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https://oercommons.org/courseware/lesson/105176/overview	PRODUCT-BASED ASSESSMENT Overview In product-based authentic assessment, students are tasked with creating a tangible or digital product that demonstrates their understanding of a particular concept or skill. PRODUCT-BASED AUTHENTIC ASSESSMENT Subject: History Grade Level: Grade 6 Topic: Scrapbook on “EDSA REVOLUTION INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Understand the key events, causes, and consequences of the EDSA Revolution, including the historical context and significance of the revolution. Analyze primary and secondary sources. - Evaluate and select relevant visual and written materials to include in the scrapbook, such as photographs, newspaper clippings, quotes, and interviews, to support the understanding of the revolution. Synthesize information - Organize the scrapbook in a structured and coherent manner, showcasing a sequential or thematic representation of the EDSA Revolution, enabling learners to connect and synthesize the information effectively. ASSESSMENT TASK: To produce a scrapbook that presented depth understanding about the “EDSA I REVOLUTION” INSTRUCTIONS: Materials: Papers/ Scissors/ Coloring Materials/ Etc. Process/ Mechanics: - Conduct a research about “EDSA I REVOLUTION” and gathered some main events and themes covered in the scrapbook. - Gathered some images that related to “EDSA I REVOLUTION” that are uses to scrapbook. - Creates a good layout, design, and navigation of the scrapbook to determine if that images to use are related to “EDSA REVOLUTION” - Start cutting pictures or, read articles, events about EDSA revolution - Organize and plan the format of the scrapbook that include some quotes. - Start designing and laying out the scrapbook pages by the use of text, photos and caption. - Then review, make sure that the scrapbook are organized. Tips & Reminders: - Start by planning the structure of your scrapbook. - Decide on the sequence of events, themes, or aspects of the EDSA Revolution that you want to highlight. - Create an outline or storyboard to guide your scrapbook's layout. -Gather relevant materials - Collect photographs, newspaper clippings, magazine articles, or any other visual materials related to the EDSA Revolution. - Look for primary sources, such as photographs taken during the revolution, as they provide a more authentic representation of the event. Time frame: The total suggested time frame for creating the infographic, including research, content creation, design, review, and presentation, can range from 6 to 12 hours spread across several sessions or weeks. 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’ work. - 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 CATEGORY \| 4 \| 3 \| 2 \| 1 \| CONTENT \| The content of the scrapbook shall uses the elements and have the most efficiently and accurate important ideas that show the topic. \| The content of the scrapbook shall base on the “EDSA I REVOLUTION that have efficiently and good ideas, and have important facts that show the topic. \| The content of the scrapbook is related to the “EDSA I REVOLUTION have fair ideas, which need more effective important facts that show the topic. \| The content of the scrapbook are poor and does not have a sufficient and accurate understanding of the EDSA I REVOLUTION that related to the topic. \| Style & Organization \| The scrapbook display interesting and attractive. It is polished without distraction. It uses the required elements of the scrapbook and it is efficiently show the relevant of the particular topic. The materials are complete and organized to present the idea well. \| The scrapbook display interesting and attractive. It is polished few distraction. It is mostly use white space and contains all the requirements of the scrapbook. The materials are complete and well-organized. Presentation has sequence and plan evident. \| Some scrapbook display are interesting. Some materials are complete but lack of organization. It is somewhat poor. Have some distraction. Missing some of the requirement. Presentation has some sequence and plan evident. \| The scrapbook display uninteresting not tidy. It is quite poor. Many distraction. Does not include the proper requirements. Materials are incomplete and not organized. Presentation has no sequence or plan evident. \| Knowledge \| The scrapbook demonstrates depth understanding about the “EDSA I REVOLUTION” and have accurately and clear investigated information. The particular gathered knowledge shall demonstrates a thorough of the subject investigated, \| The scrapbook demonstrates good understanding about the “EDSA I REVOLUTION” and have accurately and clear information. The particular gathered knowledge shall demonstrates a subject investigated. \| The scrapbook demonstrates fair understanding about the “EDSA I REVOLUTION” have good information. Need more knowledge of the subjects investigated. \| The scrapbook demonstrates poor and need improvement of the understanding about “EDSA I REVOLUTION”. The scrapbook demonstrates little information. \| Attractiveness \| The scrapbook shall excellently presenting reflecting a lot of thoughts, the students must have their creativity by doing reflection throughout their understanding the “EDSA I REVOLUTION” and shall maintain of being resourcefulness in creating the reflection of the topic. \| The scrapbook shall have good creative have effort, the scrapbook shall neat and shows the evidence of can see the effort have time spent on it. If have good reflection throughout the understanding of the topic seen the resourcefulness on the topic. \| The scrapbook have fair effort and poor presenting the thoughts of the students need more effort to make the scrapbook became creativity better reflection of understanding the revolution. Need improvement of creating reflection of the topic. \| The scrapbook have poor information. Need improvement in creating the reflection to make attractiveness of the topic. \| \| \| \| \| \| REFERENCES: (APA, categorized, alphabetical) Online Sources: Twinkl. (n.d.). EDSA People Power I Revolution. Retrieved from https://www.twinkl.com.ph/resource/edsa-people-power-i-revolution-t-1675428597 Books: Journals: PREPARED BY: ALONSO, RONNA MAE (ronnamae.alonso@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	2025-03-18T00:39:37.655895	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105176/overview", "title": "PRODUCT-BASED ASSESSMENT", "author": "Ronna Mae Alonso" }
https://oercommons.org/courseware/lesson/105188/overview	PROCESS BASED ASSESSMENT DESIGN PLAN Overview This is an alternative assessment plan outline for students using process based. PROCESS-BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: Agri-Fishery Arts Grade Level: Grade 6 Topic: Types of Fish Culture INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Define process-based authentic assessment. - Construct examples of process-based authentic assessment tasks. - Describe the key points and methods used in process-based authentic assessment. ASSESSMENT TASK: Create a 3 min documentary of existing fish culture present in your local community. INSTRUCTIONS: (complete details you find necessary to guide the learners to maximize the learning experience using this assessment task, to make sure to communicate what you expect for them to do, to make your conduct of assessment efficient in process and recording, etc.) Materials: Process/ Mechanics: Tips & Reminders: Time frame: Submission: RUBRICS: Instructions: (how to use the rubrics, who will use, when will they use or compute the score and give rating, submission due date and guidelines, etc.) rubrics here… REFERENCES: (APA, categorized, alphabetical) Jhnlry (2011).CHAPTER II: Process-Oriented Performance-Based Assessment. Stodocu. https://www.studocu.com/ph/document/medina-college/bs-pharmacy/chapter-ii-process-oriented-performance-based-assessment/14387222 Product Oriented Performance Based Assessment PPT. Dokumen Tips. https://dokumen.tips/documents/reupload-product-oriented-performance-based-assessment-ppt.html?page=7 Books: Journals: PREPARED BY: ALAGBAN, PATRICIA ISABEL (patriciaisabel.alagban@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	2025-03-18T00:39:37.690040	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105188/overview", "title": "PROCESS BASED ASSESSMENT DESIGN PLAN", "author": "KHERBY JOHN STEVE RUBIA" }
https://oercommons.org/courseware/lesson/75342/overview	Insight Citizen Science Project Overview Insight is a free IOS app that was developed by Border Free Bees and Pollinator Partnerships to inspire and empower citizens including students age four and up to learn about North America's pollinators. When you join Insight Citizen Science, you become a member of this national team, participating in observation-based research. The link provided will take you to the website for more information and a how-to video. When entering the name and email information, be sure to select the Bee Cause Project as your organization. Insight Citizen Science Project	oercommons	2025-03-18T00:39:37.708203	Environmental Science	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/75342/overview", "title": "Insight Citizen Science Project", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/78736/overview	MICRO TEACHING SKILLS Overview This Resource includes the detailed description about the different micro teaching skills used in the Class room for teaching learning. MICRO TEACHING SKILLS This Module includes the Different Micro skills used in the classroom interaction.	oercommons	2025-03-18T00:39:37.724654	03/28/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/78736/overview", "title": "MICRO TEACHING SKILLS", "author": "Dr. Parmvir Singh Sandhu" }
https://oercommons.org/courseware/lesson/105197/overview	PRODUCT BASED ASSESSMENT DESIGN PLAN Overview A design plan template and sample for product based assessment that uses EDSA 1 Revolution as a topic sample. PRODUCT-BASED AUTHENTIC ASSESSMENT Subject: Araling Panlipunan Grade Level: Grade 7 Topic: EDSA 1 Revolution INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Understand the historical context of the EDSA 1 Revolution. - Explain the significance and outcome of the EDSA 1 Revolution. - Create an important reflection of knowledge through scrapbook making. ASSESSMENT TASK: To create a historical record of the EDSA I Revolution using photographs, newspaper clippings, and other memorabilia. INSTRUCTIONS: Materials: - Photographs and newspaper clippings related to the EDSA I Revolution (you can find them online or in books) - Art supplies (scissors, glue, colored pens, markers) - Scrapbook or construction paper - Other memorabilia related to the revolution (optional) Process/ Mechanics: - Gather materials such as use newspapers,magazines, photographs and other memorabilia that related to EDSA I revolution. - Create a rough draft of the scrapbook including the layout and design elements. - Refine the scrapbook by adding details and ensuring that all of the required elements are included. - Review your scrapbook and present the scrapbook to the class and share your insights on the EDSA I Revolution. Tips & Reminders: - Handle photographs and newspaper clippings with care to prevent damage. - Be creative and express your understanding of the EDSA I Revolution through your scrapbook. - Make sure to credit the sources of the photographs and newspaper clippings used in your scrapbook. Time frame: - 1 week Submission: - After 1 week or submit on assigned due date RUBRICS: Instructions: - Teacher or assigned evaluators will use the rubric to assess your historical scrapbook about the EDSA 1 Revolution. - They will carefully review and analyze your scrapbook, referring to the rubric to evaluate each performance indicator. - Evaluators will assign the appropriate rating or score based on their assessment of your scrapbook's content, organization, creativity, and presentation. - When assessing each performance indicator, evaluators will consider the extent to which your scrapbook meets the criteria outlined in the rubric. - They will use their professional judgment to assign a rating or score that best reflects the level of achievement for that specific indicator. - After completing the assessment using the rubric, evaluators will provide you with feedback on your scrapbook's strengths and areas for improvement. - The feedback will focus on how well you addressed each performance indicator and offer suggestions for enhancing your future work. - Teacher will provide specific guidelines regarding the submission of your historical scrapbook. - Be sure to adhere to the given instructions and submit your completed scrapbook by the assigned due date. - Follow any additional guidelines provided by your teacher, such as whether to submit a physical copy or a digital version of the scrapbook. SCORING RUBRIC: CRITERIA \| EXCELLENT (4) \| PROFICIENT (3) \| NEEDS IMPROVEMENT (2) \| UNSATISFACTORY (1) \| CONCEPT (Innovation) \| Takes and collectual and create risks. \| Willing to explore. \| Evidence of original creative thought. \| Minimal evidence of original thought or imagination. \| DESIGNS (Composition and Elements) \| Very much harmonious and dynamic. Displays deep understanding. \| Understands and applies principles well. \| Some attempt to apply design principles. \| Little consideration of design principles. \| TECHNICAL QUALITY (Skills and Techniques) \| Superior use of tools, materials and techniques. \| Demonstrates above understanding of art medium. \| Use medium at basic level. \| Demonstrate little skill with medium. \| REFERENCES: EDSA PEOPLE POWER REVOLUTION - Amnesty Philippines. (2022, July 22). Amnesty Philippines. https://www.amnesty.org.ph/2022/07/protestph-edsa-revolution/ PREPARED BY: ALCONERA, GLYDELL ANN (glydellann.alconera@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	2025-03-18T00:39:37.774711	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105197/overview", "title": "PRODUCT BASED ASSESSMENT DESIGN PLAN", "author": "GLYDELL ANN ALCONERA" }
https://oercommons.org/courseware/lesson/105087/overview	PRODUCT-BASED ASSESSMENT Overview Product-based assessment is a comprehensive evaluation method that focuses on assessing the final outcome or deliverable of a process or project. It emphasizes the quality, functionality, and effectiveness of the end product. PRODUCT-BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: ICT Grade Level: Grade 6 Topic: Evaluating an infographic about the proper use of social media INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Understand the principles and guidelines for responsible and ethical use of social media platforms - Demonstrate proficiency in gathering relevant information about social media usage and it’s impact n individuals and society. - Develop effective visual communication skills by creating an infogaphic that conveys information about proper social media use in a clear and visually appealing manner. ASSESSMENT TASK: Create an infographic about the proper use of social media. INSTRUCTIONS: Materials: Gadgets Process/ Mechanics: - Ask students to conduct a research on the proper use of social media focusing on the do’s and don’ts of social media use and to create an infographic about it. (At least 10 do’s and don't s) - Infographic should be visually appealing and easy to read, with a clear and concise message: It should use evidence to support claims and should include proper citations for all sources. - Submit your completed infographic as a digital file, in either PNG or JPEG format. Tips & Reminders: - Keep it concise and focused: Infographics are meant to present information in a visually appealing and easily digestible format. Choose key points and information about the proper use of social media, and avoid overwhelming your audience with too much text or data. Time frame: The total suggested time frame for creating the infographic, including research, content creation, design, review, and presentation, can range from 6 to 12 hours spread across several sessions or weeks. 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’ work. - 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) Online Sources: Department of Education (DepEd). (2019). Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum Guide. https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf Books: 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	2025-03-18T00:39:37.821233	06/12/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105087/overview", "title": "PRODUCT-BASED ASSESSMENT", "author": "Ashley Mae Amad" }
https://oercommons.org/courseware/lesson/120858/overview	Compilation and Execution in c Overview Compilation and Execution in c Compilation and Execution in c The compilation and execution process of C can be divided in to multiple steps: - Preprocessing - Using a Preprocessor program to convert C source code in expanded source code. "#includes" and "#defines" statements will be processed and replaced actually source codes in this step. - Compilation - Using a Compiler program to convert C expanded source to assembly source code. - Assembly - Using a Assembler program to convert assembly source code to object code. - Linking - Using a Linker program to convert object code to executable code. Multiple units of object codes are linked to together in this step. - Loading - Using a Loader program to load the executable code into CPU for execution.	oercommons	2025-03-18T00:39:37.836213	10/18/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/120858/overview", "title": "Compilation and Execution in c", "author": "Devki Devki" }
https://oercommons.org/courseware/lesson/116961/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.) How To Remix This Template Once logged in, click the remix button on this resource to make your own version of this template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. Delete this section and instructions in 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 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 Evaluation Plan: How are you going to evaluate your project? What is your measure for success? Course Description Add your course description here including the course name and number, and learning outcomes. Attach your syllabus here clicking the Attach Section paperclip image below, then choose the correct file from your computer, name your syllabus, and save. 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	2025-03-18T00:39:37.852778	06/18/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/116961/overview", "title": "Tennessee Open Education Planning Template", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/105179/overview	PORTFOLIO- BASED ASSESSMENT Overview Portfolio-based assessment is an approach to evaluating student learning that involves the collection and evaluation of student work samples over a period of time. It focuses on students' growth, progress, and achievements by assembling a purposeful collection of their work, often referred to as a portfolio. PORTFOLIO -BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: ICT Grade Level: Grade 7 Topic: Computer Hardware Servicing Students Goal: To develop proficiency in safety procedures and proper operation and safety. Teachers Goal: To guide students with a comprehensive understanding in safety procedures. INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Engage in self-reflection and continuous improvement of their personal safety practices, recognizing the importance of lifelong learning and development in maintaining a safe working environment. - Demonstrate the ability to collaborate effectively with others in implementing safety initiatives, such as conducting safety drills, performing safety audits, or participating in safety committees. - Evaluate existing safety procedures and identify areas for improvement, proposing recommendations to enhance overall safety standards. ASSESSMENT TASK: Students must create a documentary portfolio about ICT-Computer Hardware Servicing INSTRUCTIONS: Materials: Camera or Smartphone/ ICT- Computer Hardware Servicing Tools - Process/ Mechanics: Students must create a documentary portfolio about ICT-Computer Hardware Servicing - The content of the portfolios must be aligned to the topic ICT-Computer Hardware Servicing that show the progress of performing safety procedures in using hand tools, and how assess the condition of all hand tools and equipment for proper operation and safety. - The students should include all key parts of the portfolio, that must use appropriate presentation like visual aids to have evidences. - The content should demonstrates the safety procedures and proper operation and safety to the ICT-Computer Hardware Servicing by providing pictures, information and techniques on operating ICT. - The portfolio should organized well and have clear information and it should be structured. - In the personal reflection, the students must truly include of what they do that entails, what they’ve learned, they’ve struggling for the topic so that they can improve of it, also students can showcase their understanding of the ICT- Computer Hardware Servicing - After, the students will present his/her portfolio with some example and information. Tips & Reminders: - Emphasize the importance of safety during lessons and encourage students to actively participate in maintaining a safe environment. - Organize regular safety training sessions for both staff and students. - Develop easy-to-understand safety manuals that outline the procedures and guidelines for various situations. - Distribute these manuals to all students and staff members, and ensure they are easily accessible. - Teach students about personal safety, online safety, road safety, and other relevant topics. This ensures that safety practices are consistently reinforced throughout their education. Time frame: Portfolio must do before 3rd Grading it should be the third week of second grading 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 creating a documentary portfolio. - 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. ANALYTIC RUBRIC CRITERIA \| BELOW EXPECTATIONS (1) \| MEET EXPECTATION (2) \| EXCEEDS EXPECTATIONS (3) \| ORGANIZATION \| The portfolio is lack of information and does not exceed the topic which about ICT-Computer Hardware Servicing. There is no coherence of the particular topic. There’s no specific way to assess the condition of all hand tools and equipment for proper operation and safety. \| The portfolio has little information of the topic which all about ICT- Computer Hardware Servicing. It seen the topic is reliable which the content provide the information which is ICT. The organization of the portfolio was related to hardware servicing. it included information about tools they used and the different way operating and performed it safety. \| The content of the portfolio was so accurate reliable and have more information about the topic ICT-Computer Hardware Servicing. It portrayed the safety procedures using hand tools and equipment and how to assess proper operation and safety. The content of the portfolio was accurate. \| COMPLETENESS \| The portfolio is lack of clear contents. Lack of explanation its purpose. Does not exist the relevant information about the topic. Does not consist knowledge. \| The portfolio have detailed list of the topic which is ICT-Computer Hardware Servicing. Have complete information about ICT which details the tools and technologies used. It portrayed complete information and knowledge. \| The portfolio have completeness of information, well-detailed to the topic. It provide clear and appropriateness and completeness of information and consist more knowledge. \| REFLECTION \| Provide some knowledge or learning and the portfolio. But it should limited insight. Have incomplete self-assessment. \| Provide the learning with personal reflection on the outcomes of the portfolio, it should include their personal strength and weaknesses of self-assessment \| Provide good insights and reflection analysis on the outcomes of the portfolio. Demonstrates the self-ability and have a good. \| \| \| \| \| REFERENCES: (APA, categorized, alphabetical) Online Sources: Department of Education (DepEd). (2019). Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum Guide. https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf Books: Journals: PREPARED BY: ALONSO, RONNA MAE (ronnamae.alonso@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	2025-03-18T00:39:37.904643	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105179/overview", "title": "PORTFOLIO- BASED ASSESSMENT", "author": "Ronna Mae Alonso" }
