize your teams and channels Messages Title conversation Include mentions Microsoft Teams in Action: Case example Microsoft Teams in action: Case example Here is an example of a school using Teams in a classroom setting Microsoft Teams: Why Microsoft Teams Why Microsoft Teams? Microsoft Team is a great tool for training, education, and collaboration. Teams can increase the productivity of your teams by minimizing the time to learn a brand new software and onboarding it to educators, students, or employees. As a part of the Microsoft family of programs that are used or familiar to users. Compatibility in the interoperability is another reason to use Teams. My selection for this project was based on my level of exposure to the program Microsoft Team: Future Implications What are the future uses and implications of this technology in the context of three education levels: K-12, higher education & corporate training K-12 education: K-12 education can benefit from Teams by incorporating them into their current LMS as Teams. In the case examples provided, Teams is incorporated into the classroom, taking advantage of the many features offered by the program. Using the SDS program, administrators, educators, students, and parents are offered current information within the system due to the interoperability and compatibility of Teams with many SIS and LMS platforms in use. Higher education: In higher education, Teams can be an option for group work, collaboration for projects, and the use of channels for topics, scheduling, and organizing assignments. Many higher institutions use the Microsoft group of programs for communication (email), so adding Teams for meetings, group scheduling, and other efforts will not require extensive setup or training Corporate Education: Corporate education and training have seen an increase in the use of Teams in recent years. With the covid-19 pandemic, an increasing number of employees were working from home. Since working face to face was no longer an option, using Team can bring groups together for projects. Onboarding training and education is another area in that TEams have a positive impact on corporate education OERs Briefly describe your views on OERs. OER's are great resources for students and educators. In a world where we are aware of disparities in resources, including education. OERs provide a means for those with internet access but limited availability to time, finances, or geographical location for an in-person college experience. OERs can also be used to supplement lessons by educators, providing alternatives, and accessibility to students, and allowing for the option to share the information with others. Education and learning, in my opinion, should be made available to anyone and everyone that would want to continue to learn. References 1. www.logo.wine. (2022). Logo Wine. Retrieved April 18, 2022, from https://www.logo.wine/logo/Microsoft_Teams 2. Welcome to Microsoft Teams. (2019, August 20). [Video]. YouTube. https://www.youtube.com/watch?v=jugBQqE_2sM 3. What is Microsoft Teams and who should be using it? (2021, December 29). Compete366. Retrieved April 19, 2022, from https://www.compete366.com/blog-posts/microsoft-teams-what-is-it-and-should-we-be-using-it/ 4. https://support.microsoft.com/en-us/topic/microsoft-teams-5aa4431a-8a3c-4aa5-87a6-b6401abea114?ui=en-us&rs=en-us&ad=us#ID0EAABAAA=Assignments 5. Collaboration wheel. (2022). [Image]. https://www.syskit.com/blog/10-pros-and-cons-of-microsoft-teams/ 6. Education, M. (2019, June 10). This is Teams for Education [Video]. YouTube. https://www.youtube.com/watch?v=28vnu0LbYR4&feature=youtu.be 7. How to Teach Online with Microsoft Teams - A Guide for Teachers. (2020, May 30). YouTube. Retrieved April 29, 2022, from https://www.youtube.com/watch?v=_nHeFu32aUQ	oercommons	2025-03-18T00:39:33.596976	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91924/overview", "title": "Microsoft Teams in education & training", "author": "Case Study" }
https://oercommons.org/courseware/lesson/15293/overview	Introduction Overview Opening image caption: Psychology is the scientific study of mind and behavior. (credit "background": modification of work by Nattachai Noogure; credit "top left": modification of work by U.S. Navy; credit "top middle-left": modification of work by Peter Shanks; credit "top middle-right": modification of work by "devinf"/Flickr; credit "top right": modification of work by Alejandra Quintero Sinisterra; credit "bottom left": modification of work by Gabriel Rocha; credit "bottom middle-left": modification of work by Caleb Roenigk; credit "bottom middle-right": modification of work by Staffan Scherz; credit "bottom right": modification of work by Czech Provincial Reconstruction Team) Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe. Introduction Introduction References: References American Board of Forensic Psychology. (2014). Brochure. Retrieved from http://www.abfp.com/brochure.asp American Psychological Association. (2014). Retrieved from www.apa.org American Psychological Association. (2014). Graduate training and career possibilities in exercise and sport psychology. Retrieved from http://www.apadivisions.org/division-47/about/resources/training.aspx?item=1 American Psychological Association. (2011). Psychology as a career. Retrieved from http://www.apa.org/education/undergrad/psych-career.aspx Ashliman, D. L. (2001). Cupid and Psyche. 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Racial/ethnic differences in adults in randomized clinical trials of binge eating disorder. Journal of Consulting and Clinical Psychology, 80, 186–195. Friedman, H. (2008), Humanistic and positive psychology: The methodological and epistemological divide. The Humanistic Psychologist, 36, 113–126. Gordon, O. E. (1995). A brief history of psychology. Retrieved from http://www.psych.utah.edu/gordon/Classes/Psy4905Docs/PsychHistory/index.html#maptop Greek Myths & Greek Mythology. (2014). The myth of Psyche and Eros. Retrieved from http://www.greekmyths-greekmythology.com/psyche-and-eros-myth/ Green, C. D. (2001). Classics in the history of psychology. Retrieved from http://psychclassics.yorku.ca/Krstic/marulic.htm Greengrass, M. (2004). 100 years of B.F. Skinner. Monitor on Psychology, 35, 80. Halonen, J. S. (2011). White paper: Are there too many psychology majors? Prepared for the Staff of the State University System of Florida Board of Governors. Retrieved from http://www.cogdop.org/page_attachments/0000/0200/FLA_White_Paper_for_cogop_posting.pdf Hock, R. R. (2009). Social psychology. Forty studies that changed psychology: Explorations into the history of psychological research(pp. 308–317). Upper Saddle River, NJ: Pearson. Hoffman, C. (2012). Careers in clinical, counseling, or school psychology; mental health counseling; clinical social work; marriage & family therapy and related professions. Retrieved from http://www.indiana.edu/~psyugrad/advising/docs/Careers%20in%20Mental%20Health%20Counseling.pdf Jang, K. L., Livesly, W. J., & Vernon, P. A. (1996). Heritability of the Big Five personality dimensions and their facets: A twin study. Journal of Personality, 64, 577–591. Johnson, R., & Lubin, G. (2011). College exposed: What majors are most popular, highest paying and most likely to get you a job. Business Insider.com. Retrieved from http://www.businessinsider.com/best-college-majors-highest-income-most-employed-georgetwon-study-2011-6?op=1 Knekt, P. P., et al. (2008). Randomized trial on the effectiveness of long- and short-term psychodynamic psychotherapy and solution-focused therapy on psychiatric symptoms during a 3-year follow-up. Psychological Medicine: A Journal of Research In Psychiatry And The Allied Sciences, 38, 689–703. Landers, R. N. (2011, June 14). Grad school: Should I get a PhD or Master’s in I/O psychology? [Web log post]. Retrieved from http://neoacademic.com/2011/06/14/grad-school-should-i-get-a-ph-d-or-masters-in-io-psychology/#.UuKKLftOnGg Macdonald, C. (2013). Health psychology center presents: What is health psychology? Retrieved from http://healthpsychology.org/what-is-health-psychology/ McCrae, R. R. & Costa, P. T. (2008). Empirical and theoretical status of the five-factor model of personality traits. In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.), The Sage handbook of personality theory and assessment. Vol. 1 Personality theories and models. London: Sage. Michalski, D., Kohout, J., Wicherski, M., & Hart, B. (2011). 2009 Doctorate Employment Survey. APA Center for Workforce Studies. Retrieved from http://www.apa.org/workforce/publications/09-doc-empl/index.aspx Miller, G. A. (2003). The cognitive revolution: A historical perspective. Trends in Cognitive Sciences, 7, 141–144. Munakata, Y., McClelland, J. L., Johnson, M. H., & Siegler, R. S. (1997). Rethinking infant knowledge: Toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review, 104, 689–713. Mundasad, S. (2013). Word-taste synaesthesia: Tasting names, places, and Anne Boleyn. Retrieved from http://www.bbc.co.uk/news/health-21060207 Munsey, C. (2009). More states forgo a postdoc requirement. Monitor on Psychology, 40, 10. National Association of School Psychologists. (n.d.). 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The determiners of behavior at a choice point. Psychological Review, 45, 1–41. U.S. Department of Education, National Center for Education Statistics. (2013). Digest of Education Statistics, 2012 (NCES 2014-015). Weisstein, N. (1993). Psychology constructs the female: Or, the fantasy life of the male psychologist (with some attention to the fantasies of his friends, the male biologist and the male anthropologist). Feminism and Psychology, 3, 195–210. Westen, D. (1998). The scientific legacy of Sigmund Freud, toward a psychodynamically informed psychological science. Psychological Bulletin, 124, 333–371. Psychology is the scientific study of mind and behavior. (credit "background": modification of work by Nattachai Noogure; credit "top left": modification of work by U.S. Navy; credit "top middle-left": modification of work by Peter Shanks; credit "top middle-right": modification of work by "devinf"/Flickr; credit "top right": modification of work by Alejandra Quintero Sinisterra; credit "bottom left": modification of work by Gabriel Rocha; credit "bottom middle-left": modification of work by Caleb Roenigk; credit "bottom middle-right": modification of work by Staffan Scherz; credit "bottom right": modification of work by Czech Provincial Reconstruction Team) Clive Wearing is an accomplished musician who lost his ability to form new memories when he became sick at the age of 46. While he can remember how to play the piano perfectly, he cannot remember what he ate for breakfast just an hour ago (Sacks, 2007). James Wannerton experiences a taste sensation that is associated with the sound of words. His former girlfriend’s name tastes like rhubarb (Mundasad, 2013). John Nash is a brilliant mathematician and Nobel Prize winner. However, while he was a professor at MIT, he would tell people that the New York Times contained coded messages from extraterrestrial beings that were intended for him. He also began to hear voices and became suspicious of the people around him. Soon thereafter, Nash was diagnosed with schizophrenia and admitted to a state-run mental institution (O’Connor & Robertson, 2002). Nash was the subject of the 2001 movie A Beautiful Mind. Why did these people have these experiences? How does the human brain work? And what is the connection between the brain’s internal processes and people’s external behaviors? This textbook will introduce you to various ways that the field of psychology has explored these questions.	oercommons	2025-03-18T00:39:33.623977	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/15293/overview", "title": "Psychology, Introduction to Psychology", "author": null }
https://oercommons.org/courseware/lesson/15294/overview	What Is Psychology? Overview By the end of this section, you will be able to: - Understand the etymology of the word “psychology” - Define psychology - Understand the merits of an education in psychology Untitled Section In Greek mythology, Psyche was a mortal woman whose beauty was so great that it rivaled that of the goddess Aphrodite. Aphrodite became so jealous of Psyche that she sent her son, Eros, to make Psyche fall in love with the ugliest man in the world. However, Eros accidentally pricked himself with the tip of his arrow and fell madly in love with Psyche himself. He took Psyche to his palace and showered her with gifts, yet she could never see his face. While visiting Psyche, her sisters roused suspicion in Psyche about her mysterious lover, and eventually, Psyche betrayed Eros’ wishes to remain unseen to her (Figure). Because of this betrayal, Eros abandoned Psyche. When Psyche appealed to Aphrodite to reunite her with Eros, Aphrodite gave her a series of impossible tasks to complete. Psyche managed to complete all of these trials; ultimately, her perseverance paid off as she was reunited with Eros and was ultimately transformed into a goddess herself (Ashliman, 2001; Greek Myths & Greek Mythology, 2014). Psyche comes to represent the human soul’s triumph over the misfortunes of life in the pursuit of true happiness (Bulfinch, 1855); in fact, the Greek word psyche means soul, and it is often represented as a butterfly. The word psychology was coined at a time when the concepts of soul and mind were not as clearly distinguished (Green, 2001). The root ology denotes scientific study of, and psychology refers to the scientific study of the mind. Since science studies only observable phenomena and the mind is not directly observable, we expand this definition to the scientific study of mind and behavior. The scientific study of any aspect of the world uses the scientific method to acquire knowledge. To apply the scientific method, a researcher with a question about how or why something happens will propose a tentative explanation, called a hypothesis, to explain the phenomenon. A hypothesis is not just any explanation; it should fit into the context of a scientific theory. A scientific theory is a broad explanation or group of explanations for some aspect of the natural world that is consistently supported by evidence over time. A theory is the best understanding that we have of that part of the natural world. Armed with the hypothesis, the researcher then makes observations or, better still, carries out an experiment to test the validity of the hypothesis. That test and its results are then published so that others can check the results or build on them. It is necessary that any explanation in science be testable, which means that the phenomenon must be perceivable and measurable. For example, that a bird sings because it is happy is not a testable hypothesis, since we have no way to measure the happiness of a bird. We must ask a different question, perhaps about the brain state of the bird, since this can be measured. In general, science deals only with matter and energy, that is, those things that can be measured, and it cannot arrive at knowledge about values and morality. This is one reason why our scientific understanding of the mind is so limited, since thoughts, at least as we experience them, are neither matter nor energy. The scientific method is also a form of empiricism. An empirical method for acquiring knowledge is one based on observation, including experimentation, rather than a method based only on forms of logical argument or previous authorities. It was not until the late 1800s that psychology became accepted as its own academic discipline. Before this time, the workings of the mind were considered under the auspices of philosophy. Given that any behavior is, at its roots, biological, some areas of psychology take on aspects of a natural science like biology. No biological organism exists in isolation, and our behavior is influenced by our interactions with others. Therefore, psychology is also a social science. MERITS OF AN EDUCATION IN PSYCHOLOGY Often, students take their first psychology course because they are interested in helping others and want to learn more about themselves and why they act the way they do. Sometimes, students take a psychology course because it either satisfies a general education requirement or is required for a program of study such as nursing or pre-med. Many of these students develop such an interest in the area that they go on to declare psychology as their major. As a result, psychology is one of the most popular majors on college campuses across the United States (Johnson & Lubin, 2011). A number of well-known individuals were psychology majors. Just a few famous names on this list are Facebook’s creator Mark Zuckerberg, television personality and political satirist Jon Stewart, actress Natalie Portman, and filmmaker Wes Craven (Halonen, 2011). About 6 percent of all bachelor degrees granted in the United States are in the discipline of psychology (U.S. Department of Education, 2013). An education in psychology is valuable for a number of reasons. Psychology students hone critical thinking skills and are trained in the use of the scientific method. Critical thinking is the active application of a set of skills to information for the understanding and evaluation of that information. The evaluation of information—assessing its reliability and usefulness— is an important skill in a world full of competing “facts,” many of which are designed to be misleading. For example, critical