https://oercommons.org/courseware/lesson/105134/overview	PROCESS-BASED AUTHENTIC ASSESSMENT Overview Process-based authentic assessment is an approach that focuses on evaluating learners' knowledge, skills, and competencies through the authentic and real-world application of learning processes. It emphasizes the ongoing, dynamic nature of learning, assessing how learners engage in tasks, problem-solving, critical thinking, collaboration, and reflection, providing a holistic understanding of their abilities beyond just the final product or outcome. PROCESS-BASED AUTHENTIC ASSESSMENT Subject: Child and Adolescent Development Grade Level: Grade 7 Topic: Childcare and Education INTENDED LEARNING OUTCOMES: At the end of the lesson, the students should have: - Improve student’s socializing skills - Demonstrate the ability to plan and execute developmentally appropriate activities for students - Apply effective observation and documentation techniques to assess children's progress ASSESSMENT TASK: - Bring the students to a children’s playground. - Ask them to interact with other children. - Create a game in which children need to cooperate. INSTRUCTIONS: The students will be visiting a playground and you will be given instructions to ensure adequate supervision and establish clear guidelines to ensure a positive and inclusive experience for all participants. Materials: Pen. Paper Process/ Mechanics: The students will be divided into teams, ensuring equal participation, and fostering diversity within each group. Each team will then be guided as they implement the cooperative game they have created, offering support and encouragement throughout the process. Lastly, the instructor will monitor your cooperation, problem-solving skills, and communication during the game, intervening as needed to promote fair play and positive interactions. Tips & Reminders: Ensure necessary permissions and safety measures are in place for the visit, and know the importance of respect, empathy, and inclusivity when engaging with your peers. Time frame: Approximately 60 minutes Submission: The documentation and observation should be passed after the game. RUBRICS: Instructions: Refer to the scoring rubrics provided for specific, constructive feedback to students. Criteria \| Excellent (15) \| Good (10) \| Poor (5) \| Social Interaction \| Student actively initiated social interactions with other children. \| Student less initiated social interactions with other children. \| Student never initiated social interactions with other children. \| Cooperation \| Student always worked collaboratively with other children. \| Student sometimes worked collaboratively with other children. \| Student never worked collaboratively with other children. \| Communication \| Student always communicated clearly and effectively with other children. \| Student sometimes communicated clearly and effectively with other children. \| Student never communicated clearly and effectively with other children. \| REFERENCES: (APA, categorized, alphabetical) Process-based Authentic Assessment PPT. https://docs.google.com/presentation/d/14muETKBQnsIrnrQ8hbg3MRhfVo5MhQLh/edit?usp=drive_link&ouid=113918903722141773683&rtpof=true&sd=true PREPARED BY: BELAMIA, MARYPHERE G. (maryphere.belamia@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	2025-03-18T00:39:37.939907	06/12/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105134/overview", "title": "PROCESS-BASED AUTHENTIC ASSESSMENT", "author": "Maryphere Belamia" }
https://oercommons.org/courseware/lesson/27252/overview	HS American Gov. EBAS Lesson Seed: Powers of the Executive Branch (War Powers Act) Overview Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS). When developing lessons from these seeds, teachers must consider the needs of all learners. Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling question:Is the War Powers Act of 1973 a violation of the president’s Constitutional powers as Commander-in-Chief? EL Modification: highlight important vocabulary, add images to improve text comprenesion; consider adapting content, process and/or product based on Can Do WIDA Descriptors Image source: "President Nixon explains operations in Cambodia." (U.S. Airforce photo) from nationalmuseum.af.mil Section 1 Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS). When developing lessons from these seeds, teachers must consider the needs of all learners. Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling question:Is the War Powers Act of 1973 a violation of the president’s Constitutional powers as Commander-in-Chief? EL Modification: highlight important vocabulary, add images to improve text comprenesion; consider adapting content, process and/or product based on Can Do WIDA Descriptors Image source: "President Nixon explains operations in Cambodia." (U.S. Airforce photo) from nationalmuseum.af.mil	oercommons	2025-03-18T00:39:37.957744	Lesson Plan	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/27252/overview", "title": "HS American Gov. EBAS Lesson Seed: Powers of the Executive Branch (War Powers Act)", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/72676/overview	http://www.phttp://www.procomoer.org/writing/rocomoer.org/writing/ UNIT-I Communication Skills Communication Skills Overview This note is an introduction to Unit-I Communication Skills. It makes you understand the various types, ways, kinds of communication along with the knowledge of its process and importance. Communication Skills Communication Skills Introduction Importance of Communication Process of Communication The Ways of Communication Kinds of Communication Channels of Communication PROFESSIONAL COMMUNICATION Writing This module expands on material learned in the foundations module. Here, students learn to communicate in writing. They can, optionally, begin with a refresher on grammar and punctuation, and go on to explore writing and revising workplace documents, ethical guidelines for writing in a professional context, and information literacy.Take a look at the Instructor Overview to find out more about this and the other modules in the OER. eTextbook Part 2 of the OER’s eTextbook aligns with this module. Included chapters are listed below. You’ll also find a Module Overview and Glossary in the text. - Grammar & Punctuation - Workplace Documents - Revising your Writing - Ethical Guidelines - Information Literacy Materials Each of the module topics has its own set of materials as listed below. Lecture Notes have been developed to accompany the slide decks. There is also a Question Bank, containing questions that could be used on exams (these also feature inside the eText in the ‘Check your Understanding’ section). The Assignment Instructor Notes and Writing Module General Assessment Rubric are applicable to all assessments on this module. Grammar & Punctuation - Grammar and Punctuation Video - Grammar and Punctuation Slide Deck - Dear John Handout - Parts of Speech Word Cards - Types of Sentences Worksheet - Subject & Verb Agreement Worksheet - Pronoun Agreement Worksheet - Parallelism Worksheet - Modifiers Worksheet - Prepositions and Conjunctions Worksheet - Punctuation Marks Infographic - Grammar Cheatsheet Workplace Documents - Writing Workplace Documents Video - Writing Workplace Documents Slide Deck - Business Letter Assignment - Email & Memo Assignment & Rubric - Critiquing an Email Activity - Composing an Email Activity - FAST Form Revising your Writing - Revising Workplace Documents Video - Revising Workplace Documents Slide Deck - Writing Prompts Handout - Writing Process Infographic Ethical Guidelines Information Literacy - Information Literacy Video - Information Literacy Slide Deck - APA Citation Reference - Creating an Outline Handout This chapter also introduces the module-wide summative Short Report assessment and its corresponding Grading Rubric. Unless otherwise noted this material is licensed under a Creative Commons Attribution 4.0 LicenseProfessional and Technical Writing Professional and Technical Writing Created June 10, 2019 by userSuzie Baker 7.1 Proposals - Written by Joe Moxley - Category: Memos, Proposals & Reports - Published: 21 October 2009 - Last Updated: 23 January 2018 - Hits: 23635 Learn how to improve your problem-solving and persuasive skills. Employ your writing and reasoning skills to make a difference in the world. View samples and write a proposal to conduct research, develop a Web site, solve a problem, or provide a service. Proposals are persuasive texts that articulate ways to solve a problem, conduct needed research, or provide a service. Proposals may attempt to persuade readers to act or they may seek funding. Writers of proposals support claims with reasoning, library and Internet research, and original research, including questionnaires, interviews, and ethnographers. Ironically, even a proposal that seeks funding to conduct research needs to be firmly grounded in research. In other words, you often have to conduct research in order to craft a proposal, even if your ultimate goal is to secure funding for additional research. Why Write Proposals? In school, your instructors may ask you to write proposals to solve or improve a problem. For example, you could write a proposal to better meet the needs of students so 50% of them don't fail to complete their degrees. Or you could attempt to solve that age-old problem of parking on overcrowded campuses. Instructors across the disciplines may ask you to write research proposals, outlining a topic, describing its significance, and presenting a schedule for more thoroughly researching the topic. In business classes, your teachers may assign business plans or your teachers may seek proposals to improve the curriculum. Proposals are arguments that seek particular outcomes from the readers of the proposals. Proposals can offer to trade services for money or goods, proposals can seek funding to conduct research, and proposals might present a call for action. Diverse Rhetorical Situations In general, proposals address three distinct purposes: - Research Proposals: Students and professionals often write research proposals, describing research they'd like to complete in college classes, professional settings, and laboratories. For example, a student might write a proposal to conduct a full-length research report, essentially outlining the topic, describing the significance of the topic, and explaining when and how the research would be conducted. - Essay Proposals: People write proposals as editorials or essays, hoping to influence people about various topics. The proposals go beyond arguing one side of a topic: They present a call for action. For example, a student might write an editorial in the student newspaper calling for a task force to explore ways to create healthier food choices on campus. An activist might write an article for a magazine, advocating particular health care reforms. A terrorism expert might argue for enacting certain policies in airports. - Consulting Proposals: Did you know that billions of dollars are awarded to successful proposals every year? People write proposals seeking funding for necessary services. For example, an environmental consulting business might sell its services to the EPA, offering to conduct a water contamination report, or an accounting firm might sell its services as an independent auditor. In the U.S. much of the research conducted by university faculty and scientists is funded by government agencies and private foundations. Professional researchers often refer to the Community of Science, a funding source database, which identifies $33 billion in funding opportunities. Another popular funding source database is IRIS. As suggested by the table below, proposals are a remarkably diverse genre, coming in all shapes and sizes. Proposals can be page length or book length, covering hundreds of pages. Proposals can be presented in essay form and published in trade magazines. Alternatively, proposals can be submitted in an internal memo format or in an external report format. Some large organizations, such as the National Science Foundation, have online submission procedures. \| Purposes \| Audiences \| Voices/Persona \| Media \| \| \| \| \| Rhetorical Analysis of Online Readings Consider the context, audience, purpose, and media invoked by the following readings. Also examine how ideas are developed in these texts. Are assertions grounded in personal experience, interviews with authorities, questionnaires, Internet and library research, or empirical research? - MIT's Undergraduate Research Opportunities Program (Sample Student Proposals) - DECA, an association of marketing students, calls for a variety of proposals, which can be entered into a nationwide competition. - Students at Brown University rewrote the Student Code of Conduct because they weren't happy with the university's code. - The Academy of Child and Adolescent Psychiatry publishes Children and TV Violence to warn parents about the effects of violence on TV on their children, as suggested by the research of their members. - The American Psychological Association, the leading professional group of psychologists, has published Childhood Exposure to Media Violence Predicts Young Adult Aggressive Behavior, According to a New 15-Year Study. - The Union of Concerned Scientists publishes Powerful Solutions: 7 Ways to Switch America to Renewable Electricity, suggesting ways Americans can switch to renewable energy sources. - NSF , the National Science Foundation, offers many sample proposals on its Web site, helping to guide future proposal writers. - NEH, National Endowment for the Humanities, publishes successful proposals (in DOC and HTML and PDF formats) on its Web site; see sample proposals. - EPA, Environmental Protection Agency, provides hundreds of proposals on its site; see sample proposals. - Preventing AIDS: An Investment in the Future by Lawrence H. Summers. Representing the United States government as the Secretary of the Treasury, Lawrence H. Summers explains the importance of thinking globally when it comes to infectious What Are Proposals? Proposals typically outline a problem, detail solutions to the problem, and define the costs for solving the problem. Proposals provide information about the qualifications of the person or people suggesting the solution. When funds are sought to conduct the promised work, a detailed budget is provided. More formal proposals contain evaluation information--that is, a plan to evaluate the success of the proposal once it's implemented. Key Features of Proposals A proposal designed to affect readers' opinions about public policies differs from one seeking funding for research or to conduct research. Accordingly, the following analysis of key features is presented as a series of considerations as opposed to a comprehensive blueprint. Focus Proposal writers bring focus to their proposals by highlighting the urgency of the problem and by providing the evidence readers need to believe the proposed solution can work. Development It's true that some proposals are won on appeals to emotion. But ultimately, an argument needs to be based on reason. You need to conduct research to find the facts, opinions, and research that support your proposal. Reading sample proposals can help you find and adopt an appropriate voice and persona. By reading samples, you can learn how others have prioritized particular criteria. Below are some additional suggestions for developing your proposal. Define the Problem(s) Obvious problems can be defined briefly, whereas more subtle problems may need considerable development. For example, Michael McManus details the problems with divorce for over five pages in Why Is It in the Government's Interests to SaveMarriages? Thus, this part of your proposal may be as short as a sentence or many pages long. Occasionally writers will view the problem as so obvious to their audience that they won't even introduce it; see, for example, What You Can Do About Global Warming by the Union of Concerned Scientists. When they read the introduction to your proposals, readers are likely to ask these two questions: Who benefits from the proposal? Will the project have significant impact? Who is submitting the proposal? What is their interest in solving the problem? Is this person or organization qualified to solve the problem? In order to answer these questions, provide specifics including statistics, quotes from authorities, results from past research, interviews, and questionnaires. Notice how the following excerpt stuns readers in its introduction with gruesome statistics. These statistics provide the background information that readers may need to understand the proposal: Three hundred million people live on less than US$l per day. Life expectancy is 48 years and falling. More than one-third of all children are malnourished; more than 40 per cent have no access to education. Twenty-eight million people live with HIV/AIDS, and for over 100 million people, war is a part of daily life. And yet, in spite of these grim statistics, there are still grounds for optimism. The spread of democracy and the growing strength of African civil society, combined with the efforts by some African leaders to chart a new course, offer a real chance to tackle the root causes of poverty and conflict. Define Method(s) How will you gather information (secondary research or primary research)? In the humanities, writers do not explicitly mention their methods, whereas in the sciences and social sciences writers often explicitly mention their methods. - If you are proposing to conduct research, your readers will want information regarding how you propose to conduct the research. Will your research involve Internet and library research? Will you interview authorities? - If your proposal calls for laboratory research, your readers will want to see that you have access to the laboratory and tools needed to carry out the research. - If you are proposing a service, readers will want to ensure you can actually provide the service. Present Your Solution(s) Successful proposals are not vague about proposed solutions. Instead, they tend to outline step-by-step activities and objectives, perhaps even associating particular activities and objectives with dollar figures--if money is sought to conduct the proposal. Critical readers are likely to view proposals skeptically, preferring inaction (which doesn't cost anything) to action (which may involve risk). As they review the solutions you propose, they may ask the following three questions: - Is the solution feasible? - How much time will it take to complete the proposal? - Will other factors resolve the problem over time? In other words, is the problem urgent? Appeal to Character/Persona People often imply or explicitly make "appeals to character." In other words, they attempt to suggest they have credibility, that they are good people with the best interests of their readers in mind. The persona you project as a writer plays a fundamental role in the overall success of your proposal. Your opening sentences generally establish the tone of your text and present to the reader a sense of your persona, both of which play a tremendous role in the overall persuasiveness of your argument. By evaluating how you define the problem, consider counterarguments, or marshal support for your claims, your readers will make inferences about your character. When reviewing proposals, reviewers are particularly concerned about the credibility of the author. When an author is advocating a course of action, critical readers wonder about how the author(s) benefit from the proposal--or why they are presenting the proposal. Notice, for example, when the Brown American Civil Liberties Union rewrote the Code of Student Conduct, they were quick to agree with doubting readers that they also dislike "hate speech," yet they thought stifling free speech on campus wasn't the best way to counteract hate speech: We at the Brown American Civil Liberties Union (ACLU) are proposing the following changes to the Code of Student Conduct in an effort to ensure a consistent, unambiguous, and Constitutionally acceptable disciplinary code that does not consider protected speech a violation or an aggravating factor under any circumstances. We fully support the University's efforts to promote tolerance, understanding, and to prevent discrimination and prejudice. However, we strongly disagree with the assertion that the current Code prohibits only "behavior" and not Constitutionally protected speech. In addition, we believe that although hate speech may be offensive, it should not be censored. The solution to hate speech is more speech, not less. Brown must insure that all opinions, no matter how unpopular, can be freely stated and challenged within a free and open University. The current "behavior" guidelines, no matter how well intentioned, can potentially still be used to punish unpopular, yet Constitutionally protected speech. The potential for the current code to be wrongly interpreted by the University Disciplinary Council (UDC) is great, and has been used in the past to justify harsher penalties for speech-related violations than for actual physical confrontations. We seek to rectify this situation, and we feel our proposals should satisfy both the desire to protect the Brown community and to protect the rights of community members. We urge the timely and respectful consideration of our reform proposals listed below. [Brown University: Revising the Code of Student Conduct] In less formal circumstances, writers will speak personally about the importance of the proposal. Consider, for example, this excerpt from one of the students' proposals featured at MIT's site on Undergraduate Research Proposals: I am very enthusiastic to continue working with the multidisciplinary team of researchers involved with this project. As a student, I am excited to be able to supplement my education with out-of-class research. While learning about the organizations that are perceived to be on the "cutting edge," those that have incorporated the best technologies and most innovative organizational approaches into their management structures, I will gain a better understanding of the overall business environments of both our society and of our world. Because the scope of this initiative is greater than what current consulting firms have to offer, this project is particularly attractive. Having an interest in the field of professional consulting, work on this project would allow me to explore in greater depth the subject material that a future career in consulting would involve. In addition, I will have the honor of working with a distinguished group of faculty and staff members that are under the direction of [faculty supervisor's name]. Because I am a student majoring in economics, minoring in psychology, and I possess a strong interest in management science, this multidisciplinary research initiative, which draws upon all three of these fields, really feels like a "nice fit" in terms of what it has to offer and by what I can give back. [Sample UROP Proposals] In circumstances when a service is being proposed or when a research project is being proposed, they want to ensure the author has the resources, skills, and experience necessary to successfully provide the service. Appeal to Emotion Proposals are more firmly grounded in appeals to logic and character than appeals to emotion. Often, appeals to emotion would seem unethical or unprofessional. Critical readers tend to emphasize facts and qualifications when assessing proposals. Notice, for example, that: The AMA doesn't put a face on all of the deaths caused by insufficient organs. [AMA House Supports Studies on Organ Donation Incentives] The Union of Concerned Scientists doesn't emotionally describe the effects of global warming. [The Union of Concerned Scientists] However, because of the power of emotional appeals, you may want to slip them into the introduction and conclusion of your proposal. Just be discreet and careful. Most modern, well-educated readers are quick to see through such manipulative attempts and they prefer the bulk of a proposal to be grounded in research and logic. Additional emotional appeals include: - Appeals to authority. (According to the EPA, global warming will raise sea levels.) - Appeals to pity. (I should be allowed to take the test again because I had the flu the first time I took it.) - Personal attacks on the opposition, which rhetoricians call ad hominem attacks. (I wouldn't vote for that man because he's a womanizer.) Appeal to Logic Successful proposals are firmly grounded in logic. You need to provide evidence if you hope to sway educated readers. Your description of the problem must be firmly grounded in research. You can add depth and persuasiveness to your proposal by citing authorities, interviewing experts, and researching past attempts to solve the problem. Trained as critical readers, your teachers and college-educated peers expect you to provide evidence--that is, logical reasoning, personal observations, expert testimony, facts, and statistics. Consider Counterarguments Typically, proposal writers are under severe word-length restrictions. In professional contexts, they may be competing with hundreds, perhaps thousands of writers who each have five pages to sell their solution. Accordingly, each word is precious so proposal writers do not want to give significant air time to articulating counterarguments or counter solutions. Even so, at some point in your proposal, you may need to present counterarguments or consider the wisdom of alternative solutions. Essentially, whenever you think your readers may think your alternative solutions are more feasible, you need to account for their concerns. Elaborating on counterarguments is particularly useful when you have an unusual claim or a skeptical audience. Consider, for example, Jonathan Trager's "Libertarian Solutions: How Small-government Solutions Can Successfully Stop the Terrorist Threat." Addressing the best ways to protect our airports in light of 9/11, Trager spends the bulk of his proposal critiquing other people's solutions. In particular he critiques these three recommendations: - Have government bureaucrats man x-ray machines in airports. - Regulate immigration more effectively. - Grant more power to law enforcement. Using an inductive organization, it really isn't until the middle of his proposal that he cites his four solutions: - Stop disarming pilots. - Dismantle the drug war. - Return to a non-interventionist foreign policy. Prohibit the American government from giving weapons--or money to buy weapons--to foreign nations. Use Visuals Readers love visual representations of proposals because they enable readers to see the proposal, engaging readers at a visual level. Consider the effects of the following creative uses of visuals: To augment their proposal on ways to alleviate parking problems at Harvard (see Students Tackle Parking Problems), the students provided video clips, illustrating how robotic garages can best solve Harvard's parking problems. Chunk Your Contents Consider "chunking" your proposal. For example, some proposals call for a 50-word abstract and a 500-word executive summary. Many of the proposals linked in this section provide brief and extended examples Organization Most proposals to conduct research or provide a service are organized as classical arguments: The author briefly presents the problem and then proposes the solutions. Occasionally, writers will employ a more inductive organization, particularly when the proposed solution may seem controversial. Style You can make your proposal more persuasive by using unambiguous, concrete language, appealing to the reader's senses and relating the subject or concept to information that the reader already understands, moving from given to new information.information. 