thinking involves maintaining an attitude of skepticism, recognizing internal biases, making use of logical thinking, asking appropriate questions, and making observations. Psychology students also can develop better communication skills during the course of their undergraduate coursework (American Psychological Association, 2011). Together, these factors increase students’ scientific literacy and prepare students to critically evaluate the various sources of information they encounter. In addition to these broad-based skills, psychology students come to understand the complex factors that shape one’s behavior. They appreciate the interaction of our biology, our environment, and our experiences in determining who we are and how we will behave. They learn about basic principles that guide how we think and behave, and they come to recognize the tremendous diversity that exists across individuals and across cultural boundaries (American Psychological Association, 2011). Watch a brief video that describes some of the questions a student should consider before deciding to major in psychology. Summary Psychology derives from the roots psyche (meaning soul) and –ology (meaning scientific study of). Thus, psychology is defined as the scientific study of mind and behavior. Students of psychology develop critical thinking skills, become familiar with the scientific method, and recognize the complexity of behavior. Review Questions Which of the following was mentioned as a skill to which psychology students would be exposed? - critical thinking - use of the scientific method - critical evaluation of sources of information - all of the above Hint: D Psyche is a Greek word meaning ________. - essence - soul - behavior - love Hint: B Before psychology became a recognized academic discipline, matters of the mind were undertaken by those in ________. - biology - chemistry - philosophy - physics Hint: C In the scientific method, a hypothesis is a(n) ________. - observation - measurement - test - proposed explanation Hint: D Critical Thinking Questions Why do you think psychology courses like this one are often requirements of so many different programs of study? Hint: Psychology courses deal with a number of issues that are helpful in a variety of settings. The text made mention of the types of skills as well as the knowledge base with which students of psychology become familiar. As mentioned in the link to learning, psychology is often helpful/valued in fields in which interacting with others is a major part of the job. Why do you think many people might be skeptical about psychology being a science? Hint: One goal of psychology is the study of the mind. Science cannot directly study the mind, because it is not a form of matter or energy. This might create some skepticism about the scientific nature of psychology. Personal Application Question Why are you taking this course? What do you hope to learn about during this course?	oercommons	2025-03-18T00:39:33.651819	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/15294/overview", "title": "Psychology, Introduction to Psychology", "author": null }
https://oercommons.org/courseware/lesson/15295/overview	History of Psychology Overview By the end of this section, you will be able to: - Understand the importance of Wundt and James in the development of psychology - Appreciate Freud’s influence on psychology - Understand the basic tenets of Gestalt psychology - Appreciate the important role that behaviorism played in psychology’s history - Understand basic tenets of humanism - Understand how the cognitive revolution shifted psychology’s focus back to the mind Psychology is a relatively young science with its experimental roots in the 19th century, compared, for example, to human physiology, which dates much earlier. As mentioned, anyone interested in exploring issues related to the mind generally did so in a philosophical context prior to the 19th century. Two men, working in the 19th century, are generally credited as being the founders of psychology as a science and academic discipline that was distinct from philosophy. Their names were Wilhelm Wundt and William James. This section will provide an overview of the shifts in paradigms that have influenced psychology from Wundt and James through today. WUNDT AND STRUCTURALISM Wilhelm Wundt (1832–1920) was a German scientist who was the first person to be referred to as a psychologist. His famous book entitled Principles of Physiological Psychology was published in 1873. Wundt viewed psychology as a scientific study of conscious experience, and he believed that the goal of psychology was to identify components of consciousness and how those components combined to result in our conscious experience. Wundt used introspection (he called it “internal perception”), a process by which someone examines their own conscious experience as objectively as possible, making the human mind like any other aspect of nature that a scientist observed. Wundt’s version of introspection used only very specific experimental conditions in which an external stimulus was designed to produce a scientifically observable (repeatable) experience of the mind (Danziger, 1980). The first stringent requirement was the use of “trained” or practiced observers, who could immediately observe and report a reaction. The second requirement was the use of repeatable stimuli that always produced the same experience in the subject and allowed the subject to expect and thus be fully attentive to the inner reaction. These experimental requirements were put in place to eliminate “interpretation” in the reporting of internal experiences and to counter the argument that there is no way to know that an individual is observing their mind or consciousness accurately, since it cannot be seen by any other person. This attempt to understand the structure or characteristics of the mind was known as structuralism. Wundt established his psychology laboratory at the University at Leipzig in 1879 (Figure). In this laboratory, Wundt and his students conducted experiments on, for example, reaction times. A subject, sometimes in a room isolated from the scientist, would receive a stimulus such as a light, image, or sound. The subject’s reaction to the stimulus would be to push a button, and an apparatus would record the time to reaction. Wundt could measure reaction time to one-thousandth of a second (Nicolas & Ferrand, 1999). However, despite his efforts to train individuals in the process of introspection, this process remained highly subjective, and there was very little agreement between individuals. As a result, structuralism fell out of favor with the passing of Wundt’s student, Edward Titchener, in 1927 (Gordon, 1995). JAMES AND FUNCTIONALISM William James (1842–1910) was the first American psychologist who espoused a different perspective on how psychology should operate (Figure). James was introduced to Darwin’s theory of evolution by natural selection and accepted it as an explanation of an organism’s characteristics. Key to that theory is the idea that natural selection leads to organisms that are adapted to their environment, including their behavior. Adaptation means that a trait of an organism has a function for the survival and reproduction of the individual, because it has been naturally selected. As James saw it, psychology’s purpose was to study the function of behavior in the world, and as such, his perspective was known as functionalism. Functionalism focused on how mental activities helped an organism fit into its environment. Functionalism has a second, more subtle meaning in that functionalists were more interested in the operation of the whole mind rather than of its individual parts, which were the focus of structuralism. Like Wundt, James believed that introspection could serve as one means by which someone might study mental activities, but James also relied on more objective measures, including the use of various recording devices, and examinations of concrete products of mental activities and of anatomy and physiology (Gordon, 1995). FREUD AND PSYCHOANALYTIC THEORY Perhaps one of the most influential and well-known figures in psychology’s history was Sigmund Freud (Figure). Freud (1856–1939) was an Austrian neurologist who was fascinated by patients suffering from “hysteria” and neurosis. Hysteria was an ancient diagnosis for disorders, primarily of women with a wide variety of symptoms, including physical symptoms and emotional disturbances, none of which had an apparent physical cause. Freud theorized that many of his patients’ problems arose from the unconscious mind. In Freud’s view, the unconscious mind was a repository of feelings and urges of which we have no awareness. Gaining access to the unconscious, then, was crucial to the successful resolution of the patient’s problems. According to Freud, the unconscious mind could be accessed through dream analysis, by examinations of the first words that came to people’s minds, and through seemingly innocent slips of the tongue. Psychoanalytic theory focuses on the role of a person’s unconscious, as well as early childhood experiences, and this particular perspective dominated clinical psychology for several decades (Thorne & Henley, 2005). Freud’s ideas were influential, and you will learn more about them when you study lifespan development, personality, and therapy. For instance, many therapists believe strongly in the unconscious and the impact of early childhood experiences on the rest of a person’s life. The method of psychoanalysis, which involves the patient talking about their experiences and selves, while not invented by Freud, was certainly popularized by him and is still used today. Many of Freud’s other ideas, however, are controversial. Drew Westen (1998) argues that many of the criticisms of Freud’s ideas are misplaced, in that they attack his older ideas without taking into account later writings. Westen also argues that critics fail to consider the success of the broad ideas that Freud introduced or developed, such as the importance of childhood experiences in adult motivations, the role of unconscious versus conscious motivations in driving our behavior, the fact that motivations can cause conflicts that affect behavior, the effects of mental representations of ourselves and others in guiding our interactions, and the development of personality over time. Westen identifies subsequent research support for all of these ideas. More modern iterations of Freud’s clinical approach have been empirically demonstrated to be effective (Knekt et al., 2008; Shedler, 2010). Some current practices in psychotherapy involve examining unconscious aspects of the self and relationships, often through the relationship between the therapist and the client. Freud’s historical significance and contributions to clinical practice merit his inclusion in a discussion of the historical movements within psychology. WERTHEIMER, KOFFKA, KÖHLER, AND GESTALT PSYCHOLOGY Max Wertheimer (1880–1943), Kurt Koffka (1886–1941), and Wolfgang Köhler (1887–1967) were three German psychologists who immigrated to the United States in the early 20th century to escape Nazi Germany. These men are credited with introducing psychologists in the United States to various Gestalt principles. The word Gestalt roughly translates to “whole;” a major emphasis of Gestalt psychology deals with the fact that although a sensory experience can be broken down into individual parts, how those parts relate to each other as a whole is often what the individual responds to in perception. For example, a song may be made up of individual notes played by different instruments, but the real nature of the song is perceived in the combinations of these notes as they form the melody, rhythm, and harmony. In many ways, this particular perspective would have directly contradicted Wundt’s ideas of structuralism (Thorne & Henley, 2005). Unfortunately, in moving to the United States, these men were forced to abandon much of their work and were unable to continue to conduct research on a large scale. These factors along with the rise of behaviorism (described next) in the United States prevented principles of Gestalt psychology from being as influential in the United States as they had been in their native Germany (Thorne & Henley, 2005). Despite these issues, several Gestalt principles are still very influential today. Considering the human individual as a whole rather than as a sum of individually measured parts became an important foundation in humanistic theory late in the century. The ideas of Gestalt have continued to influence research on sensation and perception. Structuralism, Freud, and the Gestalt psychologists were all concerned in one way or another with describing and understanding inner experience. But other researchers had concerns that inner experience could be a legitimate subject of scientific inquiry and chose instead to exclusively study behavior, the objectively observable outcome of mental processes. PAVLOV, WATSON, SKINNER, AND BEHAVIORISM Early work in the field of behavior was conducted by the Russian physiologist Ivan Pavlov (1849–1936). Pavlov studied a form of learning behavior called a conditioned reflex, in which an animal or human produced a reflex (unconscious) response to a stimulus and, over time, was conditioned to produce the response to a different stimulus that the experimenter associated with the original stimulus. The reflex Pavlov worked with was salivation in response to the presence of food. The salivation reflex could be elicited using a second stimulus, such as a specific sound, that was presented in association with the initial food stimulus several times. Once the response to the second stimulus was “learned,” the food stimulus could be omitted. Pavlov’s “classical conditioning” is only one form of learning behavior studied by behaviorists. John B. Watson (1878–1958) was an influential American psychologist whose most famous work occurred during the early 20th century at Johns Hopkins University (Figure). While Wundt and James were concerned with understanding conscious experience, Watson thought that the study of consciousness was flawed. Because he believed that objective analysis of the mind was impossible, Watson preferred to focus directly on observable behavior and try to bring that behavior under control. Watson was a major proponent of shifting the focus of psychology from the mind to behavior, and this approach of observing and controlling behavior came to be known as behaviorism. A major object of study by behaviorists was learned behavior and its interaction with inborn qualities of the organism. Behaviorism commonly used animals in experiments under the assumption that what was learned using animal models could, to some degree, be applied to human behavior. Indeed, Tolman (1938) stated, “I believe that everything important in psychology (except … such matters as involve society and words) can be investigated in essence through the continued experimental and theoretical analysis of the determiners of rat behavior at a choice-point in a maze.” Behaviorism dominated experimental psychology for several decades, and its influence can still be felt today (Thorne & Henley, 2005). Behaviorism is largely responsible for establishing psychology as a scientific discipline through its objective methods and especially experimentation. In addition, it is used in behavioral and cognitive-behavioral therapy. Behavior modification is commonly used in classroom settings. Behaviorism has also led to research on environmental influences on human behavior. B. F. Skinner (1904–1990) was an American psychologist (Figure). Like Watson, Skinner was a behaviorist, and he concentrated on how behavior was affected by its consequences. Therefore, Skinner spoke of reinforcement and punishment as major factors in driving behavior. As a part of his research, Skinner developed a chamber that allowed the careful study of the principles of modifying behavior through reinforcement and punishment. This device, known as an operant conditioning chamber (or more familiarly, a Skinner box), has remained a crucial resource for researchers studying behavior (Thorne & Henley, 2005). The Skinner box is a chamber that isolates the subject from the external environment and has a behavior indicator such as a lever or a button. When the animal pushes the button or lever, the box is able to deliver a positive reinforcement of the behavior (such as food) or a punishment (such as a noise) or a token conditioner (such as a light) that is correlated with either the positive reinforcement or punishment. Skinner’s focus on positive and negative reinforcement of learned behaviors had a lasting influence in psychology that has waned somewhat since the growth of research in cognitive psychology. Despite this, conditioned learning is still used in human behavioral modification. Skinner’s two widely read and controversial popular science books about the value of operant conditioning for creating happier lives remain as thought-provoking arguments for his approach (Greengrass, 2004). MASLOW, ROGERS, AND HUMANISM During the early 20th century, American psychology was dominated by behaviorism and psychoanalysis. However, some psychologists were uncomfortable with what they viewed as limited perspectives being so influential to the field. They objected to the pessimism and determinism (all actions driven by the unconscious) of Freud. They also disliked the reductionism, or simplifying nature, of behaviorism. Behaviorism is also deterministic at its core, because it sees human behavior as entirely determined by a combination of genetics and environment. Some psychologists began to form their own ideas that emphasized personal control, intentionality, and a true predisposition for “good” as important for our self-concept and our behavior. Thus, humanism emerged. Humanism is a perspective within psychology that emphasizes the potential for good that is innate to all humans. Two of the most well-known proponents of humanistic psychology are Abraham Maslow and Carl Rogers (O’Hara, n.d.). Abraham Maslow (1908–1970) was an American psychologist who is best known for proposing a hierarchy of human needs in motivating behavior (Figure). Although this concept will be discussed in more detail in a later chapter, a brief overview will be provided here. Maslow asserted that so long as basic needs necessary for survival were met (e.g., food, water, shelter), higher-level needs (e.g., social needs) would begin to motivate behavior. According to Maslow, the highest-level needs relate to self-actualization, a process by which we achieve our full potential. Obviously, the focus on the positive aspects of human nature that are characteristic of the humanistic perspective is evident (Thorne & Henley, 2005). Humanistic psychologists rejected, on principle, the research approach based on reductionist experimentation in the tradition of the physical and biological sciences, because it missed the “whole” human being. Beginning with Maslow and Rogers, there was an insistence on a humanistic research program. This program has been largely qualitative (not measurement-based), but there exist a number of quantitative research strains within humanistic psychology, including research on happiness, self-concept, meditation, and the outcomes of humanistic psychotherapy (Friedman, 2008). Carl Rogers (1902–1987) was also an American psychologist who, like Maslow, emphasized the potential for good that exists within all people (Figure). Rogers used a therapeutic technique known as client-centered therapy in helping his clients deal with problematic issues that resulted in their seeking psychotherapy. Unlike a psychoanalytic approach in which the therapist plays an important role in interpreting what conscious behavior reveals about the unconscious mind, client-centered therapy involves the patient taking a lead role in the therapy session. Rogers believed that a therapist needed to display three features to maximize the effectiveness of this particular approach: unconditional positive regard, genuineness, and empathy. Unconditional positive regard refers to the fact that the therapist accepts their client for who they are, no matter what he or she might say. Provided these factors, Rogers believed that people were more than capable of dealing with and working through their own issues (Thorne & Henley, 2005). Humanism has been influential to psychology as a whole. Both Maslow and Rogers are well-known names among students of psychology (you will read more about both men later in this text), and their ideas have influenced many scholars. Furthermore, Rogers’ client-centered approach to therapy is still commonly used in psychotherapeutic settings today (O’hara, n.d.) View a brief video of Carl Rogers describing his therapeutic approach. THE COGNITIVE REVOLUTION Behaviorism’s emphasis on objectivity and focus on external behavior had pulled psychologists’ attention away from the mind for a prolonged period of time. The early work of the humanistic psychologists redirected attention to the individual human as a whole, and as a conscious and self-aware being. By the 1950s, new disciplinary perspectives in linguistics, neuroscience, and computer science were emerging, and these areas revived interest in the mind as a focus of scientific inquiry. This particular perspective has come to be known as the cognitive revolution (Miller, 2003). By 1967, Ulric Neisser published the first textbook entitled Cognitive Psychology, which served as a core text in cognitive psychology courses around the country (Thorne & Henley, 2005). Although no one person is entirely responsible for starting the cognitive revolution, Noam Chomsky was very influential in the early days of this movement (Figure). Chomsky (1928–), an American linguist, was dissatisfied with the influence that behaviorism had had on psychology. He believed that psychology’s focus on behavior was short-sighted and that the field had to re-incorporate mental functioning into its purview if it were to offer any meaningful contributions to understanding behavior (Miller, 2003). European psychology had never really been as influenced by behaviorism as had American psychology; and thus, the cognitive revolution helped reestablish lines of communication between European psychologists and their American counterparts. Furthermore, psychologists began to cooperate with scientists in other fields, like anthropology, linguistics, computer science, and neuroscience, among others. This interdisciplinary approach often was referred to as the cognitive sciences, and the influence and prominence of this particular perspective resonates in modern-day psychology (Miller, 2003). Feminist Psychology The science of psychology has had an impact on human wellbeing, both positive and negative. The dominant influence of Western, white, and male academics in the early history of psychology meant that psychology developed with the biases inherent in those individuals, which often had negative consequences for members of society that were not white or male. Women, members of ethnic minorities in both the United States and other countries, and individuals with sexual orientations other than heterosexual had difficulties entering the field of psychology and therefore influencing its development. They also suffered from the attitudes of white, male psychologists, who were not immune to the nonscientific attitudes prevalent in the society in which they developed and worked. Until the 1960s, the science of psychology was largely a “womanless” psychology (Crawford & Marecek, 1989), meaning that few women were able to practice psychology, so they had little influence on what was studied. In addition, the experimental subjects of psychology were mostly men, which resulted from underlying assumptions that gender had no influence on psychology and that women were not of sufficient interest to study. An article by Naomi Weisstein, first published in 1968 (Weisstein, 1993), stimulated a feminist revolution in psychology by presenting a critique of psychology as a science. She also specifically criticized male psychologists for constructing the psychology of women entirely out of their own cultural biases and without careful experimental tests to verify any of their characterizations of women. Weisstein used, as examples, statements by prominent psychologists in the 1960s, such as this quote by Bruno Bettleheim: “. . . we must start with the realization that, as much as women want to be good scientists or engineers, they want first and foremost to be womanly companions of men and to be mothers.” Weisstein’s critique formed the foundation for the subsequent development of a feminist psychology that attempted to be free of the influence of male cultural biases on our knowledge of the psychology of women and, indeed, of both genders. Crawford & Marecek (1989) identify several feminist approaches to psychology that can be described as feminist psychology. These include re-evaluating and discovering the contributions of women to the history of psychology, studying psychological gender differences, and questioning the male bias present across the practice of the scientific approach to knowledge. MULTICULTURAL PSYCHOLOGY Culture has important impacts on individuals and social psychology, yet the effects of culture on psychology are under-studied. There is a risk that psychological theories and data derived from white, American settings could be assumed to apply to individuals and social groups from other cultures and this is unlikely to be true (Betancourt & López, 1993). One weakness in the field of cross-cultural psychology is that in looking for differences in psychological attributes across cultures, there remains a need to go beyond simple descriptive statistics (Betancourt & López, 1993). In this sense, it has remained a descriptive science, rather than one seeking to determine cause and effect. For example, a study of characteristics of individuals seeking treatment for a binge eating disorder in Hispanic American, African American, and Caucasian American individuals found significant differences between groups (Franko et al., 2012). The study concluded that results from studying any one of the groups could not be extended to the other groups, and yet potential causes of the differences were not measured. This history of multicultural psychology in the United States is a long one. The role of African American psychologists in researching the cultural differences between African American individual and social psychology is but one example. In 1920, Cecil Sumner was the first African American to receive a PhD in psychology in the United States. Sumner established a psychology degree program at Howard University, leading to the education of a new generation of African American psychologists (Black, Spence, and Omari, 2004). Much of the work of early African American psychologists (and a general focus of much work in first half of the 20th century in psychology in the United States) was dedicated to testing and intelligence testing in particular (Black et al., 2004). That emphasis has continued, particularly because of the importance of testing in determining opportunities for children, but other areas of exploration in African-American psychology research include learning style, sense of community and belonging, and spiritualism (Black et al., 2004). The American Psychological Association has several ethnically based organizations for professional psychologists that facilitate interactions among members. Since psychologists belonging to specific ethnic groups or cultures have the most interest in studying the psychology of their communities, these organizations provide an opportunity for the growth of research on the impact of culture on individual and social psychology. Read a news story about the influence of an African American’s psychology research on the historic Brown v. Board of Education civil rights case. Summary Before the time of Wundt and James, questions about the mind were considered by philosophers. However, both Wundt and James helped create psychology as a distinct scientific discipline. Wundt was a structuralist, which meant he believed that our cognitive experience was best understood by breaking that experience into its component parts. He thought this was best accomplished by introspection. William James was the first American psychologist, and he was a proponent of functionalism. This particular perspective focused on how mental activities served as adaptive responses to an organism’s environment. Like Wundt, James also relied on introspection; however, his research approach also incorporated more objective measures as well. Sigmund Freud believed that understanding the unconscious mind was absolutely critical to understand conscious behavior. This was especially true for individuals that he saw who suffered from various hysterias and neuroses. Freud relied on dream analysis, slips of the tongue, and free association as means to access the unconscious. Psychoanalytic theory remained a dominant force in clinical psychology for several decades. Gestalt psychology was very influential in Europe. Gestalt psychology takes a holistic view of an individual and his experiences. As the Nazis came to power in Germany, Wertheimer, Koffka, and Köhler immigrated to the United States. Although they left their laboratories and their research behind, they did introduce America to Gestalt ideas. Some of the principles of Gestalt psychology are still very influential in the study of sensation and perception. One of the most influential schools of thought within psychology’s history was behaviorism. Behaviorism focused on making psychology an objective science by studying overt behavior and deemphasizing the importance of unobservable mental processes. John Watson is often considered the father of behaviorism, and B. F. Skinner’s contributions to our understanding of principles of operant conditioning cannot be underestimated. As behaviorism and psychoanalytic theory took hold of so many aspects of psychology, some began to become dissatisfied with psychology’s picture of human nature. Thus, a humanistic movement within psychology began to take hold. Humanism focuses on the potential of all people for good. Both Maslow and Rogers were influential in shaping humanistic psychology. During the 1950s, the landscape of psychology began to change. A science of behavior began to shift back to its roots of focus on mental processes. The emergence of neuroscience and computer science aided this transition. Ultimately, the cognitive revolution took hold, and people came to realize that cognition was crucial to a true appreciation and understanding of behavior. Review Questions Based on your reading, which theorist would have been most likely to agree with this statement: Perceptual phenomena are best understood as a combination of their components. - William James - Max Wertheimer - Carl Rogers - Noam Chomsky Hint: B ________ is most well-known for proposing his hierarchy of needs. - Noam Chomsky - Carl Rogers - Abraham Maslow - Sigmund Freud Hint: C Rogers believed that providing genuineness, empathy, and ________ in the therapeutic environment for his clients was critical to their being able to deal with their problems. - structuralism - functionalism - Gestalt - unconditional positive regard Hint: D The operant conditioning chamber (aka ________ box) is a device used to study the principles of operant conditioning. - Skinner - Watson - James - Koffka Hint: A Critical Thinking Questions How did the object of study in psychology change over the history of the field since the 19th century? Hint: In its early days, psychology could be defined as the scientific study of mind or mental processes. Over time, psychology began to shift more towards the scientific study of behavior. However, as the cognitive revolution took hold, psychology once again began to focus on mental processes as necessary to the understanding of behavior. In part, what aspect of psychology was the behaviorist approach to psychology a reaction to? Hint: Behaviorists studied objectively observable behavior partly in reaction to the psychologists of the mind who were studying things that were not directly observable. Personal Application Questions Freud is probably one of the most well-known historical figures in psychology. Where have you encountered references to Freud or his ideas about the role that the unconscious mind plays in determining conscious behavior?	oercommons	2025-03-18T00:39:33.692820	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/15295/overview", "title": "Psychology, Introduction to Psychology", "author": null }