7.2 Business Proposal - Written by Joe Moxley - Category: Memos, Proposals & Reports - Published: 21 December 2012 - Last Updated: 23 January 2018 - Hits: 13001 Learning Objectives - Describe the basic elements of a business proposal. - Discuss the main goals of a business proposal. - Identify effective strategies to use in a business proposal. An effective business proposal informs and persuades efficiently. It features many of the common elements of a report, but its emphasis on persuasion guides the overall presentation. Let’s say you work in a health care setting. What types of products or services might be put out to bid? If your organization is going to expand and needs to construct a new wing, it will probably be put out to bid. Everything from office furniture to bedpans could potentially be put out to bid, specifying a quantity, quality, and time of delivery required. Janitorial services may also be bid on each year, as well as food services, and even maintenance. Using the power of bidding to lower contract costs for goods and services is common practice. In order to be successful in business and industry, you should be familiar with the business proposal. Much like a report, with several common elements and persuasive speech, a business proposal makes the case for your product or service. Business proposals are documents designed to make a persuasive appeal to the audience to achieve a defined outcome, often proposing a solution to a problem. Common Proposal Elements Idea Effective business proposals are built around a great idea or solution. While you may be able to present your normal product, service, or solution in an interesting way, you want your document and its solution to stand out against the background of competing proposals. What makes your idea different or unique? How can you better meet the needs of the company that other vendors? What makes you so special? If the purchase decision is made solely on price, it may leave you little room to underscore the value of service, but the sale follow-through has value. For example, don’t consider just the cost of the unit but also its maintenance. How can maintenance be a part of your solution, distinct from the rest? In addition, your proposal may focus on a common product where you can anticipate several vendors at similar prices. How can you differentiate yourself from the rest by underscoring long-term relationships, demonstrated ability to deliver, or the ability to anticipate the company’s needs? Business proposals need to have an attractive idea or solution in order to be effective. Traditional Categories You can be creative in many aspects of the business proposal, but follow the traditional categories. Businesses expect to see information in a specific order, much like a résumé or even a letter. Each aspect of your proposal has its place and it is to your advantage to respect that tradition and use the categories effectively to highlight your product or service. Every category is an opportunity to sell, and should reinforce your credibility, your passion, and the reason why your solution is simply the best. Table 9.2 Business Proposal Format \| Cover Page \| Title page with name, title, date, and specific reference to request for proposal if applicable. \| \| Executive Summary \| Like an abstract in a report, this is a one- or two-paragraph summary of the product or service and how it meets the requirements and exceeds expectations. \| \| Background \| Discuss the history of your product, service, and/or company and consider focusing on the relationship between you and the potential buyer and/or similar companies. \| \| Proposal \| The idea. Who, what, where, when, why, and how. Make it clear and concise. Don’t waste words, and don’t exaggerate. Use clear, well-supported reasoning to demonstrate your product or service. \| \| Market Analysis \| What currently exists in the marketplace, including competing products or services, and how does your solution compare? \| \| Benefits \| How will the potential buyer benefit from the product or service? Be clear, concise, specific, and provide a comprehensive list of immediate, short, and long-term benefits to the company. \| \| Timeline \| A clear presentation, often with visual aids, of the process, from start to finish, with specific, dated benchmarks noted. \| \| Marketing Plan \| Delivery is often the greatest challenge for Web-based services—how will people learn about you? If you are bidding on a gross lot of food service supplies, this may not apply to you, but if an audience is required for success, you will need a marketing plan. \| \| Finance \| What are the initial costs, when can revenue be anticipated, when will there be a return on investment (if applicable)? Again, the proposal may involve a one-time fixed cost, but if the product or service is to be delivered more than once, and extended financial plan noting costs across time is required. \| \| Conclusion \| Like a speech or essay, restate your main points clearly. Tie them together with a common them and make your proposal memorable. \| Ethos, Pathos, and Logos Ethos refers to credibility, pathos to passion and enthusiasm, and logos to logic or reason. All three elements are integral parts of your business proposal that require your attention. Who are you and why should we do business with you? Your credibility may be unknown to the potential client and it is your job to reference previous clients, demonstrate order fulfillment, and clearly show that your product or service is offered by a credible organization. By association, if your organization is credible the product or service is often thought to be more credible. In the same way, if you are not enthusiastic about the product or service, why should the potential client get excited? How does your solution stand out in the marketplace? Why should they consider you? Why should they continue reading? Passion and enthusiasm are not only communicated through “!” exclamation points. Your thorough understanding, and your demonstration of that understanding, communicates dedication and interest. Each assertion requires substantiation, each point clear support. It is not enough to make baseless claims about your product or service—you have to show why the claims you make are true, relevant, and support your central assertion that your product or service is right for this client. Make sure you cite sources and indicate “according to” when you support your points. Be detailed and specific. Professional A professional document is a base requirement. If it is less than professional, you can count on its prompt dismissal. There should be no errors in spelling or grammar, and all information should be concise, accurate, and clearly referenced when appropriate. Information that pertains to credibility should be easy to find and clearly relevant, including contact information. If the document exists in a hard copy form, it should be printed on a letterhead. If the document is submitted in an electronic form, it should be in a file format that presents your document as you intended. Word processing files may have their formatting changed or adjusted based on factors you cannot control—like screen size—and information can shift out of place, making it difficult to understand. In this case, a portable document format (PDF)—a format for electronic documents—may be used to preserve content location and avoid any inadvertent format changes when it is displayed. Effective, persuasive proposals are often brief, even limited to one page. “The one-page proposal has been one of the keys to my business success, and it can be invaluable to you too. Few decision-makers can ever afford to read more than one page when deciding if they are interested in a deal or not. This is even more true for people of a different culture or language,” said Adnan Khashoggi, a successful multibillionaire. [1] Clear and concise proposals serve the audience well and limit the range of information to prevent confusion. Two Types of Business Proposals Solicited If you have been asked to submit a proposal it is considered solicited. The solicitation may come in the form of a direct verbal or written request, but normally solicitations are indirect, open-bid to the public, and formally published for everyone to see. A request for proposal (RFP), request for quotation (RFQ), and invitation for bid (IFB) are common ways to solicit business proposals for business, industry, and the government. RFPs typically specify the product or service, guidelines for submission, and evaluation criteria. RFQs emphasize cost, though service and maintenance may be part of the solicitation. IRBs are often job-specific in that they encompass a project that requires a timeline, labor, and materials. For example, if a local school district announces the construction of a new elementary school, they normally have the architect and engineering plans on file, but need a licensed contractor to build it. Unsolicited Unsolicited proposals are the “cold calls” of business writing. They require a thorough understanding of the market, product and/or service, and their presentation is typically general rather than customer-specific. They can, however, be tailored to specific businesses with time and effort, and the demonstrated knowledge of specific needs or requirement can transform an otherwise generic, brochure-like proposal into an effective sales message. Getting your tailored message to your target audience, however, is often a significant challenge if it has not been directly or indirectly solicited. Unsolicited proposals are often regarded as marketing materials, intended more to stimulate interest for a follow-up contact than make direct sales. Sue Baugh and Robert Hamper encourage you to resist the temptation to “shoot at every target and hope you hit at least one.” [2] A targeted proposal is your most effective approach, but recognize the importance of gaining company, service, or brand awareness as well as its limitations. Sample Business Proposal The Writing Help Tools Center is a commercial enterprise, and offers a clear (and free) example of a business proposal here: https://www.writinghelptools.com/proposal-sample.html Key Takeaway Business proposals need to target a specific audience. Exercises - Click on this link to see a sample request for proposal from the American Institute of Public Accounts. - Prepare a business proposal in no more than two pages. Follow the guidelines provided in the sample letter for CPA services on the American Institute of Public Accountants Web site. Do not include actual contact information. Just as the example has employees named after colors, your (imaginary) company should have contact information that does not directly link to real businesses or you as an individual. Do not respond to point 12. - Search for an RFP (request for proposal) or similar call to bid, and post it to your class. Compare the results with your classmates, focusing on what is required to apply or bid. - Identify a product or service you would like to produce or offer. List three companies that you would like to sell your product or service to and learn more about them. Post your findings, making the link between your product or service and company needs. [1] Riley, P. G. (2002). The one-page proposal: How to get your business pitch onto one persuasive page (p. 2). New York, NY: HarperCollins. [2] Baugh, L. S., & Hamper, R. J. (1995). Handbook for writing proposals (p. 3). New York, NY: McGraw-Hill. 7.3 VIDEO: BUSINESS PROPOSALS All rights reserved content - Saylor.org BUS210: Business Proposals. Authored by: The Saylor Academy. Located at: http://www.youtube.com/watch?v=aBAvSumpgx8. License: All Rights Reserved. License Terms: Standard YouTube license 7.4 MAKING AN ARGUMENT LEARNING OBJECTIVES By the end of this section, you will be able to: - Demonstrate how to form a clear argument with appropriate support to persuade your audience. - Recognize and understand inherent weaknesses in fallacies. According to the famous satirist Jonathan Swift, “Argument is the worst sort of conversation.” You may be inclined to agree. When people argue, they are engaged in conflict and it’s usually not pretty. It sometimes appears that way because people resort to fallacious arguments or false statements, or they simply do not treat each other with respect. They get defensive, try to prove their own points, and fail to listen to each other. But this should not be what happens in written argument. Instead, when you make an argument in your writing, you will want to present your position with logical points, supporting each point with appropriate sources. You will want to give your audience every reason to perceive you as ethical and trustworthy. Your audience will expect you to treat them with respect, and to present your argument in a way that does not make them defensive. Contribute to your credibility by building sound arguments and using strategic arguments with skill and planning. In this section we will briefly discuss the classic form of an argument, a more modern interpretation, and finally seven basic arguments you may choose to use. Imagine that these are tools in your toolbox and that you want to know how each is effectively used. Know that the people who try to persuade you—from telemarketers to politicians—usually have these tools at hand. Let’s start with a classical rhetorical strategy. It asks the rhetorician, speaker, or author to frame arguments in the following steps: Table 11.7 Classical Rhetorical Strategy \| 1. Exordium \| Prepares the audience to consider your argument \| \| 2. Narration \| Provides the audience with the necessary background or context for your argument \| \| 3. Proposition \| Introduces your claim being argued in the document \| \| 4. Confirmation \| Offers the audience evidence to support your argument \| \| 5. Refutation \| Introduces to the audience and then discounts or refutes the counterarguments or objections \| \| 6. Peroration \| Your conclusion of your argument \| This is a standard pattern in rhetoric and you will probably see it in both speech and English courses. The pattern is useful to guide you in preparing your document and can serve as a valuable checklist to insure you are prepared. While this formal pattern has distinct advantages, you may not see it used exactly as indicated here on a daily basis. What may be more familiar to you is Stephen Toulmin’s rhetorical strategy (1958), which focuses on three main elements (see Table 11.8 “Toulmin’s Three-Part Rhetorical Strategy”). Table 11.8 Toulmin’s Three-Part Rhetorical Strategy \| Element \| Description \| Example \| \|---\|---\|---\| \| 1. Claim \| Your statement of belief or truth \| It is important to spay or neuter your pet. \| \| 2. Data \| Your supporting reasons for the claim \| Millions of unwanted pets are euthanized every year. \| \| 3. Warrant \| You create the connection between the claim and the supporting reasons \| Pets that are spayed or neutered do not reproduce, preventing the production of unwanted animals. \| Toulmin’s rhetorical strategy is useful in that it makes the claim explicit, clearly illustrates the relationship between the claim and the data, and allows the reader to follow the writer’s reasoning. You may have a good idea or point, but your audience will want to know how you arrived at that claim or viewpoint. The warrant addresses the inherent and often unsaid question, “Why is this data so important to your topic?” In so doing, it helps you to illustrate relationships between information for your audience. EFFECTIVE ARGUMENTATION STRATEGIES: GASCAP/T Here is a useful way of organizing and remembering seven key argumentative strategies: - Argument by Generalization - Argument by Analogy - Argument by Sign - Argument by Consequence - Argument by Authority - Argument by Principle - Argument by Testimony Richard Fulkerson notes that a single strategy is sufficient to make an argument some of the time, but it is often better to combine several strategies to make an effective argument (In Emmel, Resch, & Tenney, 1996). He organized the argumentative strategies in this way to compare the differences, highlight the similarities, and allow for their discussion. This model, often called by its acronym GASCAP, is a useful strategy to summarize six key arguments and is easy to remember. Here we have adapted it, adding one argument that is often used in today’s speeches and presentations, the argument by testimony. Table 11.9 “GASCAP/T Strategies” presents each argument, provides a definition of the strategy and an example, and examines ways to evaluate each approach. Table 11.9 GASCAP/T Strategies \| Argument by \| Claim \| Example \| Evaluation \| \| \|---\|---\|---\|---\|---\| \| G \| Generalization \| Whatever is true of a good example or sample will be true of everything like it or the population it came from. \| If you can vote, drive, and die for your country, you should also be allowed to buy alcohol. \| STAR System: For it to be reliable, we need a (S) sufficient number of (T) typical, (A) accurate, and (R) reliable examples. \| \| A \| Analogy \| Two situations, things or ideas are alike in observable ways and will tend to be alike in many other ways \| Alcohol is a drug. So is tobacco. They alter perceptions, have an impact physiological and psychological systems, and are federally regulated substances. \| Watch for adverbs that end in “ly,” as they qualify, or lessen the relationship between the examples. Words like “probably,” “maybe,” “could, “may,” or “usually” all weaken the relationship. \| \| S \| Sign \| Statistics, facts, or cases indicate meaning, much like a stop sign means “stop.” \| Motor vehicle accidents involving alcohol occur at significant rates among adults of all ages in the United States. \| Evaluate the relationship between the sign and look for correlation, where the presenter says what the facts “mean.” Does the sign say that? Does it say more? What is not said? Is it relevant? \| \| C \| Cause \| If two conditions always appear together, they are causally related. \| The U.S. insurance industry has been significantly involved in state and national legislation requiring proof of insurance, changes in graduated driver’s licenses, and the national change in the drinking age from age 18 to age 21. \| Watch out for “after the fact, therefore because of the fact” (post hoc, ergo propter hoc) thinking. There might not be a clear connection, and it might not be the whole picture. Mothers Against Drunk Driving might have also been involved with each example of legislation. \| \| A \| Authority \| What a credible source indicates is probably true. \| According to the National Transportation Safety Board, older drivers are increasingly involved in motor vehicle accidents. \| Is the source legitimate and is their information trustworthy? Institutes, boards, and people often have agendas and distinct points of view. \| \| P \| Principle \| An accepted or proper truth \| The change in the drinking age was never put to a vote. It’s not about alcohol, it’s about our freedom of speech in a democratic society. \| Is the principle being invoked generally accepted? Is the claim, data or warrant actually related to the principle stated? Are there common exceptions to the principle? What are the practical consequences of following the principle in this case? \| \| T \| Testimony \| Personal experience \| I’ve lost friends from age 18 to 67 to alcohol. It impacts all ages, and its effects are cumulative. Let me tell you about two friends in particular. \| Is the testimony authentic? Is it relevant? Is it representative of other’s experiences? Use the STAR system to help evaluate the use of testimony. \| EVIDENCE Now that we’ve clearly outlined several argument strategies, how do you support your position with evidence or warrants? If your premise or the background from which you start is valid, and your claim is clear and clearly related, the audience will naturally turn their attention to “prove it.” This is where the relevance of evidence becomes particularly important. Here are three guidelines to consider in order to insure your evidence passes the “so what?” test of relevance in relation to your claim. Make sure your evidence has the following traits: - Supportive. Examples are clearly representative, statistics are accurate, testimony is authoritative, and information is reliable. - Relevant. Examples clearly relate to the claim or topic, and you are not comparing “apples to oranges.” - Effective. Examples are clearly the best available to support the claim, quality is preferred to quantity, there are only a few well-chosen statistics, facts, or data. APPEALING TO EMOTIONS While we’ve highlighted several points to consider when selecting information to support your claim, know that Aristotle strongly preferred an argument based in logic over emotion. Can the same be said for your audience, and to what degree is emotion and your appeal to it in your audience a part of modern life? Emotions are a psychological and physical reaction, such as fear or anger, to stimuli that we experience as a feeling. Our feelings or emotions directly impact our own point of view and readiness to communicate, but also influence how, why, and when we say things. Emotions influence not only how you say or what you say, but also how you hear or what you hear. At times, emotions can be challenging to control. Emotions will move your audience, and possibly even move you, to change or act in certain ways. Aristotle thought the best and most preferable way to persuade an audience was through the use of logic, free of emotion. He also recognized that people are often motivated, even manipulated, by the exploitation of their emotions. In a business context, we still engage in this debate, demanding to know the facts separate from personal opinion or agenda, but see the use of emotional appeal to sell products. Marketing experts are famous for creating a need or associating an emotion with a brand or label in order to sell it. You will speak the language of your audience in your document, and may choose to appeal to emotion, but you need to consider how the strategy works, as it may be considered a tool that has two edges. If we think of the appeal to emotion as a knife, we can see it has two edges. One edge can cut your audience, and the other can cut you. If you advance an appeal to emotion in your document on spaying and neutering pets, and discuss the millions of unwanted pets that are killed each year, you may elicit an emotional response. If you use this approach repeatedly, your audience may grow weary of this approach, and it will lose its effectiveness. If you change your topic to the use of animals in research, the same strategy may apply, but repeated attempts to elicit an emotional response may backfire (i.e., in essence “cutting” you) and produce a negative