https://oercommons.org/courseware/lesson/15296/overview	Contemporary Psychology Overview By the end of this section, you will be able to: - Appreciate the diversity of interests and foci within psychology - Understand basic interests and applications in each of the described areas of psychology - Demonstrate familiarity with some of the major concepts or important figures in each of the described areas of psychology Contemporary psychology is a diverse field that is influenced by all of the historical perspectives described in the preceding section. Reflective of the discipline’s diversity is the diversity seen within the American Psychological Association (APA). The APA is a professional organization representing psychologists in the United States. The APA is the largest organization of psychologists in the world, and its mission is to advance and disseminate psychological knowledge for the betterment of people. There are 56 divisions within the APA, representing a wide variety of specialties that range from Societies for the Psychology of Religion and Spirituality to Exercise and Sport Psychology to Behavioral Neuroscience and Comparative Psychology. Reflecting the diversity of the field of psychology itself, members, affiliate members, and associate members span the spectrum from students to doctoral-level psychologists, and come from a variety of places including educational settings, criminal justice, hospitals, the armed forces, and industry (American Psychological Association, 2014). The Association for Psychological Science (APS) was founded in 1988 and seeks to advance the scientific orientation of psychology. Its founding resulted from disagreements between members of the scientific and clinical branches of psychology within the APA. The APS publishes five research journals and engages in education and advocacy with funding agencies. A significant proportion of its members are international, although the majority is located in the United States. Other organizations provide networking and collaboration opportunities for professionals of several ethnic or racial groups working in psychology, such as the National Latina/o Psychological Association (NLPA), the Asian American Psychological Association (AAPA), the Association of Black Psychologists (ABPsi), and the Society of Indian Psychologists (SIP). Most of these groups are also dedicated to studying psychological and social issues within their specific communities. This section will provide an overview of the major subdivisions within psychology today in the order in which they are introduced throughout the remainder of this textbook. This is not meant to be an exhaustive listing, but it will provide insight into the major areas of research and practice of modern-day psychologists. Please visit this website to learn about the divisions within the APA. Student resources are also provided by the APA. BIOPSYCHOLOGY AND EVOLUTIONARY PSYCHOLOGY As the name suggests, biopsychology explores how our biology influences our behavior. While biological psychology is a broad field, many biological psychologists want to understand how the structure and function of the nervous system is related to behavior (Figure). As such, they often combine the research strategies of both psychologists and physiologists to accomplish this goal (as discussed in Carlson, 2013). The research interests of biological psychologists span a number of domains, including but not limited to, sensory and motor systems, sleep, drug use and abuse, ingestive behavior, reproductive behavior, neurodevelopment, plasticity of the nervous system, and biological correlates of psychological disorders. Given the broad areas of interest falling under the purview of biological psychology, it will probably come as no surprise that individuals from all sorts of backgrounds are involved in this research, including biologists, medical professionals, physiologists, and chemists. This interdisciplinary approach is often referred to as neuroscience, of which biological psychology is a component (Carlson, 2013). While biopsychology typically focuses on the immediate causes of behavior based in the physiology of a human or other animal, evolutionary psychology seeks to study the ultimate biological causes of behavior. To the extent that a behavior is impacted by genetics, a behavior, like any anatomical characteristic of a human or animal, will demonstrate adaption to its surroundings. These surroundings include the physical environment and, since interactions between organisms can be important to survival and reproduction, the social environment. The study of behavior in the context of evolution has its origins with Charles Darwin, the co-discoverer of the theory of evolution by natural selection. Darwin was well aware that behaviors should be adaptive and wrote books titled, The Descent of Man (1871) and The Expression of the Emotions in Man and Animals (1872), to explore this field. Evolutionary psychology, and specifically, the evolutionary psychology of humans, has enjoyed a resurgence in recent decades. To be subject to evolution by natural selection, a behavior must have a significant genetic cause. In general, we expect all human cultures to express a behavior if it is caused genetically, since the genetic differences among human groups are small. The approach taken by most evolutionary psychologists is to predict the outcome of a behavior in a particular situation based on evolutionary theory and then to make observations, or conduct experiments, to determine whether the results match the theory. It is important to recognize that these types of studies are not strong evidence that a behavior is adaptive, since they lack information that the behavior is in some part genetic and not entirely cultural (Endler, 1986). Demonstrating that a trait, especially in humans, is naturally selected is extraordinarily difficult; perhaps for this reason, some evolutionary psychologists are content to assume the behaviors they study have genetic determinants (Confer et al., 2010). One other drawback of evolutionary psychology is that the traits that we possess now evolved under environmental and social conditions far back in human history, and we have a poor understanding of what these conditions were. This makes predictions about what is adaptive for a behavior difficult. Behavioral traits need not be adaptive under current conditions, only under the conditions of the past when they evolved, about which we can only hypothesize. There are many areas of human behavior for which evolution can make predictions. Examples include memory, mate choice, relationships between kin, friendship and cooperation, parenting, social organization, and status (Confer et al., 2010). Evolutionary psychologists have had success in finding experimental correspondence between observations and expectations. In one example, in a study of mate preference differences between men and women that spanned 37 cultures, Buss (1989) found that women valued earning potential factors greater than men, and men valued potential reproductive factors (youth and attractiveness) greater than women in their prospective mates. In general, the predictions were in line with the predictions of evolution, although there were deviations in some cultures. SENSATION AND PERCEPTION Scientists interested in both physiological aspects of sensory systems as well as in the psychological experience of sensory information work within the area of sensation and perception (Figure). As such, sensation and perception research is also quite interdisciplinary. Imagine walking between buildings as you move from one class to another. You are inundated with sights, sounds, touch sensations, and smells. You also experience the temperature of the air around you and maintain your balance as you make your way. These are all factors of interest to someone working in the domain of sensation and perception. As described in a later chapter that focuses on the results of studies in sensation and perception, our experience of our world is not as simple as the sum total of all of the sensory information (or sensations) together. Rather, our experience (or perception) is complex and is influenced by where we focus our attention, our previous experiences, and even our cultural backgrounds. COGNITIVE PSYCHOLOGY As mentioned in the previous section, the cognitive revolution created an impetus for psychologists to focus their attention on better understanding the mind and mental processes that underlie behavior. Thus, cognitive psychology is the area of psychology that focuses on studying cognitions, or thoughts, and their relationship to our experiences and our actions. Like biological psychology, cognitive psychology is broad in its scope and often involves collaborations among people from a diverse range of disciplinary backgrounds. This has led some to coin the term cognitive science to describe the interdisciplinary nature of this area of research (Miller, 2003). Cognitive psychologists have research interests that span a spectrum of topics, ranging from attention to problem solving to language to memory. The approaches used in studying these topics are equally diverse. Given such diversity, cognitive psychology is not captured in one chapter of this text per se; rather, various concepts related to cognitive psychology will be covered in relevant portions of the chapters in this text on sensation and perception, thinking and intelligence, memory, lifespan development, social psychology, and therapy. View a brief video recapping some of the major concepts explored by cognitive psychologists. DEVELOPMENTAL PSYCHOLOGY Developmental psychology is the scientific study of development across a lifespan. Developmental psychologists are interested in processes related to physical maturation. However, their focus is not limited to the physical changes associated with aging, as they also focus on changes in cognitive skills, moral reasoning, social behavior, and other psychological attributes. Early developmental psychologists focused primarily on changes that occurred through reaching adulthood, providing enormous insight into the differences in physical, cognitive, and social capacities that exist between very young children and adults. For instance, research by Jean Piaget (Figure) demonstrated that very young children do not demonstrate object permanence. Object permanence refers to the understanding that physical things continue to exist, even if they are hidden from us. If you were to show an adult a toy, and then hide it behind a curtain, the adult knows that the toy still exists. However, very young infants act as if a hidden object no longer exists. The age at which object permanence is achieved is somewhat controversial (Munakata, McClelland, Johnson, and Siegler, 1997). While Piaget was focused on cognitive changes during infancy and childhood as we move to adulthood, there is an increasing interest in extending research into the changes that occur much later in life. This may be reflective of changing population demographics of developed nations as a whole. As more and more people live longer lives, the number of people of advanced age will continue to increase. Indeed, it is estimated that there were just over 40 million people aged 65 or older living in the United States in 2010. However, by 2020, this number is expected to increase to about 55 million. By the year 2050, it is estimated that nearly 90 million people in this country will be 65 or older (Department of Health and Human Services, n.d.). PERSONALITY PSYCHOLOGY Personality psychology focuses on patterns of thoughts and behaviors that make each individual unique. Several individuals (e.g., Freud and Maslow) that we have already discussed in our historical overview of psychology, and the American psychologist Gordon Allport, contributed to early theories of personality. These early theorists attempted to explain how an individual’s personality develops from his or her given perspective. For example, Freud proposed that personality arose as conflicts between the conscious and unconscious parts of the mind were carried out over the lifespan. Specifically, Freud theorized that an individual went through various psychosexual stages of development. According to Freud, adult personality would result from the resolution of various conflicts that centered on the migration of erogenous (or sexual pleasure-producing) zones from the oral (mouth) to the anus to the phallus to the genitals. Like many of Freud’s theories, this particular idea was controversial and did not lend itself to experimental tests (Person, 1980). More recently, the study of personality has taken on a more quantitative approach. Rather than explaining how personality arises, research is focused on identifying personality traits, measuring these traits, and determining how these traits interact in a particular context to determine how a person will behave in any given situation. Personality traits are relatively consistent patterns of thought and behavior, and many have proposed that five trait dimensions are sufficient to capture the variations in personality seen across individuals. These five dimensions are known as the “Big Five” or the Five Factor model, and include dimensions of conscientiousness, agreeableness, neuroticism, openness, and extraversion (Figure). Each of these traits has been demonstrated to be relatively stable over the lifespan (e.g., Rantanen, Metsäpelto, Feldt, Pulkinnen, and Kokko, 2007; Soldz & Vaillant, 1999; McCrae & Costa, 2008) and is influenced by genetics (e.g., Jang, Livesly, and Vernon, 1996). SOCIAL PSYCHOLOGY Social psychology focuses on how we interact with and relate to others. Social psychologists conduct research on a wide variety of topics that include differences in how we explain our own behavior versus how we explain the behaviors of others, prejudice, and attraction, and how we resolve interpersonal conflicts. Social psychologists have also sought to determine how being among other people changes our own behavior and patterns of thinking. There are many interesting examples of social psychological research, and you will read about many of these in a later chapter of this textbook. Until then, you will be introduced to one of the most controversial psychological studies ever conducted. Stanley Milgram was an American social psychologist who is most famous for research that he conducted on obedience. After the holocaust, in 1961, a Nazi war criminal, Adolf Eichmann, who was accused of committing mass atrocities, was put on trial. Many people wondered how German soldiers were capable of torturing prisoners in concentration camps, and they were unsatisfied with the excuses given by soldiers that they were simply following orders. At the time, most psychologists agreed that few people would be willing to inflict such extraordinary pain and suffering, simply because they were obeying orders. Milgram decided to conduct research to determine whether or not this was true (Figure). As you will read later in the text, Milgram found that nearly two-thirds of his participants were willing to deliver what they believed to be lethal shocks to another person, simply because they were instructed to do so by an authority figure (in this case, a man dressed in a lab coat). This was in spite of the fact that participants received payment for simply showing up for the research study and could have chosen not to inflict pain or more serious consequences on another person by withdrawing from the study. No one was actually hurt or harmed in any way, Milgram’s experiment was a clever ruse that took advantage of research confederates, those who pretend to be participants in a research study who are actually working for the researcher and have clear, specific directions on how to behave during the research study (Hock, 2009). Milgram’s and others’ studies that involved deception and potential emotional harm to study participants catalyzed the development of ethical guidelines for conducting psychological research that discourage the use of deception of research subjects, unless it can be argued not to cause harm and, in general, requiring informed consent of participants. INDUSTRIAL-ORGANIZATIONAL PSYCHOLOGY Industrial-Organizational psychology (I-O psychology) is a subfield of psychology that applies psychological theories, principles, and research findings in industrial and organizational settings. I-O psychologists are often involved in issues related to personnel management, organizational structure, and workplace environment. Businesses often seek the aid of I-O psychologists to make the best hiring decisions as well as to create an environment that results in high levels of employee productivity and efficiency. In addition to its applied nature, I-O psychology also involves conducting scientific research on behavior within I-O settings (Riggio, 2013). HEALTH PSYCHOLOGY Health psychology focuses on how health is affected by the interaction of biological, psychological, and sociocultural factors. This particular approach is known as the biopsychosocial model (Figure). Health psychologists are interested in helping individuals achieve better health through public policy, education, intervention, and research. Health psychologists might conduct research that explores the relationship between one’s genetic makeup, patterns of behavior, relationships, psychological stress, and health. They may research effective ways to motivate people to address patterns of behavior that contribute to poorer health (MacDonald, 2013). SPORT AND EXERCISE PSYCHOLOGY Researchers in sport and exercise psychology study the psychological aspects of sport performance, including motivation and performance anxiety, and the effects of sport on mental and emotional wellbeing. Research is also conducted on similar topics as they relate to physical exercise in general. The discipline also includes topics that are broader than sport and exercise but that are related to interactions between mental and physical performance under demanding conditions, such as fire fighting, military operations, artistic performance, and surgery. CLINICAL PSYCHOLOGY Clinical psychology is the area of psychology that focuses on the diagnosis and treatment of psychological disorders and other problematic patterns of behavior. As such, it is generally considered to be a more applied area within psychology; however, some clinicians are also actively engaged in scientific research. Counseling psychology is a similar discipline that focuses on emotional, social, vocational, and health-related outcomes in individuals who are considered psychologically healthy. As mentioned earlier, both Freud and Rogers provided perspectives that have been influential in shaping how clinicians interact with people seeking psychotherapy. While aspects of the psychoanalytic theory are still found among some of today’s therapists who are trained from a psychodynamic perspective, Roger’s ideas about client-centered therapy have been especially influential in shaping how many clinicians operate. Furthermore, both behaviorism and the cognitive revolution have shaped clinical practice in the forms of behavioral therapy, cognitive therapy, and cognitive-behavioral therapy (Figure). Issues related to the diagnosis and treatment of psychological disorders and problematic patterns of behavior will be discussed in detail in later chapters of this textbook. By far, this is the area of psychology that receives the most attention in popular media, and many people mistakenly assume that all psychology is clinical psychology. FORENSIC PSYCHOLOGY Forensic psychology is a branch of psychology that deals questions of psychology as they arise in the context of the justice system. For example, forensic psychologists (and forensic psychiatrists) will assess a person’s competency to stand trial, assess the state of mind of a defendant, act as consultants on child custody cases, consult on sentencing and treatment recommendations, and advise on issues such as eyewitness testimony and children’s testimony (American Board of Forensic Psychology, 2014). In these capacities, they will typically act as expert witnesses, called by either side in a court case to provide their research- or experience-based opinions. As expert witnesses, forensic psychologists must have a good understanding of the law and provide information in the context of the legal system rather than just within the realm of psychology. Forensic psychologists are also used in the jury selection process and witness preparation. They may also be involved in providing psychological treatment within the criminal justice system. Criminal profilers are a relatively small proportion of psychologists that act as consultants to law enforcement. The APA provides career information about various areas of psychology. Summary Psychology is a diverse discipline that is made up of several major subdivisions with unique perspectives. Biological psychology involves the study of the biological bases of behavior. Sensation and perception refer to the area of psychology that is focused on how information from our sensory modalities is received, and how this information is transformed into our perceptual experiences of the world around us. Cognitive psychology is concerned with the relationship that exists between thought and behavior, and developmental psychologists study the physical and cognitive changes that occur throughout one’s lifespan. Personality psychology focuses on individuals’ unique patterns of behavior, thought, and emotion. Industrial and organizational psychology, health psychology, sport and exercise psychology, forensic psychology, and clinical psychology are all considered applied areas of psychology. Industrial and organizational psychologists apply psychological concepts to I-O settings. Health psychologists look for ways to help people live healthier lives, and clinical psychology involves the diagnosis and treatment of psychological disorders and other problematic behavioral patterns. Sport and exercise psychologists study the interactions between thoughts, emotions, and physical performance in sports, exercise, and other activities. Forensic psychologists carry out activities related to psychology in association with the justice system. Review Questions A researcher interested in how changes in the cells of the hippocampus (a structure in the brain related to learning and memory) are related to memory formation would be most likely to identify as a(n) ________ psychologist. - biological - health - clinical - social Hint: A An individual’s consistent pattern of thought and behavior is known as a(n) ________. - psychosexual stage - object permanence - personality - perception Hint: C In Milgram’s controversial study on obedience, nearly ________ of the participants were willing to administer what appeared to be lethal electrical shocks to another person because they were told to do so by an authority figure. - 1/3 - 2/3 - 3/4 - 4/5 Hint: B A researcher interested in what factors make an employee best suited for a given job would most likely identify as a(n) ________ psychologist. - personality - clinical - social - I-O Hint: D Critical Thinking Questions Given the incredible diversity among the various areas of psychology that were described in this section, how do they all fit together? Hint: Although the different perspectives all operate on different levels of analyses, have different foci of interests, and different methodological approaches, all of these areas share a focus on understanding and/or correcting patterns of thought and/or behavior. What are the potential ethical concerns associated with Milgram’s research on obedience? Hint: Many people have questioned how ethical this particular research was. Although no one was actually harmed in Milgram’s study, many people have questioned how the knowledge that you would be willing to inflict incredible pain and/or death to another person, simply because someone in authority told you to do so, would affect someone’s self-concept and psychological health. Furthermore, the degree to which deception was used in this particular study raises a few eyebrows. Personal Application Question Now that you’ve been briefly introduced to some of the major areas within psychology, which are you most interested in learning more about? Why?	oercommons	2025-03-18T00:39:33.734313	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/15296/overview", "title": "Psychology, Introduction to Psychology", "author": null }
https://oercommons.org/courseware/lesson/15297/overview	Careers in Psychology Overview By the end of this section, you will be able to: - Understand educational requirements for careers in academic settings - Understand the demands of a career in an academic setting - Understand career options outside of academic settings Psychologists can work in many different places doing many different things. In general, anyone wishing to continue a career in psychology at a 4-year institution of higher education will have to earn a doctoral degree in psychology for some specialties and at least a master’s degree for others. In most areas of psychology, this means earning a PhD in a relevant area of psychology. Literally, PhD refers to a doctor of philosophy degree, but here, philosophy does not refer to the field of philosophy per se. Rather, philosophy in this context refers to many different disciplinary perspectives that would be housed in a traditional college of liberal arts and sciences. The requirements to earn a PhD vary from country to country and even from school to school, but usually, individuals earning this degree must complete a dissertation. A dissertation is essentially a long research paper or bundled published articles describing research that was conducted as a part of the candidate’s doctoral training. In the United States, a dissertation generally has to be defended before a committee of expert reviewers before the degree is conferred (Figure). Once someone earns her PhD, she may seek a faculty appointment at a college or university. Being on the faculty of a college or university often involves dividing time between teaching, research, and service to the institution and profession. The amount of time spent on each of these primary responsibilities varies dramatically from school to school, and it is not uncommon for faculty to move from place to place in search of the best personal fit among various academic environments. The previous section detailed some of the major areas that are commonly represented in psychology departments around the country; thus, depending on the training received, an individual could be anything from a biological psychologist to a clinical psychologist in an academic setting (Figure). OTHER CAREERS IN ACADEMIC SETTINGS Often times, schools offer more courses in psychology than their full-time faculty can teach. In these cases, it is not uncommon to bring in an adjunct faculty member or instructor. Adjunct faculty members and instructors usually have an advanced degree in psychology, but they often have primary careers outside of academia and serve in this role as a secondary job. Alternatively, they may not hold the doctoral degree required by most 4-year institutions and use these opportunities to gain experience in teaching. Furthermore, many 2-year colleges and schools need faculty to teach their courses in psychology. In general, many of the people who pursue careers at these institutions have master’s degrees in psychology, although some PhDs make careers at these institutions as well. Some people earning PhDs may enjoy research in an academic setting. However, they may not be interested in teaching. These individuals might take on faculty positions that are exclusively devoted to conducting research. This type of position would be more likely an option at large, research-focused universities. In some areas in psychology, it is common for individuals who have recently earned their PhD to seek out positions in postdoctoral training programs that are available before going on to serve as faculty. In most cases, young scientists will complete one or two postdoctoral programs before applying for a full-time faculty position. Postdoctoral training programs allow young scientists to further develop their research programs and broaden their research skills under the supervision of other professionals in the field. CAREER OPTIONS OUTSIDE OF ACADEMIC SETTINGS Individuals who wish to become practicing clinical psychologists have another option for earning a doctoral degree, which is known as a PsyD. A PsyD is a doctor of psychology degree that is increasingly popular among individuals interested in pursuing careers in clinical psychology. PsyD programs generally place less emphasis on research-oriented skills and focus more on application of psychological principles in the clinical context (Norcorss & Castle, 2002). Regardless of whether earning a PhD or PsyD, in most states, an individual wishing to practice as a licensed clinical or counseling psychologist may complete postdoctoral work under the supervision of a licensed psychologist. Within the last few years, however, several states have begun to remove this requirement, which would allow someone to get an earlier start in his career (Munsey, 2009). After an individual has met the state requirements, his credentials are evaluated to determine whether he can sit for the licensure exam. Only individuals that pass this exam can call themselves licensed clinical or counseling psychologists (Norcross, n.d.). Licensed clinical or counseling psychologists can then work in a number of settings, ranging from private clinical practice to hospital settings. It should be noted that clinical psychologists and psychiatrists do different things and receive different types of education. While both can conduct therapy and counseling, clinical psychologists have a PhD or a PsyD, whereas psychiatrists have a doctor of medicine degree (MD). As such, licensed clinical psychologists can administer and interpret psychological tests, while psychiatrists can prescribe medications. Individuals earning a PhD can work in a variety of settings, depending on their areas of specialization. For example, someone trained as a biopsychologist might work in a pharmaceutical company to help test the efficacy of a new drug. Someone with a clinical background might become a forensic psychologist and work within the legal system to make recommendations during criminal trials and parole hearings, or serve as an expert in a court case. While earning a doctoral degree in psychology is a lengthy process, usually taking between 5–6 years of graduate study (DeAngelis, 2010), there are a number of careers that can be attained with a master’s degree in psychology. People who wish to provide psychotherapy can become licensed to serve as various types of professional counselors (Hoffman, 2012). Relevant master’s degrees are also sufficient for individuals seeking careers as school psychologists (National Association of School Psychologists, n.d.), in some capacities related to sport psychology (American Psychological Association, 2014), or as consultants in various industrial settings (Landers, 2011, June 14). Undergraduate coursework in psychology may be applicable to other careers such as psychiatric social work or psychiatric nursing, where assessments and therapy may be a part of the job. As mentioned in the opening section of this chapter, an undergraduate education in psychology is associated with a knowledge base and skill set that many employers find quite attractive. It should come as no surprise, then, that individuals earning bachelor’s degrees in psychology find themselves in a number of different careers, as shown in Table. Examples of a few such careers can involve serving as case managers, working in sales, working in human resource departments, and teaching in high schools. The rapidly growing realm of healthcare professions is another field in which an education in psychology is helpful and sometimes required. For example, the Medical College Admission Test (MCAT) exam that people must take to be admitted to medical school now includes a section on the psychological foundations of behavior. \| Ranking \| Occupation \| \|---\|---\| \| 1 \| Mid- and top-level management (executive, administrator) \| \| 2 \| Sales \| \| 3 \| Social work \| \| 4 \| Other management positions \| \| 5 \| Human resources (personnel, training) \| \| 6 \| Other administrative positions \| \| 7 \| Insurance, real estate, business \| \| 8 \| Marketing and sales \| \| 9 \| Healthcare (nurse, pharmacist, therapist) \| \| 10 \| Finance (accountant, auditor) \| Watch a brief video describing some of the career options available to people earning bachelor’s degrees in psychology. Summary Generally, academic careers in psychology require doctoral degrees. However, there are a number of nonacademic career options for people who have master’s degrees in psychology. While people with bachelor’s degrees in psychology have more limited psychology-related career options, the skills acquired as a function of an undergraduate education in psychology are useful in a variety of work contexts. Review Questions If someone wanted to become a psychology professor at a 4-year college, then s/he would probably need a ________ degree in psychology. - bachelor of science - bachelor of art - master’s - PhD Hint: D The ________ places less emphasis on research and more emphasis on application of therapeutic skills. - PhD - PsyD - postdoctoral training program - dissertation Hint: B Which of the following degrees would be the minimum required to teach psychology courses in high school? - PhD - PsyD - master’s degree - bachelor’s degree Hint: D One would need at least a(n) ________ degree to serve as a school psychologist. - associate’s - bachelor’s - master’s - doctoral Hint: C Critical Thinking Questions Why is an undergraduate education in psychology so helpful in a number of different lines of work? Hint: An undergraduate education in psychology hones critical thinking skills. These skills are useful in many different work settings. Other than a potentially greater salary, what would be the reasons an individual would continue on to get a graduate degree in psychology? Hint: The graduate degree would be a stronger guarantee of working in a psychology-related field and one would have greater control over the specialty of that work. It would allow one to practice in a clinical setting. In general, it would allow someone to work in a more independent or supervisory capacity. Personal Application Question Which of the career options described in this section is most appealing to you?	oercommons	2025-03-18T00:39:33.765089	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/15297/overview", "title": "Psychology, Introduction to Psychology", "author": null }
https://oercommons.org/courseware/lesson/65264/overview	RTI Special Education: RTI and MTSS Overview This resource is for pre-service teachers who are learning about special education and the Response to Intervention (RTI) and the Multi-tiered System of Supports (MTSS). How are MTSS and RTI alike and different? Interventions and Progress Monitoring Toolkit. Panorama Education. Retrieved on 04.15.20 from https://go.panoramaed.com/hubfs/Marketing%20Content/Interventions-Progress-Monitoring-Toolkit.pdf?hsCtaTracking=850d5ad5-fb48-4058-85a9-3d6ced71dfe2%7Cb661e603-39fb-4b64-992b-b393bb70a8b6 Response to intervention (RTI) is a framework that many schools use to help students who are struggling with academics. There are three levels of intervention in RTI. We typically see a model like the one attached in the resources. Tier one includes interventions for the entire class. Tier two interventions are for students who need more help than they are receiving in Tier one. This can include small groups or other interventions. This is not just a strategy, but it is an evidence-based practice -- one that research shows that it works. Tier three also uses intensive interventions (evidance-based) and the special education identification process is started. Some great sites for evidence based interventions are: An example of the RTI process might look like this. Susie is having a difficult time with reading. The classroom teacher uses some strategies and interventions that typically work for all students to help Susie, like additonal time spent in small group learning, providing vocabulary integrated into the content and prior to lessons, and retelling exercises with partner reading. Susie continues to struggle and grades are dropping. A team of professionals meet and decide to move Susie to Tier 2. The teacher then uses the evidence-based practices from one of the sites above, such as a particular reading series, Duet Reading, Echo Reading, Partner Retell, and Repeated Reading with Oral or Written Retell. These interventions are used for about 6 weeks with data collected on progress.The team meets again. If Susie is progressing, she may remain in Tier 2 for another extended period, or she can be moved back into Tier 1. However, if Susie continues to struggle, she may be moved into Tier 3, where interventions are more intense and the special education testing procedures begin. If she is found to have a disability and shows a need, she will be placed into special education. A multi-tier system of supports (MTSS) is more comprehensive. It may include the three levels of RTI. But MTSS goes beyond just academics. It also covers social and emotional supports. That means it can include behavioral support and intervention plans. The MTSS does not just cover students, it also covers the professionals by providing professional development for the faculty. See the resource attached for Interventions and Progress Monitoring Toolkit.	oercommons	2025-03-18T00:39:33.786164	Jeanne Burth	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65264/overview", "title": "Special Education: RTI and MTSS", "author": "Reading" }