response called “emotional resistance.” Emotional resistance involves getting tired, often to the point of rejection, of hearing messages that attempt to elicit an emotional response. Emotional appeals can wear out the audience’s capacity to receive the message. As Aristotle outlined, ethos (credibility), logos (logic), and pathos (passion, enthusiasm, and emotional response) constitute the building blocks of any document. It’s up to you to create a balanced document, where you may appeal to emotion, but choose to use it judiciously. On a related point, the use of an emotional appeal may also impair your ability to write persuasively or effectively. For example, if you choose to present an article about suicide to persuade people against committing it and you start showing a photo of your brother or sister that you lost to suicide, your emotional response may cloud your judgment and get in the way of your thinking. Never use a personal story, or even a story of someone you do not know, if the inclusion of that story causes you to lose control. While it’s important to discuss relevant topics, you need to assess your relationship to the message. Your documents should not be an exercise in therapy. Otherwise, you will sacrifice ethos and credibility, even your effectiveness, if you “lose it” because you are really not ready to discuss the issue. RECOGNIZING FALLACIES “Fallacy” is another way of saying false logic. Fallacies or rhetorical tricks deceive your audience with their style, drama, or pattern, but add little to your document in terms of substance. They are best avoided because they can actually detract from your effectiveness. There are several techniques or “tricks” that allow the writer to rely on style without offering substantive argument, to obscure the central message, or twist the facts to their own gain. Table 11.10 “Fallacies” examines the eight classical fallacies. Learn to recognize them so they can’t be used against you, and learn to avoid using them with your audience. Table 11.10 Fallacies \| Fallacy \| Definition \| Example \| \|---\|---\|---\| \| 1. Red Herring \| Any diversion intended to distract attention from the main issue, particularly by relating the issue to a common fear. \| It’s not just about the death penalty; it’s about the victims and their rights. You wouldn’t want to be a victim, but if you were, you’d want justice. \| \| 2. Straw Man \| A weak argument set up to easily refute and distract attention from stronger arguments. \| Look at the idea that criminals who commit murder should be released after a few years of rehabilitation. Think of how unsafe our streets would be then! \| \| 3. Begging the Question \| Claiming the truth of the very matter in question, as if it were already an obvious conclusion. \| We know that they will be released and unleashed on society to repeat their crimes again and again. \| \| 4. Circular Argument \| The proposition is used to prove itself. Assumes the very thing it aims to prove. Related to begging the question. \| Once a killer, always a killer. \| \| 5. Ad Populum \| Appeals to a common belief of some people, often prejudicial, and states everyone holds this belief. Also called the bandwagon fallacy, as people “jump on the bandwagon” of a perceived popular view. \| Most people would prefer to get rid of a few “bad apples” and keep our streets safe. \| \| 6. Ad Hominem or “Argument against the Man” \| Argument against the man instead of his message. Stating that someone’s argument is wrong solely because of something about the person rather than about the argument itself. \| Our representative is a drunk and philanderer. How can we trust him on the issues of safety and family? \| \| 7. Non Sequitur or “It Does Not Follow” \| The conclusion does not follow from the premises. They are not related. \| Since the liberal 1960s, we’ve seen an increase in convicts who got let off death row. \| \| 8. Post Hoc Ergo Propter Hoc or “After This, Therefore because of This” \| It is also called a coincidental correlation. \| Violent death rates went down once they started publicizing executions. \| ETHICAL CONSIDERATIONS IN PERSUASION In his book Ethics in Human Communication, Richard Johannesen (1996) offers eleven points to consider when communicating. Although they are related to public speaking, they are also useful in business writing. You may note that many of his cautions are clearly related to the fallacies we’ve discussed. His main points reiterate many of the points across this chapter and should be kept in mind as you prepare, and present, your persuasive message. Do not - use false, fabricated, misrepresented, distorted, or irrelevant evidence to support arguments or claims; - intentionally use unsupported, misleading, or illogical reasoning; - represent yourself as informed or an “expert” on a subject when you are not; - use irrelevant appeals to divert attention from the issue at hand; - ask your audience to link your idea or proposal to emotion-laden values, motives, or goals to which it is actually not related; - deceive your audience by concealing your real purpose, your self-interest, the group you represent, or your position as an advocate of a viewpoint; - distort, hide, or misrepresent the number, scope, intensity, or undesirable features of consequences or effects; - use emotional appeals that lack a supporting basis of evidence or reasoning; - oversimplify complex, gradation-laden situations into simplistic, two-valued, either-or, polar views or choices; - pretend certainty where tentativeness and degrees of probability would be more accurate; - advocate something that you yourself do not believe in. Aristotle said the mark of a good person, well spoken, was a clear command of the faculty of observing in any given case the available means of persuasion. He discussed the idea of perceiving the various points of view related to a topic and their thoughtful consideration. While it’s important to be able to perceive the complexity of a case, you are not asked to be a lawyer and defend a client. In your message to persuade, consider honesty and integrity as you assemble your arguments. Your audience will appreciate your thoughtful consideration of more than one view and your understanding of the complexity of the issue, thus building your ethos, or credibility, as you present your document. Be careful not to stretch the facts, or assemble them only to prove your point; instead, prove the argument on its own merits. Deception, coercion, intentional bias, manipulation and bribery should have no place in your message to persuade. KEY TAKEAWAY The art of argument in writing involves presenting supportive, relevant, effective evidence for each point and doing it in a respectful and ethical manner. EXERCISES 1. Select a piece of persuasive writing such as a newspaper op-ed essay, a magazine article, or a blog post. Examine the argument, the main points, and how the writer supports them. Which strategies from the foregoing section does the writer use? Does the writer use any fallacies or violate any ethical principles? Discuss your results with your classmates. 2. Find one slogan or logo that you perceive as persuasive and share it with your classmates. 3. Find an example of a piece of writing that appears to want to be persuasive, but doesn’t get the job done. Write a brief review and share it with classmates. 4. In what ways might the choice of how to organize a document involve ethics? Explain your response and discuss it with your class. LICENSES AND ATTRIBUTIONS CC licensed content, Shared previously - English for Business Success. Authored by: Anonymous. Provided by: Anonymous. Located at: http://2012books.lardbucket.org/books/english-for-business-success/. License: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike - Open Author - Submit a Resource Subscribe Connect with OER CommonsFacebook, Opens in new window Twitter, Opens in new window Powered By Terms of Service Privacy Policy DMCA © 2007 - 2020, OER CommonsA project created by ISKME. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License.	oercommons	2025-03-18T00:39:38.044741	Textbook	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/72676/overview", "title": "Communication Skills", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/51912/overview	onomatopoeia designs onomatopoeia designs onomatopoeia designs onomatopoeia designs onomatopoeia designs onomatopoeia designs Onomatopoeia Overview Objectives: Students will be able to recognize and generate onomatopoeia. - Play the Onomatopoeia video. - While the video is playing, write the word "onomatopoeia" on the board to make a word web. - Write a couple of examples to show the students, e.g. bam, boom, oink. - Ask the students if they know of any other onomatopoeia, and then write them down on the word web. - Show the students examples of onomatopoeia designs - Once they have observed some of the designs, handle them the both worsheets. - At the end of the class review what they have learned and a game can be played where per groups every group has to share an onomatopoeia until just one stands because the other groups don't have more ideas. Worksheet 1 After doing all the introduction, handle workshhet #1 Finding onomatopoeias Name: ____________________ Date: ______________ Finding Onomatopoeia Worksheet Onomatopoeia refers to words that imitate sounds associated with objects or actions they refer to. Example: rain- drip drop, plop, splash Directions: Read each sentence below. Underline the onomatopoeia word or words. Example: The bird went chirp, chirp, chirp. Answer: The bird went chirp, chirp, chirp. 1. The snake went hiss when it encountered its prey. 2. The duck went quack in the lake. 3. The bee went buzz when it came close to the pollen. 4. When I pet the cat it went meow. 5. I saw the cow mooo at the owner. 6. The sheep went baaaah baaaah. 7. The dog went ruff ruff at the intruder. Directions: Write a sentence with each onomatopoeia word given below. 8. clapped- _________________________________________________ 9. zoomed- _________________________________________________ 10. pop- ___________________________________________________ Copyright www.englishlinx.com Worksheet 2 When Students finish with worksheet number 1, handle them number 2 Name: ____________________ Date: ______________ Onomatopoeia Copic Strip Worksheet Onomatopoeia refers to words that imitate sounds associated with objects or actions they refer to. Example: rain- drip drop, plop, splash Directions: Create a comic strip that uses the onomatopoeia words in the word box below. Crunch! Zaap! POW! Whaap! Ouch ! Bang! Smat! Advanced students If any student finishes both worksheets, he/she can work on this extra one:	oercommons	2025-03-18T00:39:38.074356	03/03/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/51912/overview", "title": "Onomatopoeia", "author": "Pau Celma" }
https://oercommons.org/courseware/lesson/55953/overview	Education Standards Switched Outlet Wiring Switched Outlet Wiring KEY Recommended Tools and Supplies List On The Whiteboard -- NEC codes Grading Rubric How to wire an outlet to a switch (half hot receptacle) Installing a switched electrical outlet (half hot) Overview This lesson goes through the steps of installing a electrical switched outlet. It starts with having the students draw out how to wire the switch and outlet while watching a short video. It procedds to the actual installation of the wires, outlet, and switch. While performing it a few electrical codes are introduced and followed. When students are done with the wiring it is tested out with a lamp to see if the installation is correct. Complete Wiring Diagram Using the two handouts provide to you --Wiring Handout Rules and Wiring a switched outlet -- Finish filling in the diagram as you watch "How to wire an outlet switch (half hot receptacle) Get tools and Material Needed for Activity After having the instructor initial your drawing, retrieve your supplies for your project. Tools will need to be shared and will be in tool boxes on bench near to your wall; Supplies to get: - One - plug-in with approximately three foot of 14 - 2 romex (wire) attached - One - 5 ½ feet of 14- 3 Romex (wire) - Two - 6 inch wires for pigtail (one -- black wire and one -- bare wire) - Three Wire Staples - Three - electrical nuts - One - Electrical Switch - One - two receptacle Outlet Once you have your supplies head over to your assigned wall Run wires into Gang boxes and staple in place ***BEFORE WORKING ON PROJECT FOLLOW ALL SAFET RULES AND DO NOT PLUG INTO LIVE EXTENSION CORD UNTIL ALL THE WAY DONE AND INSPECTED BY TEACHER.*** - Take and insert the wires from your plug-in 6" into the back of the lower outlet box. Then take and Staple the other part of the wire within 8" of box. - Now take one end of the 14 - 3 wire and insert into the lower outlet box. Then take the other end of the wire and run it through hole drilled in the 2 x 4 and continue up to feed it into upper box. - Make sure you have 6" coming into each outlet box. Once you have that take place a staple within 8" of both boxes, Strip insulation from wires - Now you are ready to strip the insulation off the wires using wire strippers. First on the Romex use the utility knife to peel back most of the outer insulation and cardboard off the wires in Gang box. NOT THE INDIVIDUAL WIRES INSULATION (At anytime you have a question please ask your instructor) - After removing outer layer you are now ready to strip 3/4" off the ends of the colored wires (except the white one in switch box). Make sure you also strip off both ends of black pigtail. Hooking wires to switch and outlet Make Sure that all hooks are put in a clockwise manner and tightened down before going to next screw. This will help avoid loose contacts causing problems. - Working with bottom outlet first. Take bare wire pigtail and twist it with the other two bare wires and install the wire nut on them. Now on the other end of the pigtail take and make a hook and put it around the green screw in a clockwise fashion. Take and tight screw with screwdriver. - Next take a white wire make a hook in it and put it around a silver screw in a clockwise fashion and tighten it down. Repeat with the other white wire putting it on the other silver screw and tighten it. - You will now break off the tab between the brass colored screws thus making two differently controlled outlet receptacles. - Taking the black pigtail twist it together with the other two black wires and put on wire nut. Take the other end of the pigtail and put it around the top brass screw in clockwise manner and tighten down. - The last wire hooked up in the bottom gang box is the red wire take it and hook it up to the bottom brass screw in clockwise fashion and tighten down, Note do not tighten outlet to gang box until inspected by teacher. - You are now ready to work with the on/off switch and the wires in the top gang box. Take and make a hook in bare wire and hook it up to green screw, - Next take wire nut and put it around white wire (this wire is not used just required to be here by code). - Take black wire and put it on top brass screw and tighten it. The last wire is the red wire and neede to be hooked up to bottom brass screw, Note do not tighten switch to gang box until inspected by teacher. Finish up and test to see that it works properly - After all wiring is done have instructor come over and test it with you using DVOM. Once they say it is okay to go further you will bolt outlet and switch to gang boxes and put on covers. - Then you will plug in the plugin you installed to an extension cord that has power to it. You will then plug a lamp into the top outlet rectacle with switch you installed in off position. It should light and stay lit in both on and off position. Now plug lamp into lower rectacle and lamp should be off. Flipping switch to on should light the lamp. Turn it on and off a couple of times to make sure it works. - Put away tools and clean up any messes you made, Once you are done with the clean up turn in your wire drawing. Great Job!!!!! You are finished with this project. For the Instructor This lesson is designed for my Home Maintenance class but can work well with Construction or Electrical wiring classes also. I have modified my normal method of wiring to fit the YouTube video attached to lesson. AS I usually teach feeding the wires into the switch and then going to the outlet thus not having that extra wire in the gang box. But I could only find one YouTube video that showed the method I have taught but it was 5 minutes into the video before he showed my method as another way to do it. Plus, I didn’t like the flow of the video, so I found another video for this lesson. Prerequisite for my class – the students need to be a Junior or a Senior. Recommended the students have taken a woods class and/or a construction class. I have included worksheets to check out before you get started, I have included one mark On the Whiteboard -- NEC codes. I write those three codes on the board and cover them before we get started. So, after covering the Codes, I go over the wiring rules for their drawings. The wall frames I used at the end of last year and I will do the same this year is an Eight-foot-tall four feet wide and 4-foot-long with door and two windows constructed in it. I have used 4 foot by 4-foot sections constructed by my Home maintenance class also. So, when I have my students run the wires, we have covered Electrical Safety, plus the students hang the gang boxes and drill hole through stud before this lesson. The class has already wired their own 3-foot-long plugin and have practice wiring in an outlet.	oercommons	2025-03-18T00:39:38.108845	07/06/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/55953/overview", "title": "Installing a switched electrical outlet (half hot)", "author": "David Russell" }
https://oercommons.org/courseware/lesson/28137/overview	List of Open Educational Resources Websites OECD; Giving knowledge for free the emergence of open educational resources OER I: Concept OER-I: Concept of OER Overview The presnetation provide the concept of OER. Dowanload the ppt and refer the resources. Section 1 The presnetation provide the concept of OER. Dowanload the ppt and refer the resources.	oercommons	2025-03-18T00:39:38.126883	AJAY SEMALTY	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/28137/overview", "title": "OER-I: Concept of OER", "author": "Module" }
https://oercommons.org/courseware/lesson/108273/overview	Voki Overview Voki, çevrimiçi olarak karakterler oluşturup, bu karakterlerin yazdığınız metinleri seslendirmesine imkan sunan bir uygulamadır. Evet Voki ile oluşturduğunuz karakterler birçok dilde yazılmış metinleri seslendirme yeteneğine sahipler. Ayrıca her dilde kadın ve erkek farkıyla birlikte, dilin farklı aksanlarıyla da seslendirme imkanı sunulmaktadır. Voki karakterleri sadece metni seslendirmiyor aynı zamanda sizin ses kaydınızı da seslendirme ve bilgisayarınıza kaydettiğiniz sesleri de seslendirme yeteneğine sahipler. Bu özellikleriyle Voki derslerimiz için çok eğlenceli birer araç olmaya aday. Voki Voki aracılığıyla öğrenciler istedikleri bir kararkter seçip onu kendi sesleriyle konuşturabilirler.	oercommons	2025-03-18T00:39:38.143731	09/06/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/108273/overview", "title": "Voki", "author": "ilknur çinpolat" }
https://oercommons.org/courseware/lesson/117090/overview	Study Guide 2- English for Law Overview This study guide is designed to help law students analyze legal texts in English. The guide focuses on understanding key topics, definitions, examples, and tips for better comprehension. The examples and corrections are based on questions and answers to ensure clarity and accuracy. This guide is designed for undergraduate law students enrolled in the course Reading Comprehension Techniques for Law. English for Law This study guide is designed to help law students analyze legal texts in English. The guide focuses on understanding key topics, their definitions, examples, and tips for better comprehension. The examples and corrections provided are based on questions and answers to ensure clarity and accuracy. This guide is designed for undergraduate law students enrolled in the course Reading Comprehension Techniques for Law.	oercommons	2025-03-18T00:39:38.161614	Reading	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/117090/overview", "title": "Study Guide 2- English for Law", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/105194/overview	PROCESS BASED ASSESSMENT DESIGN PLAN Overview A sample design plan of process based assessment. PROCESS-BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: Cookery Grade Level: Grade 8 Topic: Kitchen Equipment and Tools INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Identify the purpose and proper use of common kitchen tools and equipment - Define each kitchen tools and equipment - Recognize the importance of correct usage of kitchen tools and equipment ASSESSMENT TASK: Demonstrate the proper use of kitchen tools and equipment. INSTRUCTIONS: Materials: - Assorted kitchen tools and equipment (e.g., knives, cutting boards, measuring cups, mixing bowls, stovetops, ovens, blenders, toasters) - Ingredients for simple recipes (optional) Process/ Mechanics: - Bring the students to the cookery room or in the food laboratory. - Ask them to find kitchen equipment and tools, they know. - To the kitchen tools and equipment they find,ask them to demonstrate its proper use to the class. Tips & Reminders: - Always handle kitchen tools and equipment with care to prevent accidents. - Follow safety guidelines and instructions provided for each tool or equipment. - Ask for assistance from a teacher or adult if you are unsure about using a specific tool or equipment. - Clean and store the tools and equipment properly after use to maintain their functionality. Time frame: - 1 class period Submission: - During the day of the demonstration RUBRICS: Instructions: - The teacher or an assigned evaluator will use the rubric to assess your demonstration of kitchen tools and equipment. - The assessor will observe your performance and refer to the rubric to determine the level of achievement for each performance indicator. - They will assign the appropriate rating or score based on their observations and assessment criteria. - When assessing each performance indicator, the assessor will consider the extent to which you meet the criteria outlined in the rubric. - They will use their professional judgment to assign a rating or score that best reflects your level of proficiency for that specific indicator. - After completing the assessment using the rubric, the assessor will provide you with constructive feedback. - The feedback will highlight your strengths and areas for improvement based on the rubric's criteria. SCORING RUBRIC: CRITERIA \| 5 \| 4 \| 3 \| 2 \| PREPARATION \| Students have all the ingredients and the necessary utensils for the demonstration. \| Some of the ingredients and utensils are present for the demonstration. \| Several of the ingredients and utensils are not present for the demonstration. \| No preparation at all. \| SAFETY AND SANITATION \| Incorporated 3 or more safety sanitation guidelines. \| Incorporated 2 safety and sanitation guidelines. \| Incorporated 1 safety and sanitation guidelines. \| Did not incorporate any safety or sanitation guidelines. \| PROPER EXECUTION \| Student shows the proper use of equipment and tools in detailed. \| Student shows the use of equipment and tools better but not so proper. \| Student shows the use of equipment and tools poorly. \| No proper use of equipment and tools. \| PROPER CLEANING \| Clean and organized area where no items left on counter or sink. \| Adequate cleaning where some areas are neglected. \| For cleaning of equipment and tools that must be rewashed before use. \| No cleaning of equipment and tools or the surface area. \| PROPER STORAGE \| Clean equipment and tools are properly stored. \| Adequate cleaning of equipment,some disorganization in storage. \| Poor sense of organization in the storage \| No organization at the storage. \| REFERENCES: Legarde, L. (2023). 20 Kitchen Tools and Equipment Every Cook Must Know. HICAPS Mktg. Corp. https://hicaps.com.ph/20-kitchen-tools-and-equipment/ PREPARED BY: ALCONERA, GLYDELL ANN (glydellann.alconera@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	2025-03-18T00:39:38.211480	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105194/overview", "title": "PROCESS BASED ASSESSMENT DESIGN PLAN", "author": "GLYDELL ANN ALCONERA" }