https://oercommons.org/courseware/lesson/113028/overview	Master Class: Generative AI for Open Education Overview World Education's AI for Learning and Work initiative is dedicated to exploring the intersection of artificial intelligence and education, and how it can shape the future of the way we live and work. In this webinar, Jeff Goumas and Rachel Riggs share their insights. Introduction In partnership with UNESCO’s Global Learning House, Jeff Goumas and Rachel Riggs present a Generative AI for Open Education Master Class. They share what they’ve learned and accomplished through the CrowdED Learning model and where they see Generative AI can be leveraged to support the adaptation, creation, and curation of open educational resources (OER). How can this emerging technology support educators? How can we continue moving toward “open”? What does keeping our values in focus look like?	oercommons	2025-03-18T00:39:33.798933	02/18/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113028/overview", "title": "Master Class: Generative AI for Open Education", "author": "Rebecca Henderson" }
https://oercommons.org/courseware/lesson/113025/overview	AI for Learning and Work Overview World Education's AI for Learning and Work initiative is dedicated to exploring the intersection of artificial intelligence and education, and how it can shape the future of the way we live and work. On this page, you can access open resources, professional development offerings and opportunities to get involved. Introduction World Education is committed to advancing digital equity and is leading efforts to build capacity in all areas of the digital equity ecosystem. The world is rapidly changing due to advances in AI and digital technologies, and we believe that education must keep pace to prepare learners for the challenges and opportunities ahead. As a continuation of that work, this initiative provides educators, learners and other stakeholders with valuable insights, resources, and guidance on leveraging AI in the education and training landscape.	oercommons	2025-03-18T00:39:33.811832	Rebecca Henderson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113025/overview", "title": "AI for Learning and Work", "author": "Reading" }
https://oercommons.org/courseware/lesson/82878/overview	Module 1: Inclusionary Practices Handbook Introduction Interactive Agenda (doc) Module 1: Inclusionary Practices Handbook Introduction Interactive Agenda (pdf) Module 1: Inclusionary Practices Handbook Introduction Slide Deck (link) Module 1: Inclusionary Practices Handbook Introduction Slide Deck (ppt) Module 2: Schoolwide Collaborative Practices Interactive Agenda (doc) Module 2: Schoolwide Collaborative Practices Interactive Agenda (pdf) Module 2: Schoolwide Collaborative Practices Slide Deck Link Module 2: Schoolwide Collaborative Practices Slide Deck (ppt) Module 3: IEP Teaming and Academic Standards Interactive Agenda (doc) Module 3: IEP Teaming and Academic Standards Interactive Agenda (pdf) Module 3: IEP Teaming and Academic Standards Slide Deck Link Module 3: IEP Teaming and Academic Standards Slide Deck (ppt) Module 4: Collaborative Teaming, Skills and Strategies in Schools Interactive Agenda (doc) Module 4: Collaborative Teaming, Skills and Strategies in Schools Interactive Agenda (pdf) Module 4: Collaborative Teaming, Skills and Strategies in Schools Slide Deck Link Module 4: Collaborative Teaming, Skills and Strategies in Schools Slide Deck (ppt) Module 5: Communication for Inclusion Interactive Agenda (doc) Module 5: Communication for Inclusion Interactive Agenda (pdf) Module 5: Communication for Inclusion Slide Deck (ppt) Module 6: Classroom Action Steps Interactive Agenda (doc) Module 6: Classroom Action Steps Interactive Agenda (pdf) Module 6: Classroom Action Steps Slide Deck Link Module 6: Classroom Action Steps Slide Deck (ppt) Module 7: Building Capacity for Collaboration Module 7: Building Capacity for Collaboration Interactive Agenda (doc) Module 7: Building Capacity for Collaboration Interactive Agenda (pdf) Module 7: Building Capacity for Collaboration Slide Deck (ppt) Module 8: Collaboration Across Grade Levels and Learning Environments Interactive Agenda (doc) Module 8: Collaboration Across Grade Levels and Learning Environments Interactive Agenda (pdf) Module 8: Collaboration Across Grade Levels and Learning Environments Slide Deck Link Module 8: Collaboration Across Grade Levels and Learning Environments Slide Deck (ppt) Module 9:Team Building: Operational Goal Writing and Summary Interactive Agenda (doc) Module 9: Team Building: Operational Goal Writing and Summary Interactive Agenda (pdf) Module 9: Team Building: Operational Goal Writing and Summary Slide Deck Link Module 9: Team Building: Operational Goal Writing and Summary Slide Deck (ppt) Chapter 1: Inclusionary Practices Handbook Synchronous Modules Overview This is a nine-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter One; Collaborative Practices that Support Inclusion. These modules offer participants opportunities to engage and collaborate around practices to support making their classrooms more inclusive for all students. Module 1: Inclusionary Practices Handbook Introduction This is the Interactive Agenda for Module 1: Inclusionary Practices Handbook Introduction. \| \| Description of Module Participants will get a glimpse into the past and current experiences of students with disabilities as they learn about how student placement has evolved over the past 40 years. Legal and ethical considerations for student placement will be reviewed along with the research on the power and potential of increased inclusion for all students in our public schools. Participants will get an opportunity to discuss their own experiences and reflect on how they can support moving inclusion forward. Module Objectives Participants will: Module Steps Inclusion as a priority Individuals with Disabilities Act (IDEA) Benefits of Inclusion Shelley More Video - Benefits of Inclusion https://youtu.be/PQgXBhPh5Zo CHAT ALERT: Who else might you invite to the next training to make this happen? Inclusion defined Breakout Room: Discussion (10 minute) Large Group Share (2 minutes) Take 10 minutes to discuss as a group these three questions Rights based perspectives Special Education and LRE Breakout Room: Discussion (10 minutes) Large Group Share (5 minutes) Take 10 minutes to discuss as a group these three questions Deconstructing Disability and Shifting Mindsets Components of Disability Awareness Comparing Mindsets about Inclusion CHAT ALERT: Which one of these resonated with you the most? Breakout Room: LRE Self Assessment Tool Jigsaw (17 minutes) Inclusionary Practices Handbook page 12 Each person in the Breakout Room gets one of the 6 sections to review and share with their Breakout group. (5 minutes to read and analyze the tool) (12 minutes to share = 2 minutes each) CHAT ALERT: Send the link for the LRE self-assessment tool to one person in your district right now. Who did you send it to? Why? What’s Next--9 Module Share Out \| Module 2: Schoolwide Collaborative Practices This is an interactive agenda for Module 2: Schoolwide Collaborative Practices. 2. Schoolwide Collaborative Practices \| \| Mindsets & Beliefs That Support Collaboration Inclusive Language Culturally Responsive Collaboration Description of ModuleIn this module, you will reflect on your mindsets and beliefs as they relate to students with disabilities in inclusive settings and how a schoolwide culture of collaboration can be fostered. To support this work, you will view examples and explore practical solutions to begin using inclusive language and reflect on what cultural responsiveness looks like in a team setting. The module will conclude with a reflective assignment that will help you apply what you have learned in your school.Module ObjectivesParticipants will: Module StepsThis module cover pages 16-21 from the Inclusionary Practices Handbook Mindsets & Beliefs that Support Collaboration Inclusionary Language Culturally Responsive Collaboration \| Module 3: IEP Teaming and Academic Standards 3. IEP Teaming and Academic Standards \| \| Roles and Responsibilities Breaking down the standards Description of ModuleThis module will examine and delineate the different roles each Individualized Education Program (IEP) team member holds within the group, and show why each member is an integral part of the team. We will examine the importance of developing goals connected to the Common Core Standards during the IEP process. We need to consider that students with disabilities are general education students first and that special education services supplement the grade level, general education curriculum, and standards. This module will explore how to unpack the Common Core standards and focus on the present levels and needs of each student, using accommodations and modifications, to support the student’s learning and access to the general education curriculum, as is mandated by law. Module ObjectivesParticipants will learn: Module Steps Additional Resources Inclusionary Practices Handbook Roles and Responsibilities Section pg 21-23 Inclusionary Practices \| Module 4: Collaborative Teaming, Skills and Strategies in Schools This is an interactive agenda for Module 4: Collaborative Teaming, Skills and Strategies in Schools. 4. Collaborative Teaming, Skills and Strategies in Schools \| \| Collaborative Teaming in Schools Collaborative Skills and Strategies Description of ModuleA collaborative team is defined as two or more people working together to accomplish a common goal that is directly related to student outcomes in an inclusive environment. In this module you will explore the importance of building a team structure, communication skills, teamwork strategies, and coordinating time and actions for teaming success. Module Objectives Participants will learn: Module Steps Step 1: A case study about Billy. OSPI Inclusionary Practices Handbook, page 17 Step 2: What does it mean to have collaboration across all system levels? OSPI Inclusionary Practices Handbook, page 18 Step 3: Write Just a Minute- take one minute and complete this sentence. Be ready to share. “I believe collaborative teaming is…” Step 4: Watch Short Video on The Importance of Collaborative Teaming from the National Center for Learning Disabilities. Step 5: Think & Share Activity Step 6: Read Collaborative Teaming Matrix from the OSPI Inclusionary Practices Handbook, page 28 Step 7: Barriers & Solutions Table Adapted from the article: Eight Things Teams Do to Sabotage their Work, ASCD publication Step 8: Metaphors for Collaboration Activity Reflection: Activity: Think about a situation in which you have participated in where collaboration was supposed to occur. How did it go? Step 9: Self Collaboration Activity OSPI Inclusionary Practices Handbook, APPENDIX 1-B: COLLABORATION SELF-ASSESSMENT TOOL, pg.40-41 Step 10 Chat Alert \| Module 5: Communication for Inclusion This is an interactive agenda for Module 5: Communication for Inclusion. 5. Communication for Inclusion \| \| Communication skills for collaboration Communication with families Description of ModuleEffective communication is key for the engagement of all team members when collaborating around inclusion. In this module we will be focusing on: Successful team communication skills, including: Module Objectives Participants will learn: Module StepsStep 1: Consider the different areas of teaching from When Special and General Educators Collaborate, Everybody Wins that benefit from open communication between the general education and special education teacher to make inclusion successful. Step 2: Collectively review the chart from the OSPI Inclusionary Practices Handbook (p. 25) of Communications Skills and Barriers, Step 3: In Breakout Rooms utilizing the IPH chart and the list from Elena Aguliar: Behaviors That Foster and Undermine Effective Conversations, follow the P-Q-P Protocol, choosing at least one area to share. Step 4: Reflect on the importance of communicating successfully with families Step 5: Article Share- Read 1 of 2 articles (Listening to Parents of Children with Disabilities, IEP: Students Benefit When We Collaborate) and share your biggest takeaways from the article you read. Some things to think about are: Step 6: Activity: think of 2-3 words or phrases that are commonly used in education or special education that non-education people would not understand, and come up with definitions or descriptions of the words to use with families to better help them understand the situations and processes related to inclusion. \| Module 6: Classroom Action Steps This is an interactive agenda for Module 6: Classroom Action Steps. 6. Classroom Action Steps \| \| Collaborative lesson planning Co-Teaching Collaboration with para’s Description of ModuleIn this module, you will consider steps that you can take in the classroom to create a more effective inclusive learning environment. You will be exposed to some key components of effective collaborative lesson planning, co-teaching and backwards design lesson planning. You will also be given strategies to improve your collaborative relationship with paraprofessionals. We will be covering p. 27-31 of the Inclusionary Practices Handbook. Module ObjectivesParticipants will: Module Steps Additional Resources Other Resources About Co-Teaching Other Resources About Collaborating with Paraeducators Other Resources About Collaborating Around Lesson Planning For more information about ensuring your collaboration time is a success, click on one of the resource links below: \| Module 7: Building Capacity for Collaboration This is an interactive agenda for Module 7: Building Capacity for Collaboration. 7. Building Capacity for Collaboration \| \| Description of ModuleIn this module, participants will learn about the importance of reflective practice and Professional Learning Communities as they relate to building capacity for teachers and teams to implement inclusionary practices. Module ObjectivesIn part 1, participants will learn: In part 2, participants will learn: Module Steps Part 2: PLC \| Module 8: Collaboration Across Grade Levels and Learning Environments This is an interactive agenda for Module 8: Collaboration Across Grade Levels and Learning Environments. 8. Collaboration Across Grade Levels and Learning Environments \| \| Collaboration: Early Childhood, Elementary school, Secondary school, Transition age Description of Module Collaboration, in regards to inclusion, looks different across grade levels and learning environments. Every district, school, and individual teacher’s structures, priorities, and needs must be considered when designing a culture that values collaboration. This module is designed so you choose the learning pathway that is perfect for you and the role you play in your school/district. Module Objectives Module Steps The Handbook While reading, think about: Article Read: Choose one age level to read While reading, think about: One Takeaway that you could share with other participants. Videos: While watching, think about: Of the 5 teacher collaboration and co-teaching models, which one might you find valuable incorporating into your current teaching position? While watching, think about: What are things that you, your school, or district do that help to build relationships with families? What are some ideas you would like to try? Reflection Into Action Two-Part Assessment Additional Resources TED Talk: Podcasts: Elementary Secondary Videos Planning Tools \| Module 9: Team Building: Operational Goal Writing and Summary This is an interactive agenda for Module 9: Team Building: Operational Goal Writing. 9. Team Building: Operational Goal Writing and Summary \| \| Module Description Module Objectives Participants will: Module Steps Writing the Team Goal Leveraging Your Strengths Read pg. 36 (Summary) - Reflect/Discuss \|	oercommons	2025-03-18T00:39:33.921740	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82878/overview", "title": "Chapter 1: Inclusionary Practices Handbook Synchronous Modules", "author": "Module" }
https://oercommons.org/courseware/lesson/94336/overview	Module 10: Inclusive Learning Environment Application Interactive Agenda (word doc) Module 10: Inclusive Learning Environment Application Slides (link) Module 10: Inclusive Learning Environment Application Slides (ppt) Module 1: Inclusionary Practices Chapter 2 Introduction Interactive Agenda (pdf) Module 1: Inclusionary Practices Handbook Chapter 2 Introduction Interactive Agenda (word doc) Module 1: Inclusionary Practices Handbook Chapter 2 Introduction Slides (link) Module 1: Inclusionary Practices Handbook Chapter 2 Introduction Slides (ppt) Module 2: Universal Design for Environments Interactive Agenda (pdf) Module 2: Universal Design for Environments Interactive Agenda (word doc) Module 2: Universal Design for Environments Slides (link) Module 2: Universal Design for Environments Slides (ppt) Module 3: Learning Environments as Ecosystems Interactive Agenda (pdf) Module 3: Learning Environments as Ecosystems Slides (link) Module 3: Learning Environments as Ecosystems Slides (ppt) Module 3: Learning Systems as Ecosystems Interactive Agenda (word doc) Module 4: Learner Centered Environments Interactive Agenda (pdf) Module 4: Learner Centered Environments Interactive Agenda (word doc) Module 4: Learner Centered Environments Slides (link) Module 4: Learner Centered Environments Slides (ppt) Module 5: Social-Emotional Learning and MTSS Behavior Supports Slides(ppt) Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support Interactive Agenda (pdf) Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support Interactive Agenda (word doc) Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support Slides (link) Module 6: Standards and Assessment Alignment Interactive Agenda (pdf) Module 6: Standards and Assessment Alignment Interactive Agenda (word doc) Module 6: Standards and Assessment Alignment Slides (link) Module 6: Standards and Assessment Alignment Slides (ppt) Module 7: Adaptations: Accommodations and Modifications Interactive Agenda (pdf) Module 7: Adaptations: Accommodations and Modifications Interactive Agenda (word doc) Module 7: Adaptations: Accommodations and Modifications Slides (link) Module 7 Adaptations: Accommodations and Modifications Slides (ppt) Module 8: Technology Enhanced Environments Interactive Agenda (pdf) Module 8: Technology Enhanced Environments Interactive Agenda (word doc) Module 8: Technology Enhanced Environments Slides (link) Module 8: Technology Enhanced Environments Slides (ppt) Module 9: Online Learning Environments Interactive Agenda (pdf) Module 9: Online Learning Environments Interactive Agenda (word doc) Module 9: Online Learning Environments Slides (link) Module 9: Online Learning Environments Slides (ppt) Chapter 2: Inclusionary Practices Handbook Synchronous Modules Overview This is a ten-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter Two; Inclusive Learning Environments. These modules offer participants opportunities to engage and collaborate around practices making their classrooms more inclusive for all students. Module 1: Inclusionary Practices Handbook Chapter 2 Introduction This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 1: Chapter 2 Introduction. Module 1: Inclusionary Practices Handbook Chapter 2 Introduction \| \|\|\|\|\|\|\| Description of Module In this chapter, participants will review critical attributes of an inclusive general education setting and practices that facilitate participation and belonging for students with disabilities. In addition, participants will review the legal obligations for educating students with disabilities in public schools, the barriers they face, and consider ways to shift the system to ensure students have access to their least restrictive environment and education. Module Objectives Module Steps Inclusionary Practices Handbook Link Estimated completion time: 30 minutes. Federal Mandates since 1975 and IDEA Consider (and discuss, if possible) the following statements and how they connect to your educational environment: Estimated completion time: 10 minutes. Estimated completion time: 10 minutes. Estimated completion time: 10 minutes. Estimated completion time: 20 minutes. All page numbers refer to actual numbers listed on the document. These do not match the pdf page numbers. Other Resources References Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None \| Module 2: Universal Design for Environments This is the Interactive Agenda for the Inclusionary Practice Handbook "Chapter 2" Module 2: Universal Design for Environments. Module 2: Universal Design for Environments \| \| Description of Module In this module, participants will learn about how incorporating Universal Design in the classroom can increase the fidelity of inclusive practices by giving all learners greater opportunity to access instruction. Participants will learn about the seven principles of universal design, how it looks in the community, and what it can look like in the classroom. This module will also allow participants to explore the differences between Traditional Instruction and Universal Design for Learning (UDL), and reflect on their own experiences with both. Furthermore, participants will think about how principles of UDL are and can be used in the school environment. Module Objectives Participants will: Module Steps Other Resources References UDL on Campus. (2015, October 6). Accessibility and UDL. YouTube. Retrieved June 14, 2022, from https://www.youtube.com/watch?v=-i9aGm0TBu0 Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None \| Module 3: Learning Environments as Ecosystems This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 3: Learning Environments as Ecosystems. Module 3: Learning Environments as Ecosystems \| \| Description of Module In this module, participants will learn how students with disabilities have historically not been included in general education. It will explore how these separate settings have resulted in social, cultural, and academic exclusion. Participants will learn how community centered learning can further support inclusivity and reflect on their own practices. In addition, this module looks at the barriers students with disabilities encounter and how to remove those barriers. Module Objectives Participants will: Module Steps Other Resources References Five Moore Minutes. (2021, March 1). The Role of Place. YouTube. Retrieved June 14, 2022, from https://www.youtube.com/watch?v=VZeWXeadqmw Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None \| Module 4: Learner Centered Environments This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 4: Learner Centered Environments. Module 4: Learner Centered Environments \| \| Description of Module In this module, participants will learn about creating learner centered environments and how they can further support inclusive learning by reflecting on their own practices. Participants will learn about the four key elements: learner variability, flexibility, student profiles, and transitions. When these four key elements are implemented successfully within the general education classroom, you can create an inclusive environment for all learners. We will explore each of these elements and how they can support students with and without disabilities. In addition, this module will explore the barriers students with disabilities face and how to support the removal of those barriers. Module Objectives Participants will: Module Steps All page numbers refer to actual numbers listed on the document. These do not match the pdf page numbers. Other Resources References Moore, S. (2021, October 7). Removing the barriers: Planning for all! YouTube. Retrieved June 17, 2022, from https://www.youtube.com/watch?v=MzL8yMBKM7k Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None \| Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support. Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support \| \| Description of Module For this module, participants will develop an understanding of how self-awareness, self-management, social awareness, relationship skills, and responsible decision-making contribute to a positive learning environment that fosters positive emotions. Participants will also examine how the Multi-Tiered Systems of Supports (MTSS) model benefits and supports all students inside a classroom and throughout the school. Module Objectives Participants will: Module Steps Inclusionary Practices Handbook Link Other Resources References Committee for Children. (2016, August 1). Social-emotional learning: What is SEL and why Sel Matters. YouTube. Retrieved June 17, 2022, from https://www.youtube.com/watch?v=ikehX9o1JbI Thurlow, M. L., Ghere, G., Lazarus, S. S., & Liu, K. K. (2020, January). MTSS for all: Including students with the most significant cognitive disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes/TIES Center. Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Washington Office of Superintendent of Public Instruction. (2020). SEL standards and benchmarks one-pager - k12.wa.us. Social Emotional Learning (SEL). Retrieved June 23, 2022, from https://www.k12.wa.us/sites/default/files/public/studentsupport/sel/pubdocs/SELStandardsandBenchmarksOnePager.pdf Assignment/Assessment Based on your learning from this module, please answer the following questions for reflection: \| Module 6: Standards and Assessment Alignment This is an Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 6: Standards and Assessment Alignment. Module 6: Standards and Assessment Alignment \| \| Description of Module This module addresses the essential link between learning and assessment. You must have equitable access to ensure students with disabilities are part of what is taught and assessed in the general education setting. Assessments must be closely aligned with the General Education curriculum that is standards-based and designed with UDL principles. Module Objectives Participants will: Module Steps Other Resources References CAST (2020). UDL Tips for Assessment. Wakefield, MA: Author. Retrieved from https://www.cast.org/products-services/resources/2020/udl-tips-assessments Common Core State Standards Initiative. (2010). English language arts standards. English Language Arts Standards. Retrieved June 20, 2022, from http://www.corestandards.org/ELA-Literacy/ Common Core State Standards Initiative. (2010). Mathematics standards. Mathematics Standards. Retrieved June 20, 2022, from http://www.corestandards.org/Math/ John Cline. (2012, November 17). Creating learning objectives. YouTube. Retrieved June 20, 2022, from https://www.youtube.com/watch?v=_woMKwBxhwU NextGenScience. (2020, April). Next generation science standards. Next Generation Science Standards for States, By States. Retrieved June 20, 2022, from https://www.nextgenscience.org/ Washington Office of Superintendent of Public Instruction. (2020). Resources by Subject Area. Student Success. Retrieved June 20, 2022, from https://www.k12.wa.us/student-success/resources-subject-area Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment Answer the following questions using a sample unit of learning: \| Module 7: Adaptations: Accommodations and Modifications This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 7: Adaptations: Accommodations and Modifications. Module 7: Adaptations: Accommodations and Modifications \| \| Description of Module In this module, the learner will understand the importance of accommodations and modifications within the inclusion model by identifying the differences and recognizing how to utilize them through practice and case study within the classroom. Module Objectives Participants will: Module Steps Inclusionary Practices Handbook Link Learner Variability Definition Accommodation Chat Alert: In the chat, list other accommodations that you know, use on a regular basis, or would like to use. Definition Modification Inclusion Chat Alert: In the chat, list other accommodations that can be utilized for this assignment. Next, In the chat, list other modifications that can be utilized for this assignment. Accommodations and Modifications in the IEP Video: Understanding the difference between accommodations and modifications. https://www.youtube.com/watch?v=4HNas4hfD3w Break Out Room In your Break Out Room, read each support and determine if they are an accommodation or a modification. Go To Visual Support Kit https://www.communicationaactualized.com/uploads/9/9/8/5/9985658/go-to_visual_kit.pdf Video: Understanding Universal Design for Learning https://www.youtube.com/watch?v=gmGgplQkrVw Classroom Observations Case Study for Billy Break Out Room: In the breakout room, answer the following question in the areas of Social, Self-regulation, Cognitive, and Physical abilities about Billy that is listed in the case study: Wrap Up Chat Alert: What are questions that you still have around accommodations and modifications? Think of a student: What is one adaptation that you thought about/ or was introduced to during this course that you can use with that student tomorrow, next unit, or next test. Other Resources References Derry, D. (2016, November 5). Accommodations vs modifications. YouTube. Retrieved June 10, 2022, from https://youtu.be/4HNas4hfD3w Jones-Wohleber, T. (n.d.). Go-to visual support kit - communication actualized. Communication AACtualized. Retrieved June 11, 2022, from https://www.communicationaactualized.com/uploads/9/9/8/5/9985658/go-to_visual_kit.pdf Teachings in UDL. (2019, December 18). Universal Design for Learning: UDL. YouTube. Retrieved June 10, 2022, from https://youtu.be/gmGgplQkrVw Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment Estimated completion time: 10 minutes. \| Module 8: Technology Enhanced Environments This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 8: Technology Enhanced Environments. Module 8: Technology Enhanced Learning Environments \| \| Description of Module In this module, participants will learn about technology enhanced environments, focusing on digital and assistive technology tools to support all students in the general education setting. Participants will learn about universal technology tools; accommodations and modifications with technology; and assistive technology, including augmentative and alternative communication (AAC). Module Objectives Participants will: Module Steps Technology Enhanced Classroom (TEC) A classroom that uses technology to: BREAK OUT ROOM (6 minutes) How does technology enhance your classroom instruction? Chat Alert: How does technology enhance your classroom instruction? Student and Educator Benefits Table TECs improve communication access: Technology enhanced classrooms are well positioned for streamlining communication with students and families, and online learning options. Considerations for choosing technology When determining technology tools for instruction and student engagement, it is important to consider learner variability and accessibility. Universal Tools Chat Alert: How could this tool help everyone? Technology is an essential feature of Universal Design for Learning (UDL). Examples of Universal Tech Tools Break Out Room (6 minutes) Choose one question to discuss: Accommodations and Modifications Accommodations change how the student is taught but not the learning objective. Modifications change what is taught, and the learning objective is different from the grade level expectation Grading with Modifications When the modifications fundamentally change the standards being taught, then [student] can be graded according to completion of alternative assignments, demonstration of modified standards, and/or demonstration of mastery of key concepts. Modified grading will need to be noted on the comment codes for the report card. Accommodations with Technology Video: Bringing support TO the students. Just let them eat cake! Shelley Moore https://youtu.be/9WuygB4j55U Chat Alert: How would you describe your school’s support services, cupcakes or layered cake? AT integration activity examples: Break Out Room (6 minutes) Choose 1 question to discuss: Assistive Technology AT can be low-tech, such as a cane, specialized pen grips, or printed picture communication system. More advanced AT can include a hearing aid, or wheelchair. High-tech assistive technology can include computers, tablets, switches, and software for reading, writing, math, and communication. Augmentative and Alternative Communication (AAC) AAC means all of the ways that someone communicates besides talking. AT in General Education Setting allows students to: Chat Alert: Who could you talk to if you think one of your students could benefit from assistive technology? What I Need (WIN) Time (5 Minutes) Review Module 8 Resources and consider your personal action plan. Other Resources References Adapted from Jung, L. A., & Guskey, T. R. (2007). Standards-based grading and reporting: A model for special education. Teaching Exceptional Children, 40(2), 48–53. Copyright 2007 by the Council for Exceptional Children American Speech-Language-Hearing Association. (2022). Augmentative and alternative communication (AAC). Augmentative and Alternative Communication (AAC). Retrieved May 8, 2022, from https://www.asha.org/public/speech/disorders/aac/ Jessica Urbanovsky. (2020, March 1). Brainpop westward expansion. YouTube. Retrieved May 9, 2022, from https://www.youtube.com/watch?v=5MhkB8mecsw Moore, S. (2020, February 20). Bringing support to the students just let them eat cake! Retrieved May 9, 2022, from https://www.youtube.com/watch?v=9WuygB4j55U The Off Duty Teacher. (n.d.). Properties of matter digital activities (google slides, PowerPoint). Teachers Pay Teachers. Retrieved May 8, 2022, from https://www.teacherspayteachers.com/Product/Properties-of-Matter-Digi tal-Activities-Google-Slides-PowerPoint-5870142 Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None \| Module 9: Online Learning Environments This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 9: Online Learning Environments Module 9: Online Learning Environments \| \| Description of Module In this module, participants will recognize the benefits of online learning environments for all learners. Participants will also identify the barriers of online learning environments to student engagement and be able to discuss ways to ensure equity and inclusion in the online learning environment. Module Objectives Participants will: Module Steps Mood Meter Chat Alert: Chat Alert: What words or general thoughts come to mind when you think of online learning? A New Paradigm of Teaching and Learning Benefits of Online Learning Dangers of Traditional School Learning Variability and the Jagged Learning Profile Chat Alert: How can you reimagine the online learning environment to meet the “jaggedness” of ALL your learners? Video: The Myth of Average by Todd Rose https://youtu.be/PTpQYDTgq7E Break Out Room (17 minutes) After watching on the TED Talk video by Todd Rose, in your Breakout Room reflect on the following questions: What I Need Time (5 Minutes) Learner Variability and Universal Design for Learning (UDL) Video: https://youtu.be/v8IHA6gaWCY Chat Alert: Share in the chat one(1) key takeaway from the video. Read the information on Table 2-6 of the IP Handbook page 70. https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Chat Alert: What possible barriers to online learning hinder effective student participation and engagement? Equitable Access and Engagement Online Learning Barriers Barrier #1: Poor Time Management Barrier #2: Lack of Motivation Barrier #3: Administrative Issues Barrier #4: Technical Issues Family Role in Online Learning Environment Chat Alert: 1. How do you involve the parents of your students in online learning? 