https://oercommons.org/courseware/lesson/77058/overview	Education Standards TDA example essay TDA graphic organizer paper for first TDA TDA rubric breakdown blank The Body's Clock TDA - Text Dependent Analysis Overview This presentation is used to introduce students to how to quote text when completing the text-dependent analysis response on a standardized test. TDA - Text Dependent Analysis Writing Unit Materials: copies of TDA rubric, TDA example essay, TDA graphic organizer, and The Body's Clock Objectives: Students will be able to cite multiple examples of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Procedures: These resources are meant to assist you while teaching students how to write a TDA. The procedures below do NOT have to be completed in this order. You can pick and choose based on your students needs. 1. Discuss what a TDA is and what it looks like. Use the example TDA essay to help guide you. 2. Go over the state writing rubric with students. Have students break the rubric down into words they understand (there is an example of that attached). 3. Use the presentation to help your students understand how to correctly quote text within their writing. 4. Using "The Body's Clock" model to students how to highlight, annotate, and find words that relate directly to the prompt. 5. Using the TDA graphic organizer, model to your students how to clearly define paragraphs, restate the prompt in the introduction and conclusion, and gather ideas. 6. Choose a writing piece of choice and have your students go through the same steps that were modeled. Evaluation Students should be evaluated using the state writing rubric, or you can grade them using the rubric they created, (this would be more helpful when you give them feedback because you will use the rubrics they created using their own words. *Note: There are more details on the documents that I have included. Instead of listing these in the procedures, I felt it would allow teachers more flexibility in making plans that best meet the need of their students. I like to start fresh with my students, even though they have been writing TDA responses for many years.	oercommons	2025-03-18T00:39:38.242691	Reading Informational Text	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/77058/overview", "title": "TDA - Text Dependent Analysis", "author": "Literature" }
https://oercommons.org/courseware/lesson/75092/overview	Collaborative Planner - Teacher and Student Overview A simple collaborative planner with example(s). Text in English and Bahasa Indonesia. Collaborative Planner for Teacher and Student To guide students into collaborative planning, teachers need preparation. The two planners are aiming to scaffold teachers to help students focusing themselves on the task(s) given. The planners work on the backward design implemented on curriculum teachers are working on.	oercommons	2025-03-18T00:39:38.258649	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/75092/overview", "title": "Collaborative Planner - Teacher and Student", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/92538/overview	The five senses for children Overview Getting to know the five senses Early Literacy A set of activities for children from the age of 5: 7 years to include (a computer-based educational activity - a cultural activity - an artistic activity) Use of powerpoint Program Objectives: The program aims to achieve educational goals (cognitive - behavioral - skill). Recognize letters, numbers, colors and shapes Getting to know the five senses Knowing time and its importance Learn about the seasons, months, and days of the week Different types of fruits Increase linguistic wealth Develop the skill of cooperation among children Develop team spirit and acceptance of others Develop artistic skills Increasing the child's self-confidence and increasing social communication Activate the mind by practicing competitions Use activities to learn English in a simplified way to get to know the English language Deliver as much information as possible	oercommons	2025-03-18T00:39:38.284735	05/08/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/92538/overview", "title": "The five senses for children", "author": "Nawal Salih" }
https://oercommons.org/courseware/lesson/60411/overview	e-content Development Overview e-content Development e-content Development This picture helps to understand the e-content development.	oercommons	2025-03-18T00:39:38.301867	12/06/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/60411/overview", "title": "e-content Development", "author": "Mythili G" }
https://oercommons.org/courseware/lesson/9934/overview	LINUX CONCEPTS Overview this is group of anmk Preparation concepts Section 1 this is group of anmk	oercommons	2025-03-18T00:39:38.317612	puttumbaku chitti babu	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/9934/overview", "title": "LINUX CONCEPTS", "author": "chintha siva krishnaiah" }
https://oercommons.org/courseware/lesson/10497/overview	Steelcase Report on Classroom Engagement The Future of Libraries UK Report on Impact of Environment on Learning Planning for Humans: User-Based Design Overview Module 5 Planning for Humans, Users-based Design User based design is so logical and widely talked about today that it can be overlooked in designing alternative school library spaces. It is ultimately what this course is about. We have discussed current solutions to the issue of what a school library should be, such as a Learning Commons. We have learned how to work around biases that can stifle creative, alternative solutions. We have looked at alternative tools to use when considering or planning space. Students have diagramed the trajectories that need to be considered in new library space, have overlaid those considerations with improvisational and dimensional elements. In this module we will bring all these pieces together and plan a space that will work in students' individual school settings at this point in time based on the needs of their users. However, those needs will not be fixed. Thinking you can design a space today for an extended period of time can not be your goal. Library space must have a multiplicity of trajectories. You must design for current user needs. Provide tools to build their base knowledge while watching down the road for the next information explosion, the tools it will require and decide how it will impact user needs. Leadership is really your goal. Adapting the space that users need to be successful is merely a an ongoing task. User Based Design for the Evolving Library Space Students will consider how they will plan a space that will work in their indvidual school settings at this point in time based on the needs of users, as well as how they will plan for future leadership in adapting their library spaces as user needs evolve over time. User based design is so logical and widely talked about today that it can be overlooked in designing alternative school library spaces. It is ultimately what this course is about. We have discussed current solutions to the issue of what a school library should be, such as a Learning Commons. We have learned how to work around biases that can stifle creative, alternative solutions. We have looked at alternative tools to use when considering or planning space. You have diagramed the trajectories that need to be considered in your new library space. And you have overlaid those considerations with improvisational and dimensional elements. We now need to bring all these pieces together and plan a space that will work in your school at this point in time based on the needs of your users. However, those needs will not be fixed. Thinking you can design a space today for an extended period of time can not be your goal. Library space must have a multiplicity of trajectories. You must design for current user needs. Provide tools to build their base knowledge while watching down the road for the next information explosion, the tools it will require and decide how it will impact user needs. Leadership is really your goal. Adapting the space that users need to be successful is merely a an ongoing task. What are the needs of the users currently? How will those needs change in the next two years? Are you driving those changes or following them? How are you working with teaching peers to plan the next step forward for students? Does the school have long term goals and a plan to reach those goals? What are the literacy skills your space will need to support? Understanding Impact of Environment on User Success Ask students to review the Steelcase Report on Classroom Engagement, the UK Report on Impact of Environment on Learning, and the Stanford Presentation on User Based Design. Ask students to reflect on how their individual library enviromnment might impact user success, and connect user desirability for particular solutions with the overall feasibility and viability of solution implementation within the broader context of the technical, organizational, and financial costs and requirements. Students will use the IDEO Hear, Create, Deliver framework to think through the stages of research, planning, and implementation of user based design solutions. Lets explore user based design and how the environment can impact user success. We will also talk more about the communal nature of your changing space. While bearing in mind, we may no longer be talking about a single, traditional space. Create a team either within your individual schools or role play this exercise within this class. Decide who needs to be on the planning team, why they are significant, and develop a plan to engage this key group of stakeholders to engage in the process of planning a new school library concept. The team must be composed of individuals willing to share and learn from each other. People who understand your school culture, know how to work within it and want to improve student performance. The goal is to discover and prototype an alternative school library. The library may be a single space, multiple spaces, virtual, some combination or a totally different information resource unique to your school. In approaching user based design there are three elements to consider: Desirability, Feasibility and Viability. Desirability is simply what the user desires, what they need and why it is important. Feasibility looks at the technical and organizational requirements to provide what the user has requested. In a school library that would include space, infrastructure, skilled staffing and leadership to oversee the program. Inadequate availability of any of these factors can marginalize the program and under serve the user’s needs. This aspect of the design process can not be underscored enough. And the last issue is always Viability or is the undertaking financially viable. When considering costs it is key to both understand the immediate cost and the sustainability costs both for moving ahead and delaying. Costs rarely become cheaper over time and today many school districts are forced to compete for students against neighboring, charter and private schools. Providing a well thought out, engaging learning environment is now a tool for student retention and recruitment. IDEO and the Design School at Sanford has developed a toolkit to guide teams through creative, user-based change. They use a formula they chunk into three areas: Hear, Create, Deliver. IDEO uses the terminology “deep dive” to begin your Hear phase. You use your observation tools and ask questions of a representational group of users. That should include people who frequent the library and who rarely or never come. You want to hear a diverse group of stories from potential users as well as heavy users. You are defining the needs; use the AEIOU tools from earlier in the course. It is extremely important in this phase not to superimpose any bias into the process. Don't explain away comments. Ask for clarification and examples whenever possible. You want to develop empathy for the users, listen to their learning goals, and how they want to demonstrate knowledge. The team’s work is to compile a plan through observation, questioning, and listening. From their research, themes for the library will be developed along with what opportunities this solution provides the users. The group must develop a strong empathy for the students, their learning challenges and how the library can address their needs. In the process of prototyping your unique, new concept include a loose zone plan based on your research and ideas. Start with open-ended questions which should challenge the group to think about current pedagogy and future possibilities. The library should both complement and lead the pedagogy; it can be a year or so ahead of the rest of the school but being too far ahead is not practical. Then the library will not be universally leveraged by active users. You are going to interview users, listen to their stories and observe how they work either alone or together. You should incorporate any existing knowledge or data about the library into the collage of information you are gathering. For example, research done on the impact on environment of learning like lighting, sensory stimulation or educational theory supporting the pedagogy. Generally, academic research on the impact of the physical environment is limited in K-12 schools. Studies done confirm noise, air and water quality, and room temperature have a significant effect on learning. There is more research coming around the study of natural light and its positive impact on learning along with research on blue light from electronic devices. There is an assumption that ergonomic, improved access to technology, and sustainability improvements enhance learning but most research is taking place outside the K-12 area. There are signs that student and teacher self-worth improve when any renovations occur which should have a positive impact on engagement. Environmental psychology suggests color, texture, room layout, and access to nature should also be positive forces on students engagement. There are studies which suggest the design of a classroom with interactive furnishing can noticeably improve engagement. All these factors should translate into greater opportunity for student learning. In the Create stage brainstorm as many ideas for your unique library solution as possible. It is important to note that no idea is bad. No one should be given time to explain why some idea will not work or criticize what has been tried before and failed. Every idea is valid. After you have exhausted all the ideas, rest and come back to them later. In a day or so decide if there are other ideas and if not stop. Now start to develop a strategic direction and ferret out tangible solutions. Now you can determine which solutions seem weak. Once the team has compiled their desired space components based on user needs, start drawing appropriate sized circles around each component in relationship to its user significance and time of usage. Try to come to an agreement on how much space is needed for each concept. This does not need to be exact as once you apply an immersive mentality to the circles the zones will blur, overlap and merge. You are only looking for independent circles and how those circles will enrich student learning. This step will also help determine the infrastructure of the space. An IT person is key to this discussion. The third step is to apply immersive planning to the circles based on what areas could work well together or be transformed quickly from one function to another as the students’ needs change during the day. Be able to articulate how students can transform it as their activities change during the school day and year. How can the spaces by improvisational? Do they invite multiplicity of functions? Is it fluid enough to encourage students to creatively alter the space as tools and ideas emerge? Are there ways to add Dimensional elements that will engage students and heighten their sensory engagement? What ideas fit with your users, your research, your pedagogy? Are there ways to merge ideas to create a better solution? Can you prototype your ideas or graphically represent them? Once you have a visual or have documented key concepts, get feedback. Are there ways to improve the idea, simplify it? Feedback can also ground the planning team, force you to be objective about the idea or see it from a different perspective. In the final Deliver stage you going to need to pull of your research, diagrams, and favorite solution into a zone plan with supporting documentation. Remember the zone plan is a map to a destination. It documents all the pieces, how the pieces relate to each other and to the users. You are going to superimpose all your other tools over the plan to arrive at an alternative library solution. The next step is a reality check of the project. Almost any change, renovation, or step into the future will entail a cost. School budgets are tight, referendums can be difficult to pass, and voters have to be educated on why it is important. Remember they will have their own biases about the role of the library and that bias will be equally difficult to change. Having community members in the group can be helpful along with developing a communication strategy as the group plans. Don’t wait to develop a communication plan until the end. Also try and decide early who is in the best positioned to communicate out from the group to decision-makers. The plan you are creating is for your library today, however you should make suggests on how it can evolve into an alternative concept in the future. The scope of the project should include a summary presentation for the school board, an interior designer and architect. Anticipate that an architect/interior designer would evidentially take this finished presentation, with blurred zone plan, your research documents, and return with layouts, infrastructure requirements, furniture options and a cost estimate so be thorough. This project is designed to suggest alternative concepts for your library today and in the future. Think of the space you are creating as an exciting space to help students succeed today while realizing they may need a different space in the near future to continue that success.	oercommons	2025-03-18T00:39:38.346006	09/09/2016	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/10497/overview", "title": "IMLS Fellowship Course, Creating Alternative School Library Environments, Planning for Humans: User-Based Design", "author": "Margaret Sullivan" }
https://oercommons.org/courseware/lesson/66821/overview	Learning Domain: Operations and Algebraic Thinking Standard: Represent the concept of multiplication of whole numbers using models including, but not limited to, equal-sized groups ("groups of"), arrays, area models, repeated addition, and equal "jumps" on a number line. Learning Domain: Operations and Algebraic Thinking Standard: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Learning Domain: Operations and Algebraic Thinking Standard: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 Ö 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers. Learning Domain: Number and Operations in Base Ten Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.) Cluster: Represent and solve problems involving multiplication and division Standard: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Cluster: Multiply and divide within 100 Standard: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers. Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)	oercommons	2025-03-18T00:39:38.374840	Jennifer Cronquist	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/66821/overview", "title": "Fluency Cards", "author": "Hannah Hynes-Petty" }
https://oercommons.org/courseware/lesson/117790/overview	Education Standards 1b. Lesson 9: SDG 6 - Clean Water (doc) 2. UN Sustainable Goal 6: Clean Water and Sanitation Lesson 9 Organizers (doc) Lesson 9 Organizers (pdf) Puget Soundkeeper Toilets and Future of Sanitation \| Gates Foundation Using Research and Evidence \| Purdue OWL Washington Water Trust Water 1st Women and girls bear brunt of water and sanitation crisis \| UNICEF WHO Report Sustainable Development Goal: Clean Water and Sanitation Overview In this lesson from World Affairs Council - Seattle, students will learn about UN Sustainable Development Goal #6: Clean Water and Sanitation. Currently, 2 billion people live in water-stressed communities, and 3.5 billion lack safe sanitation. Students will investigate the causes and effects of unequal access to clean water and sanitation, focusing on the impact on women and children. They will explore current solutions and identify further actions needed. Through research, presentations, discussions, and a community project, students will deepen their understanding, develop problem-solving and collaboration skills, and learn about organizations addressing these issues. The lesson will also highlight the interconnectedness of UN Sustainable Development Goals. Ultimately, students will gain a comprehensive understanding of SDG #6 and the ability to advocate for clean water and sanitation as a fundamental human right. Lesson 9: Sustainable Development Goal #6 - Clean Water and Sanitation Student Handout Module Driving Question: Lessons 7, 8, and 9 (choose one or both of these module questions) - Do you believe local and global efforts to decrease hunger, achieve gender equality, and provide reliable access to clean water and sanitation are fundamental human rights? Why or why not? - How have environmental factors affected local and global efforts to decrease hunger, achieve gender quality, and provide reliable access to clean water and sanitation? Lesson Driving Questions - How does the lack of access to clean water and sanitation impact individuals and communities around the world? - How does the lack of access to clean water and sanitation specifically disproportionately impact women and children? - What is being done to address clean water and sanitation challenges access locally and globally? - Why is access to clean water and sanitation a fundamental human right? Learning Targets – I Can: - Explain why access to clean water, sanitation, and hygiene is a fundamental human right. - Evaluate and explain how demand for water resources has contributed to water scarcity in some societies around the world. - Analyze and explain how equitable access to clean water, sanitation, and hygiene is connected to good health and well-being. Purpose In this lesson, you will explore United Nations Sustainable Development Goal #6: Clean Water and Sanitation. You will examine readings, videos, and other online resources to learn about the importance of access to clean water, sanitation, and hygiene. As part of these activities, you will analyze how population growth, urbanization, and greater demand for water resources is a local and global challenge. You will evaluate and discuss how access to water, sanitation, and hygiene is a basic human right and analyze efforts to establish good health and well-being for all. Different hands-on activities and a summative project on water and/or sanitation will help you learn about how water and sanitation are connected to the other SDGs (good health, gender equality, etc.). Individually and as a class, you will investigate what civil society organizations are doing to support communities and how efforts by the UN through World Water Week and World Toilet Day are raising awareness. You will discover how individual and collective action can make a difference in improving the lives of people around the world. Overall, this lesson will allow you to apply what t have learned about equitable access to clean water and sanitation, develop innovative solutions, and use collaborative and critical thinking skills. Lesson Vocabulary Sanitation, human rights, water-scarcity, climate change, hygiene, capacity-building, innovation, water- management, water-related ecosystem, agriculture, industry, energy, population growth, urbanization, sustainability Lesson Steps - Reflect and respond to the following questions in your notebook: How do you use water throughout the day? How does consistent, easy access to clean water improve a person’s quality of life? Why is access to sanitation facilities fundamental? Be prepared to share your ideas with a partner or the class. - Watch video clips (one and two) as a class to better understand the SDGs and specifically SDG #6. Take notes using the video notes sheet on the connections between access to clean water/sanitation facilities and poverty and record any questions you have. Think about how this issue specifically impacts vulnerable populations like women and children. Share your observations and questions with the class. - Divide into small groups and briefly research a community or region that has inadequate access to clean water or sanitation facilities. Focus on: why does this community not have access to clean water or sanitation (infrastructure, environment, history etc.)? How does this issue specifically impact women and children? Compile your group’s research onto a single slide (PowerPoint or Google Slides) and create a ~5-minute presentation. Each group should research a different region. - Present your slide to the class. Use the presentation notes sheet to take notes on other presentations, document any questions that arise, and identify/analyze any similarities and differences you observe across presentations. After each presentation, ask the presenters questions about their content and share any analysis. Once all presentations are done, participate in a class-wide discussion about the similarities and differences observed between the topics. - Next, build on your learning by finding 3-5 additional primary and/or secondary sources for organizations that are working in globally to address water and/or sanitation issues. Where are they working and why? What solutions have they proposed? What challenges have they experienced and how has their work positively impacted those communities? Take notes in your original small group. Then, connect the global to the local by investigating local or in-state challenges with water scarcity or clean water by researching local organizations working towards solutions. Are there opportunities to volunteer for these organizations and in what capacity? How might water issues also be impactful for a stable ecosystem? As you research, consider other questions or inquiries that come in your group. Lastly, think about why students your age should care and what you and your peers can do to help solve these issues. Be prepared to synthesize your findings in step #6. - Individually or in pairs, create a one-pager using either the templates provided or with your own creative layout that concisely summarizes all your research and can be easily digested by your peers. Include graphics/images to make it engaging. The goal is to create something that both informs your peers and serves as a call to action for them so include ways they can get involved in the effort to end water and sanitation facility scarcity. - Post copies of your one-pager around your school in areas designated by your teacher. Educate your peers on all you’ve learned about SDG #6! Once you’ve returned to your classroom, take 5-10 minutes to reflect in your notebook on what you’ve learned about SDG #6 and how problems surrounding water and sanitation facility scarcity impact communities. What can you do to help accomplish SDG #6? Be prepared to share with your class. - Optional Projects: Apply what you’ve learned about water and sanitation facility scarcity by completing one of the projects identified by your teacher. For example: Create an advocacy campaign for the UN’s World Water Week or World Toilet Day. Teacher Preparation Pacing and Strategy: The following outline provides a guide for teaching this lesson including approximate times (may vary), teaching strategies, suggested information for teacher created slides, and options for additional enrichment activities/summative assessments can be found at the end of the modules. This curriculum model was designed with teaching and learning strategies that could be adapted for in-person or virtual learning. Lesson Timing: 150 (approximate) Standards Content \| Standards \| \|---\|---\| SSS1.6-8.1: Analyze positions and evidence supporting an issue or an event. SSS3.6-8.1: Engage in discussion, analyzing multiple viewpoints on public issues. G2.9-10.1: Analyze human interaction with the environment across the world in the past or present. E4.9-10.1: Evaluate how people across the world have addressed issues involved with the distribution of resources and sustainability \| \| HS-PS4-4: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity HS-ESS3-1: Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. \| \| D2.Geo.4.9-12: Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. D2.Geo.9.9-12: Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales. D2.Eco.15.9-12: Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. \| Lesson Resources For Students \| For Educators \| Materials \| \|---\|---\|---\| \| \| \| Lesson Overview In this lesson, students will learn about United Nations Sustainable Development Goal #6: Clean Water and Sanitation. According to the UN, 2 billion people currently live in water stressed communities and 3.5 billion people lack safe sanitation access. This presents several challenges for individuals and societies in many parts of the world. In order to better understand this issue, students will investigate the causes of unequal access to clean water and sanitation facilities as well as the effects these problems have, paying special attention to how women and children are impacted. Students will also explore the current solutions to this problem that are being offered and what more needs to be done. Through research activities, mini presentations, class discussions and a project to engage their broader school community, students will not only expand their understanding of key issues, but also develop problem solving and collaboration skills. In addition, students will learn more about organizations that are working on water and sanitation issues and the interconnectedness of the different UN Sustainable Development Goals. As the UN promotes these issues through World Water Week and World Toilet Day, greater attention is being placed on these water and sanitation. Overall, students will walk away with a better understanding of SDG #6, the ability to clearly and concisely communicate on a complex issue and take action to support a fundamental human right. Teacher Preparation For Step 1: For context and background information, examine the UN website on Sustainable Development Goal #6. Please look at the targets and indicators for the specifics to ensure availability and sustainable management of water and sanitation for all. Think about how you would answer the questions posed in the warm-up activity to inform how you approach the initial discussion with students. Check out this link for additional background information and resources For Step 2: Preview the videos (one and two) that will be watched on SDG #6. Observe connections between access to clean water/sanitation facilities and poverty to prepare yourself to discuss the notes your students will take on this topic. Also review additional material from UNICEF World Health Organization Report on the greater impact these problems have on women and children so that you’re ready to discuss this topic and answer any questions that arise. Preview the notetaking handout and print copies of them for the class. Consider creating 3-5 discussion questions to guide conversation. For Step 3: Briefly investigate a region that has inadequate access to clean water or sanitation facilities so you can share it as an example with your students. Make sure your example highlights the historical context for this issue as well as how women and children are specifically impacted in this region, topics your students are asked to focus on. If you’d like, compile a list of regions that are affected by this issue that groups can directly choose from to prevent overlap in topics. Review Perdue Online Writing Lab - Using Research and Evidence on “good sources” to share with the class so that their research is reputable. For Step 4: Preview the presentation notes sheet that the students will be using and print copies for them. Take note of any connections between topics or otherwise interesting details as groups are presenting so that you can better facilitate a class-wide discussion after all the groups have gone. Feel free to formulate 3- 5 discussion questions to better guide conversation while students are presenting. You can also ask students to submit their single slides to you prior to the allotted presentation time so that you can review them and formulate discussion questions ahead of time. For Step 5: Expand on the example you used in preparation for Step 3 to now include information on organizations that are working to solve the issue in that particular region as well as a local (in-community, in- state or in-country) example of water scarcity. This will serve as a guiding example for students on what their expanded research should encapsulate. Allow them to innovate and reflect on why their peers should care about this issue and what they can do to help by omitting this part of the assignment from your example. For Step 6: Preview and print out copies of the one-pager templates. Also gather coloring supplies like markers for students to use. Find examples of one-pagers online to share with the class to better guide them. Be sure to remind them that the one-pager should grab people’s attention with colors and graphics and that text should be concise and easily digestible. Emphasize that this should serve as a call to action for their peers to act on SDG #6. For Step 7: Ask school administration what wall space is available for students to post their one-pagers. Make copies of students’ one-pagers so that they can be posted in multiple places. Gather tape that can be used to hang up the one-pagers. Reflect on what you’ve learned through this lesson and changes you’ll make in your personal life to help accomplish SDG #6 so that you can also share during the class-wide discussion. For Step 8: If you are going to assign one of the summative activities, review the options and see what options you would like to make available to students. Consider the project that offers opportunities for students to explore World Water Week or World Toilet Day. Students could organize activities around school during these times to raise awareness around the advocacy campaigns. Lesson Plan in Detail Step One: Reflection Activity: 5-7 minutes Purpose: Students are asked to reflect on one or more of the questions identified in the teacher preparation notes. These questions are designed to get students thinking about the content, goals, and purpose of SDG #6. Slide 1: Warm-Up Activity: Respond to the following questions in your notebook: - How do you use water throughout the day? - How does consistent, easy access to clean water improve a person’s quality of life? - Why is access to sanitation facilities fundamental? Be prepared to share your answer with a partner and the class. Step Two: Video Clips and Discussion: 10 minutes Purpose: Explain to students that they will be watching one or more video clips to give them greater context/background on the purpose of SDGs and more specifically SDG #6. Students will understand cause- and-effect relationships between water and sanitation facility scarcity and poverty and how this problem impacts women and children more. Facilitate a discussion for them to share their thoughts and ask any questions. Slide 2: Embed video links on the slide for easy access and add discussion questions if you’ve created them. Step Three: Group Research and Single Slide Creation: 30-40 minutes Purpose: This activity is a precursor to the more in-depth research the students will conduct when they create their one pager and will allow them to share their initial findings with peers. You can review with students the importance of looking at 2 of 3 reliable sources and have students summarize their findings on the chart paper provided (or use a Google Doc). Slide 3: Provide the directions for students to complete this activity, asking them to focus on: - Why does this community not have access to clean water or sanitation (infrastructure, environment, history etc.)? How does this issue specifically impact women and children? Step Four: Single Slide Presentation: 5 minutes Purpose: Students will present their single slides to the class creating an opportunity for them to share and discuss their ideas with each other. It also provides an opportunity for you to provide feedback on their topic. Slide 4: Provide directions for students to complete this activity. Step Five: Research Expansion: 30 minutes Purpose: Students will expand on their single slide research and will now investigate solutions for the community they researched and begin to connect the global to local as they explore challenges within their communities surrounding water scarcity. This is an opportunity for students to understand that SDG #6 is relevant to their community and is not just an “other country” issue. Students will also gain an introduction to the research process and how it is a multi-step process that builds over time. Slide 5: Provide directions for students on this slide, asking them to focus on: What solutions have been proposed and which organizations are working in the researched community to solve these issues? Finding examples of either in-community, in-state, or in-country examples of water scarcity and organizations working to solve it. Why should people your age care about this problem? How can people your age get involved? Step Six: One Pager Creation: 40 minutes Purpose: Students will have an opportunity to create a one-pager summarizing all their research so that it can be easily understood by peers in their school. This is a chance for students to create a call to action for SDG #6. Slide 6: Provide directions for students on this slide, asking them to focus on: Using graphics so the one-pager is engaging. Minimizing text and keeping it concise so that it can be easily digested. Step Seven: One Pager Distribution: 10 minutes Purpose: Students will now share what they’ve learned about SDG #6 with their peers by distributing copies of their one-pagers around the school. Slide 7: Provide instructions for students to on where they’re allowed to post their one-pagers. Step Eight: Summative Assessments: Time Will Vary Purpose: There are different summative assessment options that allow students to demonstrate their learning in an innovative way. Students can choose from one of the project-based assessments identified in the appendix of this document. These projects allow students to further reflect on their understanding of SDG #6: Clean Water and Sanitation. Consider engaging students in World Water Week or World Toilet Day. Slide 8: Give an overview of the summative assessment opportunities (project-based learning) Enrichment Opportunity: Connecting the Local to the Global: If students did not investigate local organizations doing water and/or sanitation work previously in the lesson, here is an opportunity to learn more (and take action). Students could contact local organizations and city/country/state representatives to become more involved in these efforts. In Washington State, the Bill & Melinda Gates Foundation has an exhibit in 2024 devoted to water and sanitation: “A Better Way to Go: Toilets and the Future of Sanitation.” You may also want to check out this Seattle-based organization, Water1st, and explore the work they are doing around the world. Additional idea #1: Students could develop their own innovative design ideas for toilets and/or clean water technology. This could involve students examining technology that is currently available and the challenges in getting these services implemented into communities who need them. As an instructor, you could collaborate with across disciplines within your school to create new designs. Additional Idea #2: Students could explore Washington Water Trust and investigate the work they are doing are water and environmental stewardship. Their “mission is to protect and restore healthy rivers and streams across Washington so that fish, farms and communities can thrive for generations. We craft smart, collaborative solutions to our freshwater challenges that will withstand the test of time in our rapidly changing world.” How is Washington Water Trust working in their local community? How are they collaborating with other community stakeholders? You could have a representative from the organization come into your class as a guest speaker. Additional Idea #3: Have students explore Puget Sound Keeper. They have several priority areas to keep Puget Sound waters clean. You could have students learn about one or more of their priority areas: Upholding clean water standards, polluted stormwater runoff, fossil fuel transport, agricultural pollution, vessel pollution, marine debris, toxic clean-up, and wastewater pollution. Students could examine the challenges and solutions of their work. They could also consider how this work connects with many of the UN Sustainable Development Goals (for example, Life Below Water, Life on Land, or Climate Action ). Students could possibly take a field trip and learn more about their work in these different areas. Lesson Menu Return to SDG main menu or select a lesson below. Lesson 2 \| Lesson 7 \| Lesson 4 \| Lesson 8 \| \|\| Lesson 9 \| Lesson 10 \| Lesson 3 \| Lesson 6 \| \|\| Lesson 1 \| Lesson 11 \| Lesson 12 \| Lesson 5 \| Attribution and License Attribution This Open Educational Resource, Cultivating Global Competence through the United Nations Sustainable Development Goals, was developed by Ryan Hauck, Julianna Patterson, Emma Hansen, Riya Kalra and Global Classroom, World Affairs Council - Seattle. Graphics: - Cover image by Julianna Patterson from Canva. - Sustainable Development Goals images copyright United Nations. All rights reserved. Used pursuant to fair use. License Except where otherwise noted, Cultivating Global Competence through the United Nations Sustainable Development Goals, by World Affairs Council of Seattle, is available under a Creative Commons Attribution-NonCommercial License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by the World Affairs Council. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.	oercommons	2025-03-18T00:39:38.477581	Health, Medicine and Nursing	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/117790/overview", "title": "Sustainable Development Goal: Clean Water and Sanitation", "author": "Economics" }
https://oercommons.org/courseware/lesson/28147/overview	Understanding and creating open licences. OER-IV: Open Licences Overview The topic deals with the different open licenses to be used for OERs. Understanding and identifying contents with particular open licences. 1. Goto https://www.oercommons.org/ OER Commons: Formative resource for a wide array of OER courses; Search for a free CC by SA material /content 1. Goto https://www.oercommons.org/ OER Commons: Formative resource for a wide array of OER courses; Search for a free CC by SA material /content Understanding and identifying video contents with particular open licences. 1.. Search Youtube for a free CC by SA content of your topic of interest and share the link to me please. 1. Search Youtube for a free CC by SA content of your topic of interest and share the link to me please.	oercommons	2025-03-18T00:39:38.498666	AJAY SEMALTY	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/28147/overview", "title": "OER-IV: Open Licences", "author": "Module" }
https://oercommons.org/courseware/lesson/28231/overview	How to Use Open Author on OER Commons Using and Contributing OERs What is Moodle Creating course in Moodle OER-VI: Using and Developing OERs Overview Lets learn using some major OER repositories for searching teaching learning material and contributing i these OERs. The module will give the basic informations about know hows of using these global OER platforms for learning and creating OERs. The module has important resouces, further reading resource videos and quiz for self assessment. Contributing / sharing OER •Select any of your presentation ppt slides •Search a platform •Register, login and then upload in any of the above mentioned platforms •Share the same through social media to your students •Select any of your presentation ppt slides •Search a platform •Register, login and then upload in any of the above mentioned platforms •Share the same through social media to your students and friends. Quiz on OER Attempt the quiz…. https://goo.gl/forms/EtMtEGUqihRHjEA12 Attempt the quiz…. https://goo.gl/forms/EtMtEGUqihRHjEA12	oercommons	2025-03-18T00:39:38.518745	AJAY SEMALTY	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/28231/overview", "title": "OER-VI: Using and Developing OERs", "author": "Module" }
https://oercommons.org/courseware/lesson/122520/overview	Vocabulary Control Overview This is an assignment. 1. what is vocabulary controlled? Ans: Vocabulary control is employed for indexing documents, arranging catalogs, or maintaining bibliographic databases to make it easier to search for specific documents. This systematic approach helps establish relationships between documents, making it easier for users to find documents within a specific subject area. The controlled vocabulary is mainly used as a hierarchy, and it can be used as the size and scope of each topic. The controlled vocabulary identified all the available synonym terms and the desire to choose the most preferred term, so it helps to overcome the problem of choosing the natural language of the subject of any document. Some examples of vocabulary control are - Sears List of subject headings and Library of Congress subject headings and thesauri. Example- The Colon Classification (CC) ‘Indian History’ is described as V44. In Sear’s List of Subject Headings , it is described as: India – History. The other controlled vocabulary is - Thesaurofacet, which possess both the characteristics verbal as well as coded controlled vocabularies. It can be characterized by different ways - a.represents general conceptual structure of subject area b. Presents a guide to user. c. Supplies standard vocabulary by controlling synonyms. d.defines ambiguous terms e. It shows horizontal and vertical relationship among terms 2. What is the meaning of controlling a vocabulary in Information Retrieval? Ans: Controlled vocabulary is a standardized process to organize data. Controlled vocabulary also helps in keeping uniformity among all subject headings. If controlled vocabulary is not exercised among indexers, then there will be a problem with using different terms for the same subject. Then, a problem of mismatch in the documents will arise, which will lead to a big problem in Information Retrieval. Control of synonyms- Controlled vocabulary would use the standard term among all synonyms. Ambiguous- Controlled vocabulary would clarify the terms which are ambiguous. Hierarchical classification- Controlled vocabulary are designed in this way to show relationship between broader term to narrower term. 3. What are the tools for vocabulary control? Ans: 1. Simple Term Lists (Pick Lists)- This refers to a limited set of terms arranged as a simple alphabetical list or a list that is arranged in some other logically evident order. 2. Thesauri 3. Subject Heading Lists (e.g. LCSH, SLSH) 4. Authority Files (e.g. LCNAF) 5. Taxonomies 6. Alphanumeric Classification Schemes (example - DDC,UDC) 7. Ontologies 8. Folksonomies 4. What is a classaurus? Ans: Classaurus is mainly a vocabulary-controlled tool used in POPSI and pre-coordinate indexing systems. It was developed by Ganesh Bhattacharya. It is a faceted systematic scheme for hierarchical classification including features of control of synonyms, quasi synonyms and antonyms which helps in retrieval thesaurus. Classaurus can be designed before designing the indexing work or along with indexing work. The two parts of Classaurus is - a.The Alphabetical Index part-contains every term synonyms along with its address , ex- alphanumeric code. b.A systematic part- contains a comon modifiers and assigned a unique alphanumeric code. The style of a classarus have been illustrated by Ganesh Bhattacharya as follows- • A Systematic Part- A 1 Common Modifiers A11 Form Modifiers A12 Time Modifiers A13 Environment Modifiers. A2 Inter-Subject Relation Modifiers A3 Disciplines and Sub-disciplines A4 Entities A41 Part Entities A42 Type Entities A5 Properties A6 Actions 5. What are the differences between natural language and artificial language? Ans: a.natural language is a set of codes and their admissible expression used for communication of ideas in speech and writing in our day to day life. An artificial language is a codes which is admissible expression used for representing the content of the documents and queries of user. b. A natural language is “natural” in the sense that it grows freely in the lips of human being, totally free from any control. An indexing language is “artificial” as it may depend upon the vocabulary of a natural language, but its syntax, semantics, and orthography would be different from the natural language. c. A natural language is developed for communication of ideas among human beings in their day to day life. Artificial language is developed and used for a special purpose, i.e. for the representation of the main subject area of any documents. d.A natural language is a free language and there is no control of synonyms and homographs. One concept may be denoted by more than one term. There is no standard of words. Anybody can use any words or terms to express her his/ ideas. An artificial language is a controlled language. There is a restriction in using any words in indexing language. Synonyms and homographs are controlled. There is standardization of terms/words. One term represents one idea . e.Natural language provides auxiliaries like prepositions, conjunctions, etc. to understand the exact meaning of any sentence. Such auxiliaries are not available in artificial language.	oercommons	2025-03-18T00:39:38.537239	12/03/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/122520/overview", "title": "Vocabulary Control", "author": "RUMKI AKHTAR" }