2. How do you provide support to families of students with significant cognitive and/or behavioral needs in an online learning environment? Equity and Inclusion in the Online Learning Environment Break Out Room (15 minutes) Jigsaw Activity Discuss: https://www.celt.iastate.edu/teaching/creating-an-inclusive-classroom/inclusion-online/ Chat Alert: What do you need to: START or STOP or CONTINUE in ensuring equity and inclusion in an online learning environment? Other Resources References Barriers to online learning (and how to overcome them!). The Hub. (2019, August 22). Retrieved June 10, 2022, from https://news.athabascau.ca/learners/barriers-to-online-learning-and-how-to-overcome-them/ CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http: //udlguidelines.cast.org Gibbons, D. (2022, April 30). Tech tools and tips for teaching coding to students with learning disabilities. Master's in Data Science. Retrieved June 21, 2022, from https://www.mastersindatascience.org/resources/how-to-teach-coding-to-students-with-learning-disabilities/ Horras, A. (2017, January 9). Edited: The myth of average. YouTube. Retrieved June 10, 2022, from https://youtu.be/PTpQYDTgq7E Hough, L. (n.d.). Beyond average. Harvard Graduate School of Education. Retrieved June 10, 2022, from https://www.gse.harvard.edu/news/ed/15/08/beyond-average Iowa State University. (2022, May 9). Equity and inclusion in the Online Learning Environment. Center for Excellence in Learning and Teaching. Retrieved June 10, 2022, from https://www.celt.iastate.edu/teaching/creating-an-inclusive-classroom/inclusion-online/ Reale, L. (2017, December 10). Learner Variability & UDL. YouTube. Retrieved June 10, 2022, from https://youtu.be/v8IHA6gaWCY Stem, J. (n.d.). Intro to online teaching and learning v.05 - west los angeles college. West LA College. Retrieved June 11, 2022, from https://www.wlac.edu/online/documents/otl.pdf Vernon, J. (2012, November 1). Sage on the stage or guide on the side? where is e-learning taking us? somewhere or nowhere new? Mind Bursts. Retrieved May 9, 2022, from https://mindbursts.com/2011/08/02/sage-on-the-stage-or-guide-on-the-side-where-is-e-learning-taking-us-somewhere-or-nowhere-new/ Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment \| Module 10: Inclusive Learning Environment Application This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 10: Inclusive Learning Environment Application. Module 10: Inclusive Learning Environment Application \| \| Description of Module This module summarizes the content of Chapter 2 on inclusive learning environments, which highlights the general education setting as the primary setting for all students, including students with disabilities, to receive curriculum and instruction. Additional considerations are discussed for ensuring meaningful participation and a sense of belonging for students with disabilities in the general education setting. Module Objectives Participants will: Module Steps All page numbers refer to actual numbers listed on the document. These do not match the pdf page numbers. Other Resources References Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment If a Team Operational Goal is not yet developed, see pgs 34-35 of the Inclusionary Practices Handbook to do this now! \|	oercommons	2025-03-18T00:39:34.085865	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94336/overview", "title": "Chapter 2: Inclusionary Practices Handbook Synchronous Modules", "author": "Module" }
https://oercommons.org/courseware/lesson/87108/overview	Modified OpenStax Management Video Guides Modified OpenStax Management PowerPoints & Video Guide (Accessibility Updates) Overview Modified Lecture Slides and Video Guide for the OpenStax Principles of Management Textbook - Changes focus on accessibility improvements. The following PowerPoint and Video Guides for OpenStax Principles of Management have been modified by faculty members Mike Matar and Erin Thomas at Coastline Community College to improve the accessibility of the materials provided by OpenStax. The chapter PowerPoints contain learning outcomes, concept check questions, links to videos, and lecture notes. The accompanying video documents detail the changes that have been made between this modified PowerPoint deck and the original PowerPoint deck provided by OpenStax on the book's Instructor Resources page: https://openstax.org/details/books/principles-management?Instructor%20resources	oercommons	2025-03-18T00:39:34.106142	10/26/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87108/overview", "title": "Modified OpenStax Management PowerPoints & Video Guide (Accessibility Updates)", "author": "OER Contributor" }
https://oercommons.org/courseware/lesson/115174/overview	Pikes Peak State College IHE Accessibility in OER Implementation Guide for ISKME/CAST OER and Accessibility Cohort 2024 OER COMMONS Overview The PPSC team's goal for this Landscape Analysis series is to improve our accessibility and UDL knowledge by using SLIDE and POUR. We will then educate faculty and staff on the importance of accessibility and introduce SLIDE and POUR as tools they can use to improve their accessibility skills.We have been on our OER journey since 2018 but there is always more to learn. Please note that the Pikes Peak State College logo is copywritten. Please contact Jacqueline Tomrdle at Jacqueline.tomrdle@pikespeak.edu for more information on use. Section One: Landscape Analysis for Accessibility in OER Landscape Analysis Part One: Initial Thoughts What is your team's initial goal for this series? The PPSC team's goal for this series is to improve our accessibility knowledge by using SLIDE and POUR. We will then educate faculty and staff on the importance of accessibility and introduce SLIDE and POUR as tools they can use to improve their accessibility skills. The eLearning team consists of Jacqueline Tomrdle:Team Lead, Rob Fredrickson, Christine Gaccetta-Sharp, and Hannah Tooley. Part Two: Introductory probing questions: What does accessibility look like in our organization? How do we measure accessibility? A digital accessibility plan has been approved and is in place by the leadership at Pikes Peak State College. Accessibility is measured by division and department. Divisions have administrative staff check instructor syllabi for accessibility and division chairs check course shells for accessibility each semester. The PPSC Dean of Online Learning assigns selected courses to the PPSC Learning Designers for review of accessibility and Quality Matters standards each semester. The PPSC eLearning department created accessibility training courses for Word, PowerPoint, and Excel that faculty and staff can self-enroll in. Unlocking Inclusion with Digital Accessibility Training was released at the end of March to all employees at Pikes Peak State College. PPSC and the Colorado Community College System are committed to providing an inclusive and accessible digital environment that enables all users to participate fully in online activities and access the information they need to succeed. Digital accessibility is a requirement for all digital media, including external-facing media, internal email, forms, etc. What does OER look like in our organization? How do we measure access to OER? PPSC has eighty-one OER texts and resource materials. Thirty are in the PPSC Pressbooks catalog that have been adapted or created by faculty and instructors. PPSC has received Colorado Department of Higher Education OER grant funds since 2018. The funds are used for faculty compensation for creating and adapting OER materials. PPSC measures success by the number of students enrolled in OER courses and the cost savings they experience. When choosing courses to create OER materials, PPSC selects courses that have high enrollment and/or high textbook costs. PPSC bookstore vendor publicizes courses that use OER. All OER materials created by faculty are reviewed by the PPSC OER Coordinator to ensure accessibility guidelines are met. Part Three: Clarifying questions for accessibility: What are the organizational structures that supports accessibility? Accessibility is supported by executive leadership, division deans, associate deans, department chairs, the eLearning department, and the Center for Excellence in Teaching and Learning team, and the PPSC Accessibility Services Department. Who generates most of the accessibility structures/conversation in our organization? Most of the accessibility questions come from faculty. eLearning initiates and facilitates workshops and training. eLearning receives support from our Center for Excellence in Teaching and Learning team and the PPSC Accessibility Services Department. Where do most educators get support with accessibility? We have several support systems in place. Faculty members ask their associate deans or department chairs. They are directed to eLearning and the PPSC Accessibility Services department. What content areas might have the largest gaps in access to accessibility? That is a good question. We do not have any data to support it, but our best guess would be the Science and CTE (Career and Technical Education) programs. Part Four: Clarifying questions for OER: What is our organizational structure that supports curricular resources? In most instances, faculty get to choose their resources. Some courses are required to use supplied materials. It varies by discipline and division. What is our organizational structure that supports OER? OER is supported by our executive leadership team down to the faculty members. Who generates most of the curricular resources in our organization? The Division of Business, Technology, and Public Services and the Division of Arts, Humanities, and Social Sciences create the most OER resources. Where do most educators get support with curricular resources? Our faculty do get support from the department chairs but most frequently by attending CETL workshops or contacting and working with the OER coordinator and Learning Designers in eLearning. What content areas might have the largest gaps in access to curricular resources/OER? Math and Science have the largest gaps. Part Five: Clarifying questions for Faculty learning and engagement: What Professional Learning (PL) structures have the best participation rates for our educators? Our professional development week (PDW) workshops saw the most participation. The PPSC Center for Excellence in Teaching and Learning (CETL) hosts PDW. PDW occurs the week before classes start in the spring and fall semesters. Keynote speakers kick off a theme for the year. Starting in August 2024, our keynote was Dr. Gina Garcia, author of Becoming Hispanic-Serving Institutions: Opportunities for Colleges and Universities as we forge ahead with creating an inclusive and welcoming college environment. Dr. Rajiv Jhangiani was our keynote in Spring 2018 to highlight his work on Open Educational Resource practices as we move forward with our own. What PL structures have the best "production" rates for our educators? Good question. We do not have data that provides this information. What incentive do we have to offer people for participating in learning and engagement? We offer professional development badges for most professional development. The badges can then be used by adjunct instructors who join the CETL Promoting Advancement and Growth for Educators (PAGE) program. There are 4 Tiers to complete. With each Tier, there is a pay increase once you have completed the PAGE institute for that Tier. Once Tier 4 PAGE Institute is completed, you can apply for funds to attend a teaching conference. Faculty can use the professional development badges in part with their yearly evaluation. Who are the educators that would be most creative with accessibility and OER? The Humanities, Early Childhood Education, and Archeology departments are the most creative with their OER development. Who are the educators that would benefit the most from accessibility and OER? Everyone can benefit from accessibility and OER. Part Six: Final Probing questions: What is our current goal for Accessibility in OER and why is that our goal? Educating faculty and staff on the facts: Many students do not self-disclose disabilities, so accessibility should be incorporated as standard practice. High textbook costs negatively impact students. OER offsets costs by providing an equitable and inclusive education. Who have we not yet included while thinking about this work? We have not included the student voice for how OER and accessibility affect them. We want faculty and staff to understand how the lack of accessibility impacts our students. What barriers remain when considering this work? Faculty do not acknowledge that students have accessibility needs in their discipline. Faculty are not considering textbook costs when choosing course materials. Overall college buy-in and resistance to change. What would genuine change look like for our organization for this work? Genuine change would involve the elimination of negative connotations and preconceptions associated with disabilities. Accessibility should be standardized so that everyone has equal access to resources regardless of ability. Full-degree programs that rely solely on OER will result in zero textbook expenses for students. More resources are shared across the Colorado Community College System to ensure that we are using OER and accessible materials at whatever college teaches our students when they take a course through Colorado Online. Section Two: Team Focus (Finish before May 25th to share during Implementation Session Two) Identifying and Describing a Problem of Practice The following questions should help your team ensure that you are focusing your collaboration. What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work. What other partners might support this work? What is your desired timeframe for this work? How will you include diverse voices and experiences in this work? 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. (Save for during March 14th's session.) What feedback did you receive from another team during the March 14th Implementation Session? 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? What does your team want to celebrate? What did your team accomplish? Please link to or attach at least one resource you have created/adapted. What are your team’s next steps?	oercommons	2025-03-18T00:39:34.148021	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115174/overview", "title": "Pikes Peak State College IHE Accessibility in OER Implementation Guide for ISKME/CAST OER and Accessibility Cohort 2024 OER COMMONS", "author": "Higher Education" }
https://oercommons.org/courseware/lesson/91473/overview	Self-regulation Overview This is a parenting tool to be sent for support with reducing impulsive speech at home. Impulsive Speech 1. Consistency is key, both in reward and the lack thereof. 2. Set your child’s expectations from the beginning. 3. Agree on the reward beforehand. Self-regulation is the ability to be more self-aware, conscious of social situations, and mindful of your input. Home practices: - Helping your child self-regulate by using the “no interrupting” method with repetition. It will help the child learn the social cues to talk, and act accordingly. Implementation: - Set explicit rules and timeframe for the child. For example, ask him/her to not interrupt, while you are sitting on your computer finishing a task for work. - Do take a break for a few minutes to check in with them and praise them for following the rules. - Use an abacus or a visual count as a reward system, to count each time they followed the rules, and offer the reward for a specific number of beads (e.g. 5) within the same day. - If they interrupted you can take away one bead at a time.	oercommons	2025-03-18T00:39:34.162562	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91473/overview", "title": "Self-regulation", "author": "Special Education" }

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