https://oercommons.org/courseware/lesson/105155/overview	AFFECTIVE BASED ASSESSMENT Overview This is an affective based assessment that is all about modeling good behavior. AFFECTIVE ASSESSMENT Subject: ESP Grade Level: Grade 8 Topic: Modeling Good Behavior INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: • Recognize the impact of peer influence on behavior and encourage students to become positive role models. • Encourage students to reflect on their own behavior and its impact on others. • Develop self-awareness of their strengths, weaknesses, biases, and the values they hold. ASSESSMENT TASK: To evaluate the involvement of students in modeling good behavior. INSTRUCTIONS: Materials: Likert Scale Pencil or ball pen Process/ Mechanics: The questionnaires will be administered to grade 8 students in which the teacher will observe each student in what level of specific competencies they belong. This will be administered at the end of the term to view the improvement of every students. Tips & Reminders: Create a positive and inclusive classroom environment where students feel safe, respected, and valued. Recognize and acknowledge instances of positive behavior, and provide constructive feedback when improvement is needed. Provide support to students who may be struggling with specific behaviors, offering additional guidance or interventions as needed. Encourage collaboration, cooperation, and mutual support among students. Time frame: 15-30 minutes should be enough during the process. Submission: After answering the questionnaire within the given time frame, teachers must pass their questionnaires with their corresponding answers already. Assessment Tool: Likert Scale Directions: Put a check mark (√) on a column where you think the student apply it on your observation. Always Observe Sometimes Observe Rarely Observe None Observe (1) Student throw their garbage properly. Student keep their workplace clean and organized. Student arrive on scheduled time class. Student participate actively in class discussion and activities. Student follow classroom rules and guidelines consistently. Student offers help to others whose struggling with assignments or concepts. Student cleans the room every end of the class. Student shows respect to everyone around him/her. Student complete their task and assignments on time. Student use appropriate language and refraining from using vulgar and offensive language. REFERENCES: Online Sources: The Health Federation of Philadelphia (2018) https://www.multiplyingconnections.org/become-trauma-informed/model-good-behavior PREPARED BY: ALAGBAN, PATRICIA ISABEL P. (patriciaisabel.alagban@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	2025-03-18T00:39:38.565974	06/12/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105155/overview", "title": "AFFECTIVE BASED ASSESSMENT", "author": "Patricia Isabel Alagban" }
https://oercommons.org/courseware/lesson/113263/overview	Resistance to World War I Overview Statewide Dual Credit Modern World History: Unit 12, Lesson 7 A discussion of the opposition to World War I among various groups, including socialists, anarchists, syndicalists, and Marxists. Before, during and even after the war, there was much opposition to World War I, including from socialist, anarchist, syndicalist and Marxist groups, even Christian pacifists. While leaders of the Social Democratic Party of Germany (SPD) encouraged their members to vote against a coming war, in the end they voted for the war on August 4, 1914. Left-wing forces such as the Russian Bolsheviks and the socialist faction of the Social Democratic Party of Germany, led by Karl Liebknecht (1871-1919) and Rosa Luxemburg (1871-1919), were vehemently opposed to the war and the support of the German Parliament to fund the war. In 1916, Liebknecht and Luxemburg founded the anti-war Spartacus League (Spartakusbund), which later became the basis of the Communist Party of Germany. Producing anti-war pamphlets signed with Spartacus after the leader of the slave uprising in the Roman Republic, Liebknecht and Luxemburg organized anti-war strikes and were eventually incarcerated in 1916 and sentenced to 2 1/2 years in prison. Following the German November revolution, which led to the abdication of Emperor Wilhelm II (1859-1941) in 1918, the Independent Social Democratic Party (USPD) with which the Spartacus League was affiliated, and which consisted of anti-war former Social Democrats, as well as the Social Democratic Party of Germany, assumed power in the new Weimar Republic. Released from prison just before the signing of the armistice on November 11, 1918, Liebknecht and Luxemburg were founding members of the Communist Party of Germany. The newly formed Communist Party was dedicated to undermining the current government. Seen as the chief instigators, Luxemburg and Liebknecht were targeted and eventually assassinated by the Cavalry Guards of the Freikorps (Garde-Kavallerie-Schützendivision) on 15 January 1919. The killing of the two communist leaders caused increased upheaval and violence across Germany. It continued to deepen the divide within the German left, which eventually was one of the causes that strengthened right-wing forces in the German political landscape and led to the eventual rise of Adolf Hitler and the National Socialist Party of Germany. The murder of Luxemburg and Liebknecht did not weaken the Communist Party of Germany, which remained a major party during the Weimar Republic (1918-1933) and was a leading voice in the underground resistance movement in Nazi Germany.	oercommons	2025-03-18T00:39:38.580672	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113263/overview", "title": "Statewide Dual Credit Modern World History, World in Crisis, Conflict, and the Struggle for Independence - World War I, the Russian Revolution, and the Indian Independence Movement, Resistance to World War I", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/116249/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.) How To Remix This Template Once logged in, click the remix button on this resource to make your own version of this template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. Delete this section and instructions in 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 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 Add your course description here including the course name and number, and learning outcomes. Attach your syllabus here clicking the Attach Section paperclip image below, then choose the correct file from your computer, name your syllabus, and save. 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	2025-03-18T00:39:38.600150	Robert Denn	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/116249/overview", "title": "Tennessee Open Education Planning Template", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/99870/overview	Template - OER Item Sharing Overview This template was created for Higher Ed Faculty to share OER Items that they have created or are creating. 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	2025-03-18T00:39:38.641410	Joanna Schimizzi	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/99870/overview", "title": "Template - OER Item Sharing", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/91777/overview	Industrial Revolution Crash Course Industrial Revolution Questions Industrial Revolution Overview Introduction to the Industrial Revolution The Industrial Revolution brought about great change in the world. There was a shift creating goods at home to building them in large factories. People began to move from the rural farms to the larger cities to find new jobs. You will read the article entitled "Industrial Revolution" and watch the video entitled "Industrial Revolution Crash Course,' both found on the next page to find out more about the Industrial Revolution. Be sure to focus on the changes that the Industrial Revolution created in they way goods were produced as well as the changes in society. Look for the advantages and disadvantages it caused. Then answer the questions on the last slide. Industrial Revolution Questions Answer the questions the Word document provided. Whe you finish, turn the document in as a PDF with your name in the title, see the example below. "KatieCall Industrial Revolution Questions.pdf"	oercommons	2025-03-18T00:39:38.661033	04/13/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/91777/overview", "title": "Industrial Revolution", "author": "Katie Call" }
https://oercommons.org/courseware/lesson/66688/overview	BranchED Institute Training 2 OER Training Design and Planning Overview We shared the progress and next steps for our modules and discussed plans for trainings over two weeks. OER Training Design and Planning Part One Watch recording: Link to zoom recording: https://iskme.zoom.us/rec/share/ufdMC4_3xHFJSZ390FjQS5cABInUaaa81CVI-aEKz0-1ZrZp2B3q3XEz5VWh6psz?startTime=1593018155000 Slides are attached This week's practice: - Continue designing and editing your module in Open Author. Republish changes by June 30. - Brainstorm ideas for training plans by replying to the discussion here by June 30. OER Training Design and Planning Part Two Watch Recording for Training Design and Planning Part Two: Link to zoom recording: https://iskme.zoom.us/rec/share/18grKung8VhIcKOc11PfZ_8wQdS4aaa82nQZqaVeyRvryZx-IX_ZyyMBGWj8LGwg Slides are attached This week's practice: • Continue designing and editing your module in Open Author. Republish changes and Save to the OER Module folder by July 6. • Choose two other modules to evaluate in the OER Module folder using the quality criteria you determined in week 4. You can Evaluate using the achieve rubric and/or write your evaluation in the comment section of the modules on July 7. • Fill out Webinar Topic and Date Selection Form by July 10.	oercommons	2025-03-18T00:39:38.682803	05/12/2020	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/66688/overview", "title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive, OER Training Design and Planning", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/82419/overview	African American Children's Literature That Helps Students Find Themselves Lessons on Race Colors of Beauty Teaching Tolerance One Pager Rubric One Pagers Sample Reading Tug O'War Overview This unit is designed to immerse teacher candidates in the contentious issues of reading instruction. In the unit, participants will explore the issues in the historical "Reading Wars," consider the arguments for structured literacy, critical literacy and the balanced literacy approach to teaching reading and explore the impact of bilingualism on reading instruction. Unit 1 Introduction to the Reading Tug O'War The Contentious Issue of the Teaching of Reading Reading is the core of all education. Reading is how we become empowered to interact with the literate world. However, the literacy rates across the globe are shockingly below proficient, the USA Nation's Report Card clearly indicates that reading proficiency is declining too. Cultural bias in reading instruction is rampant, as is evident in the disproportionate identification of English learners in special education, and, perhaps most concerning are the numbers of illiterate among the prison population. The effective teaching of reading is an issue of equity and access. Developing teachers need to be engaged in the multi-faceted discussion of how to effectively teach reading. They must establish their own well informed positions on the teaching of reading as they are positioned to do good, change the way reading is taught and improve literacy in schools and the nation. Introduction to the unit: This unit is designed to immerse teacher candidates in the contentious issues of reading instruction. In the unit, participants will explore the issues in the historical "Reading Wars," consider the arguments for structured literacy, critical literacy and the balanced literacy approach to teaching reading and explore the impact of bilingualism on reading instruction. Audience: The intended audience of this course is adults, particularly candidates in teacher education programs seeking to become effective elementary, secondary, and special education teachers. Length of course: 10-15 hours of asynchronous learning Unit-level outcomes: While engaging with this unit, learners will: Unit 1 Reading Tug o‘War - Analyze the issues in the historical “Reading Wars” including balanced literacy and the Science of Reading. - Explore what is meant by critical literacy and examine the importance of bilingualism in literacy instruction. - Develop a position statement on your approach to teaching reading effectively and equitably. Unit 2 Let the Standards Guide You - Consider the standards guiding the field of reading instruction - CA ELA/ELD Common Core Standards - IDA Knowledge and Content Standards - TT Social Justice Standards - Identify 2-3 standards to guide an integrated early literacy lesson Unit 3 Design and Develop an Integrated Literacy Lesson - Design a standards based unit that integrates a full range of literacy instruction approaches, including explicit structured literacy instruction and critical literacy - integrate experiential and culturally relevant learning designed to disrupt the commonplace and engage L-12 students in multiple viewpoints - Develop the materials to support your lesson Technology requirements: - Computer and internet access - Any relevant assistive technolgy software to make the unit accessible (ex: text to speech) The Different Sides of the Tug O'War Objectives-Unit 1 Reading Tug o‘War - Analyze the issues in the historical “Reading Wars” including balanced literacy and the Science of Reading. - Explore what is meant by critical literacy and examine the importance of bilingualism in literacy instruction. - Develop a one-pager position statement on your approach to teaching reading effectively and equitably. Content - Read Chapter 6, The Reading Wars, in The Inside, Outside, and Upside Downs of Children's Literature: From Poets and Pop-ups to Princesses and Porridge by Jenifer Jasinski Schneider - Explore the statistics that reveal how students in the US perform in reading by reviewing the infographic Results from the 2019 Mathematics and Reading Assessments, which is linked in Unit 1 resources - Consider the issues - What is the Science of Reading? - Balanced Literacy: NCTE Position Statement: Instructional Foundations - Critical Literacy: A Brief Video on Critical Literacy - Critical Literacy in the schools: Tackling Tough Issues in First Grade - Advantages of Bilingualism: Reshaping the mind: The benefits of bilingualism - The Richness of Bi/Multilingual Students’ Linguistic Repertoires Additional Reading & Viewing - NAEP Report Cards, a detailed collection of student performance in several academic areas - Our World in Data - The 7 Deadly Errors of Teaching Reading - Watch the YouTube video Critical Literacy: Children as Changemakers, powerful examples of critical literacy - Watch the You Tube video Reading Wars: Phonics vs. Whole Words , evidence that the explicit phonics instruction is more effective for the geralization of decoding than learning to read by examining whole words in context reading - Watch the You Tube video What Teachers Should Know About the Science of Reading - Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction, by Jeffery S. Bowers, a challenge to the Science of Reading - Disrupting Instructional Paradigms By Embracing Culturally Responsive Pedagogy, a webinar by the International Literacy Association - Benefits of Foreign Language - Bilingualism and Executive Function - Bringing Bilingualism to the Center of Guided Reading Instruction Citations National Center for Education Statistics., National Assessment of Educational Progress (Project), Educational Testing Service., & United States. (2019). NAEP the nation's report card. Washington, D.C: National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education. Schneider, Jenifer Jasinski, (2016). The Reading Wars. In The Inside, Outside, and Upside Downs of Children's Literature: From Poets and Pop-ups to Princesses and Porridge (p. 159-198). http://dx.doi.org/10.5038/9780977674411.ch6 Unit 1 Activity: Design a 1-pager illustrating your position the teaching of reading Now is the time to create a 1-pager that illustrates your position on the teaching of reading. This will require that you synthesize all of the information you explored in Unit 1, and focus on the most essential points for you. If you are unfamiliar with a 1-pager, you might spend some time examining what this is. It is essentially a series of notations and illustrations, all produced on 1 page, that reflect your position. Submit your 1-pager to your instructor. Unit 2 Let the Standards Guide You Take a deep dive into the standards. You can expect this process to take 3-4 hours. - Consider the standards guiding the field of reading instruction Identify 2-3 standards to guide an integrated early literacy lesson that includes your informed position on literacy. Additional Resources: Unit 3 Look at sample lesson plans and resources Objectives: Unit 3 Design and Develop an Integrated Literacy Lesson - Design a standards based unit that integrates a full range of literacy instruction approaches, including explicit structured literacy and critical literacy - You should select a mentor text to inspire your lesson - Integrate experiential and culturally relevant learning designed to disrupt the commonplace and engage K-12 students in multiple viewpoints - Develop the materials to support your lesson In this unit you will explore a variety of sample lesson plans. Each of these lessons has a distinct perspective, some integrate multiple approaches to reading, others focus one one aspect. As you explore these lessons consider how you can create a lesson that integrates all of what you value in the teaching of reading. Consider Sample Lesson Plans - Critical Literacy: Looking at Race and Racial Identity Through Critical Literacy in Children’s Books - Critical Literacy: Seeing Multiple Perspectives: An Introductory Critical Literacy Lesson - Racial Identity: Sharing Our Colors: Writing Poetry - Structured Literacy Lesson - Balanced Literacy: Phonics in Context Additional Resources: Unit 3 Design a Lesson Plan Provide teacher candidates with a lesson plan template, time to develop the lessonand formative feedback as they develop the lesson. Provide the rubric based on your course. Design a Lesson Plan Consider all that you have read about the teaching of reading. It is a contentious issue and some would assert that educators must choose one side or the other of the Reading Tug O'War. Think about the sample lesson plans and your own position. You will now develop a lesson plan for early readers, grades K-2. In your lesson plan you will integrate components of multiple aspects of the teaching of reading. You may use the template from your instructor. Submit this assignment to your instructor.	oercommons	2025-03-18T00:39:38.724096	06/15/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/82419/overview", "title": "Reading Tug O'War", "author": "Amber Bechard" }
https://oercommons.org/courseware/lesson/124033/overview	Sustainable Cities and Urban Metabolism Overview Syllabus for a master's level engineering course titled, "Sustainable Cities and Urban Metabolism", offered in 2022. This is the course syllabus for a master's level course offered to engineering students in 2022.	oercommons	2025-03-18T00:39:38.741623	Lynette Cheah	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/124033/overview", "title": "Sustainable Cities and Urban Metabolism", "author": "Syllabus" }
https://oercommons.org/courseware/lesson/9960/overview	School Libraries shift toward innovative areas, but librarians fear for what's lost The Modern Learning Commons Creating Alternative School Library Environments Overview Introduction to the Course This module will introduce students to the overall goals of the course, contextualizing the creation of alternative library spaces within two key movements currently seeking to transform library spaces: Learning Commons and MakerSpaces. Students will be asked to begin reflecting on the complex factors which are involved in successful planning and implementiation of transformative solutions in their school library settings. Two suggestions for a final project for the course are: Project Have each student document where they believe their library is in its evolution of change, explain how its current environment is supporting inquiry for students in their school today. Then using tools from the course develop a plan for obtaining the information needed to project into the future what their school library and school could be in the next 10 years. Develop a persuasive argument to present to school administrators why resources should be allocated to initiate the plan. How could the plan improve student learning, enrich instruction and support the mission of the school? How would the physical space and your role within it change? Alternative Project Your district is launching a new STEM Charter Middle School in the next year. Initially there is no plan for a library in the Charter School; it will be a one-to-one environment, large studio style learning environments, extensive access to technology, and planners have decided a library is too“traditional” and unnecessary in the new building. Consider the educational model, the curriculum, the diversity of instructors and students and why the district has approved this concept for new construction. You believe strongly that the new school needs the inquiry based skills a librarian can provide and ask for the opportunity to present an alternative library concept to the board. The school board gives you six months to research, compile data, and you have access to the original concept team of educators and the school design team as you plan. Prepare your presentation for the board. Preparation Introduction to the Course Introduce students to the overall goals of the course. In this course we will look at ways to change the narrative on school libraries from questioning the need for them or how to renovate the industrial era models of a single, shared resource environment to a learner-centered model. We will work on how to move beyond traditional concepts, personal biases and even past current Learning Commons and Maker Spaces to creating learning environments where resources are ubiquitously accessible to students in virtual and physical formats. We will look at the enormous complexity of this model in a K-12 school and why not exploring unique, alternative concepts may be hastening the elimination of school librarians. K-12 school libraries are unique entities. They are unique because school library users lack base knowledge. It is that simple. The users have limited life and learning experiences, they are exploring inquiry based learning skills and their reading skills literally run a gambit from nothing to highly proficient. Over the course of 13 years they accumulate base knowledge. School libraries must be planned as multi-tier, multi-functioning units based on the user’s needs. And this is why planning is so complex; the user's needs are consistently evolving and thus complex. Considering a Learning Commons or Maker Space as Your School Library Ask students to review the Educase article and Edutopia blog on the concept of the Learning Commons, and then to reflect on what these concepts mean for users, staff, and implementors, and what the potential benefits or pitfalls might be. Currently there is a serious push to re-imagine school libraries into a Learning Commons. And a few years ago there was a movement to transform the library into a Maker Space. Both concepts are valuable but need to be thought through prior to jumping onto a band wagon. It is your responsibility to manage space to further your school's pedagogy and enrich student learning. Pursuing either concept requires planning and funding. Curriculum for both concepts is available and should be studied prior to advocating for dramatic space changes. Either concept can and will increase student use of the library which can be your sole goal. It can be far more rewarding for students if you seriously consider how one of these models best fits your school. The Pitfalls of Asking for a Brand You must be able to clearly define what a Learning Commons or a Maker Space means and how it will function in your school before asking for one by name. Architects, interior designers and school administrators will all have their own concept as to what the brand means. The spaces were born in non-K-12 environments, they do not necessarily require a licensed librarian to function, and can undermine your irreplaceable role in student learning. University library users must be self motivated learners and proficient readers. The Learning Commons brand was developed for this level of user. Its distinctive features reflect that level of user sophistication. The spaces are frequently open for extended periods of time with multiple curriculum support staff adding to their widespread popularity with older college age students. Students may be experienced users of public libraries for enjoyment but lack base knowledge to work independently in a maker/hacker space. The cornerstone of these branded spaces mixes expensive technology and fabrication equipment plus embraces artisans and inventors who come to the public library to create. Users are hands-on creators based on their experience, research, and innovation problem solving. These types of active, school learning environments are now common in connection to STEM/STEAM, Fab Labs and Industrial Design Courses. Incorporating a 3D printers and crafts into your school library no longer denotes a maker space in similar magnitude. Today expectations are much higher. Learning Commons and Maker Space Evaluations Ask students to evaluate the potential value of Learning Commons or MakerSpace resources for their settings. Choose to have students complete either Task 1 or 2, or both. Task 1A Consider each feature of the original Learning Commons brand, what it means and how it would translate into your space, staffing and pedagogy. What are the benefits for your users? - Focus on User Needs Rather Than Content - User Team Collaboration Spaces - Flexible, Easily Adaptable Furnishings - Computer Clusters Replace Computer Labs - Tutorial Programs - Academic Support Centers - 24/7 Access - Digital Studios with advanced software and production tools - Multimedia Presentation Centers with collaboration and rehearsal space - Media Consumption with reading, listening and viewing spaces - Private, Personal Study Spaces - Casual Interaction Space such as: - o Lounge spaces - o Café spaces - o Social networking - o Gaming - Faculty Development Centers - Instructional/Mentoring Spaces - Multiple Service Points such as: - o Central and satellite stations - o Staffing: librarians, faculty, tutoring, and teaching assistants - o IT and data management expertise - Equipment Burrowing Services Task: 1B Ask yourself why Maker Space resources should be included in a school library? And why should a school librarian assume control of the resources? Why not? Now consider The Kansas City article and watch the video. List the pro and cons of including a maker space in your school library, how would you promote the new space to your school administration, and how would you adjust your time, mentoring, and resources to successfully supervise a maker space? What are the benefits to the user?	oercommons	2025-03-18T00:39:38.769664	07/21/2016	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/9960/overview", "title": "IMLS Fellowship Course, Creating Alternative School Library Environments, Creating Alternative School Library Environments", "author": "Margaret Sullivan" }
https://oercommons.org/courseware/lesson/66369/overview	Clinical Practice Support Overview This Clinical Practice Support resource was developed to help teacher education faculty facilitate virtual clinical practice experiences during school closures. Introduction Our goal is to support teacher educators in designing clinical practice experiences for their teacher candidates. Faculty are encouraged to remix this resource to make it work for their unique student communities. We hope to facilitate continuous improvement of lesson planning and teaching. These activities were intended to introduce candidates to increasingly greater levels of responsibility in the roles for which they are preparing. These activities are specifically designed to help candidates attain identified knowledge, skills, and professional dispositions outlined in professional, state, and institutional standards. (National Council for Accreditation of Teacher Education Standards, 2016). The following Clinical Practice resource offers support for the following components of clinical practice : - Observe - Reflect - Plan - Teach Reflect: We invite teacher educators to reflect on the following questions while thinking about clinical practice. - What is "teaching" during the pandemic? - What would best help and support teacher candidates? Observe Choose one of the twenty one lesson videos to observe from the Achieve the Core Supplemental Lesson Videos here https://achievethecore.org/category/1196/supplemental-lesson-videos Reflect This section replaces the intimate reflection experience teacher candidates would typically have with faculty, mentors, and/or university supervisors after a lesson is taught. By systematically reflecting on the outcomes of each lesson to examine why learning occurred or not, teachers have an opportunity to build their knowledge and advance their expertise (Zwozdiak-Myers, 2012). Below you will find several questions to support candidates' development in becoming critically refelctive educators. Thinking about context: What was the grade level, subject, topic, funds of knowledge, ethnic composition, language(s), academic strengths academic challenges, and student interests observed? What evidence did you observe of preparing the learning environment to support learning (materials, technology, seating arrangement, timing/transitions). Thinking about Framing Principles: Universal Design for Learning (UDL) Barriers: What barriers to learning exist within this lesson and within the learning environment? How do you plan on minimizing or tackling these barriers? Engagement: How did the teacher provide multiple means of engagement to encourage purposeful and motivated learners in this lesson plan context? How did the teacher share the responsibility of learning with the students? Action and Expression: In what ways did you observe students “showing what they know” of the content within the lesson time? How will they provide options for executive functions, communication and physical action? Developmentally Appropriate Practices (DAP) - What do you know about assessing students’ learning and development? - Is there evidence that the teacher identified students' interests and skills, and adapted the curriculum and environment? - What supports were in place to deepen learning or scaffold students who were struggling? - What do you think would have happened had the teacher not met the students where they were? Culturally and Linguistically Sustaining Practices (CLSP) How did the lesson reflect the cultures and funds of knowledge of the students? Overall Reflections: Using the information gathered in the video and the information above, write a written reflection using the “What, So What, Now What” format. What: Share insights you gained from your own detailed analysis of your video. So What: How did those insights lead you to a deeper understanding of teaching and learning? Connect your new insights to theory and research—especially when considering what you would do differently next time. Now What: What goals do you have for your teaching practice in the last few months of the semester? What goals do you have long term (by the end of the year)? (Connecticut Workgroup, 2017) Plan Plan a lesson based off the data gathered from your observations and reflection Here is where we encourage new strategies and ideas based off action research, critical analysis, theory, and students funds of knowledge. Here are some sample lesson templates: - University of Northern Colorado Lesson Planning Guide (Overview of Lesson Plan Formats) - STEM Inquiry Lesson Plan Template https://www.oercommons.org/courseware/lesson/55761/overview - Understanding by Design Lesson Plan Template - Lesson Plan with Hyperlinks to Standards (Quick access to NGSS and Math/ELA CCSS) Teach Considerations for teaching during school closures: - How can districts and Educator Preparation Programs engage teacher candidates? - What virtual teaching opportunities are available? - What in-person teaching opportunities are available?	oercommons	2025-03-18T00:39:38.792449	Aubree Evans	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/66369/overview", "title": "Clinical Practice Support", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/57609/overview	Education Standards Sun,Moon & Earth Overview The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year. When ancient people made these observations, they imagined that the sky was actually moving while the Earth stood still. The Moon is a natural satellite of the Earth, meaning that it orbits around the Earth. It is the only place outside of the Earth that humans have ever been! We can often see the Moon on a clear night, but it does appear to change shape during the 29 days it takes to orbit the Earth. Sun, Moon & Earth The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year. When ancient people made these observations, they imagined that the sky was actually moving while the Earth stood still. The Moon is a natural satellite of the Earth, meaning that it orbits around the Earth. It is the only place outside of the Earth that humans have ever been! We can often see the Moon on a clear night, but it does appear to change shape during the 29 days it takes to orbit the Earth.	oercommons	2025-03-18T00:39:38.811149	08/28/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/57609/overview", "title": "Sun,Moon & Earth", "author": "aditi ghela" }
https://oercommons.org/courseware/lesson/89644/overview	An Introduction to Modern QSAR Overview Lecture slides presented to undergraduates in the School of Chemistry, University of Leeds, UK. Slides presented at the School of Chemistry, University of Leeds The slides are included as an attachment. Copyright © The University of Leeds 2018-2022. This presentation is distributed under the terms of the Creative Commons Attribution-ShareAlike 3.0 Unported (CC BY-SA 3.0) License. Where indicated, some images herein were adapted from other resources published under the terms of other Creative Commons licenses. The right of Richard Marchese Robinson to be identified as author of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.	oercommons	2025-03-18T00:39:38.830270	Richard Marchese Robinson	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/89644/overview", "title": "An Introduction to Modern QSAR", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/43724/overview	Education Standards coordinate system Overview A brief treatment on coordinate system Section 1 A brief treatment on coordinate system	oercommons	2025-03-18T00:39:38.847649	01/14/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/43724/overview", "title": "coordinate system", "author": "raj singh" }
https://oercommons.org/courseware/lesson/112278/overview	Gandhi's Philosophy and Buddhism - Part I Overview Mahatma Gandhi and Buddha share principles that resonate across time and cultures. In this article, the first in the series we explore four principles that are common between the two. Mahatma Gandhi and Buddha share principles that resonate across time and cultures. In this article the first in the series we explore four principles that are common between the two. Non-Violence, Ahimsa: Both Gandhi and Buddha emphasized, ahimsa. Although the intensity and circumstances in which they faced violence were different, they believed in the peaceful resolution of disagreements. Among several two quotes from Gandhi about non-violence: Non-violence is the greatest force at the disposal of mankind. It is mightier than the mightiest weapon of destruction devised by the ingenuity of man. This quote is from a speech Gandhi gave at the opening of the Non-Violence Training Camp at Wardha on July 10, 1940. Non-violence is not a passive state, but the most active and powerful of all. It requires the strength and courage of the lion, but at the same time the tenderness and gentleness of the lamb. This quote is from a speech Gandhi gave at the Kingsley Hall in London on October 17, 1931, during his visit to England for the Second Round Table Conference Buddha’s teachings also advocated non-violence. His path to enlightenment involved avoiding harm to all living beings. The Dhammapada is a collection of the verses of the Buddha, verse 129 says: All tremble at violence ....Putting oneself in the place of another, one should not kill nor cause another to kill. Truth and Honesty, Satya: Gandhi’s commitment to truth and honesty, satya aligned with Buddha’s emphasis on right speech. Both believed in living authentically and adhering to moral integrity. Gandhi famously said, “Truth is God,” echoing the Buddha’s teachings on truthfulness. Self-Discipline, Brahmacharya: The word Brahmacharya has two root words - Brh implies greatness; Brahma refers to the supreme creator. Charya means to follow, to conduct oneself in a particular way. Therefore, Brahmacharya means to conduct oneself consistent with Brahma, to follow the way of the Brahma. Gandhi practiced brahmacharya in thought, word, and action. Buddha’s teachings also emphasized self-control and moderation. Both recognized the power of inner discipline for personal growth. Aside: Brahmacharya in common usage implies celibacy, however the real meaning expands several aspects of life. Brahmacharya is the search for Brahman.....It is a way of life. It is the control of all the senses in thought, word and deed. It is the supreme means to the realization of God. It is the greatest penance. It is the highest yoga. It is the ultimate truth. It is the essence of all religions. It is the key to peace and happiness. It is the law of life. This quote is from a speech Gandhi gave at the Kingsley Hall in London on October 17, 1931, during his visit to England for the Second Round Table Conference. He titled this speech “My Spiritual Message”. It is a clear audio recording of his voice. It can be heard at Gandhi's Kingsley Hall Address - KarmaTube Practicing Self Discipline is mentioned in several places in the Pali Cannon. In the Vinaya Pitaka, the rules and discipline of the sangha (monastic life) are written. Buddhas discourses are written in the Sutta Pitaka, self control, ethical behaviour and right conduct are mentioned. In Buddhas first discourse, Dhamma Chakka Pavattana Sutta, right action and right livelihood are mentioned. Lastly the Abhidhamma Pitaka delves into the philosophical and psychological analysis – his teachings on mindfulness, mental purification and ethical intentions align with the principles of self discipline. Non-Possession, Aparigraha: Gandhi advocated non-possession (aparigraha) and living a simple life. Buddha renounced material possessions and taught detachment from worldly desires. Both believed in the freedom that comes from letting go of attachments. The Pali word for non-attachment or desire towards worldly existence is alobha. Another complimentary term is nekkhamma, it means renunciation from worldly desires and living a holy life. Alobha is one of the three virtues, the other two are non-hatred adosa, and amoha devoid of delusion. In the next article, we shall explore other aspects of Gandhi’s philosophy and it’s alignment with Buddhist practices.	oercommons	2025-03-18T00:39:38.868731	02/06/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/112278/overview", "title": "Gandhi's Philosophy and Buddhism - Part I", "author": "Saif Terai" }
https://oercommons.org/courseware/lesson/82934/overview	Expression Assignment BranchED OER Institute_ Carly Johnson Eye Contact Assignment BranchED OER Institute_ Carly Johnson Guided Reflection Questions Patterns Assignment BranchED OER Institute_ Carly Johnson Score Map Assignment BranchED OER Institute_ Carly Johnson Selfie Assignment #1 BranchED OER Institute_ Carly Johnson Selfie Assignment #2 BranchED OER Institute_ Carly Johnson Translation Assignment BranchED OER Institute_ Carly Johnson Transposition Assignment BranchED OER Institute_ Carly Johnson Unit 1 Lecture Notes PowerPoint Unit 2 Lecture Notes Unit 3 Lecture Notes Culturally Inclusive Materials for MUE Teacher Prep Courses: Conducting 101 Overview This module has been created by Dr. Carly Johnson, Chair of the Department of Music at Alabama State University, to supplement commercial textbooks available for college-level conducting courses. The culturally diverse images, musical scores, and videos featured in the module provide more inclusive content, representative of students from historically marginalized groups, and aid in deconstructing racial, ethnic, and gender biases often associated with the study of Western art music and with holding leadership positions in music. The module begins with reflective questioning, identifying and examining equity barriers in Western art music, and ends with pathway resources for underrepresented students to pursue additional study beyond the conclusion of the course. Included in this module are several activities and assessments that can be used in a variety of ways, suitable for both in-person teaching or for synchronous or asynchronous online instruction. Introduction Culturally Inclusive Materials for MUE Teacher Prep Courses: Conducting 101 This module was developed for the Branch Alliance for Educator Diversity Summer 2021 Institute to be used as OER/instructional materials for music educator preparatory classes. This module includes culturally relevant and culturally responsive instructional materials that are representative of culturally diverse Teacher Education candidates. This goal of this module is to provide instructional materials that are representative and inclusive of a broad, diverse population of students, and that are particularly responsive to students enrolled at HBCUs, Hispanic-serving institutions and other predominantly minority-serving higher ed institutions, in order to deconstruct barriers to equity, particularly barriers and biases associated with racist and misogynistic prejudices and stereotypes often associated with the study and performance of Classical music and the study of conducting. Introduction to the module: In response to historial barriers and biases stemming from racial, ethnic, and gender inequities, this module focuses on offering culturally inclusive and equitable teaching materials for use in upper division music education courses such courses that focus on conducting pedagogy and score analysis that are required courses for all Music Education candidates enrolled in Teacher Educator programs. The module draws on open source and public domain materials available on IMSLP and other third-party platforms and highlights material often seen on the Praxis II: Music Content exam, including the identification of musical form, thematic development, harmonic structure, instrumental transpositions, and musical terminology. The materials include a diverse collection of musical examples and images that are representative of composers and conductors identifying as racial/ethnic and gender minorities. Content in the module lends itself to a variety of instructional settings and modes of delivery. Each module is designed to allow individual instructors to have flexibility in lesson planning and organization. There is an emphasis on unit objectives, content, activities and assessments to guide the instructor. The module works well for both in-person delivery, or for synchronous or asynchronous online delivery. The course focuses on Praxis II: Music Content exam material, layering several different skill areas for students to develop higher order analytical thinking skills in preparation for this important certification requirement. Assessment of activities is rubric-based and is focused on meeting the primary objectives for each unit within the module. Audience: The intended audience of this course is music teacher candidates enrolled in undergraduate level K-12 teacher education credentialing programs. Culturally responsive teaching practices for learners with diverse cultural and ethnic identities, are highly encouraged, as well as differentiation practices for students with various learning needs. Length of course: This resource has been designed to supplement 3 weeks of an 8 week course. Student learning outcomes: While engaging with this module, learners will: Model the physical and mechanical aspects of conducting, including posture, stance, arm movements, baton grip, gestures and body language. Develop the use of musical expression in conducting through the use of the left-hand (non-baton hand), gaze, facial expressions and other non-verbal modes of communication. Utilize strategies for score study and score preparation including various analyzation techniques, aural prep, and the use of colored pencils. Technology requirements: Students will need access to a laptop or desktop computer to use throughout the course module Students will need to have Office 365 downloaded in order to submit written assignments as Word or PDF files. Students will need a personal cell phone or other device capable of taking digital pictures and recording/exporting MOV or mp4 files. In-person Instructors will need a projection screen and projector set-up allowing for the connection of personal devices or a computer to access instructional items saved on the cloud. In-person classrooms should be equipped with a connection suitable for streaming video. Unit 1: Removing Equity Barriers from Conducting Pedagogy To open this unit, instructors may want to review literature on implicit bias, and on overcoming spontaneous racial, ethnic, and gender stereotypes. A good example to initiate thoughtful discussions can be found here: Article: Counter-stereotypical pictures as a strategy for overcoming spontaneous gender stereotypes Tips for Neutralizing Bias through the Selection of Visual Examples - Use images and infographics that are non-gender specific - Use equitable numbers of images and inforgraphics representing diverse racial, ethnic, and gender identities - Use images and infographics that project through a multicultural lens - Use images and infographics to validate individuality Unit 1 Outcomes: While engaging with this unit, learners will: 1. Demonstrate proper conducting stance, posture, and baton grip. 2. Describe how eye contact can convey expression, mood and style. 3. Demonstrate common conducting patterns including simple, compound, and odd meters. Introducation When introducing this module, have students view the following videos to initiate a discussion on racism, prejudices, and barriers to access that have excluded and prevented many musicians from historically marginalized groups from performing with or leading major American symphony orchestras. Video: On Being an African American Conductor Video: Gender Prejudices in Conducting Video: The Orchestra as a Predominantly White Institution After viewing each of the videos, encourage the students to reflect on and discuss additional ways of deconstructing barriers to equity, particularly barriers and biases associated with racist and misogynistic prejudices and stereotypes often associated with the study and performance of Western art music, including the study of conducting. Content Review of the primary duties of a conductor: · interpreting the score to reflect the specific intent of the composer · setting the tempos · ensuring correct entries by ensemble members · shaping the musical phrasing when appropriate A conductor can accomplish these duties by using a variety of visual movements, gestures, and cues from the podium. One of the first things that conductors must learn is how to stand while up on the podium, as posture is the foundation of all the physical movements and gestures made by a conductor. Good posture will help you to be both effective and convincing as a conductor. In the visual image below, which person is demonstrating excellent posture? Why? Now consider your own posture tendencies when standing: Do you tend to slouch? Does your chest cave in? Is your spine curved? Use a full-length mirror to examine and to identify specific areas of your posture that you would like to improve. Make adjustments while continuing to look in the mirror in order to correct these tendencies. Now consider how movement affects your posture. Do you have a tendency to lean forward or backward when you walk? Have a friend or family member video record you as you walk across a room so that you can play back the recording to examine your posture. On the podium, the work-area of the conductor is the conducting box (conducting window) which is determined by the height of the conductor and their wingspan. When on the podium, you should think of yourself as a tree, firmly planted with your legs holding you steady. A solid posture will give your conducting more focus. When working on your posture, consider these four areas: Feet: Stand relaxed with your feet about hips distance apart. Keep your knees slightly bent. This will make it easier for you to move in all directions. Chest and Shoulders: Stand tall with your chest and your shoulders open and relaxed. Head: Position your head over your body without tension. Arms, Hands, and Fingers: Let your arms, hands, and fingers relax at your sides. Stay relaxed while maintaining your posture and balance. The sign of any unnatural tension will take away from your efforts to communicate as a conductor. Body Relaxation & Posture Alignment Exercise: Watch the following video to see how to align the body without creating tension, and then try the exercise on your own to feel the benefits of relaxation and body alignment. Video: Body Alignment Exercise The “Ready” or “Alert” Position on the Podium: In this position, be sure to hold the elbows slightly outwards and forward of the body, rather than cramped against it. This allows the joints in the shoulder, elbow, wrist and fingers to move freely. The forearms should be roughly parallel to the ground or slightly higher so that they are level to the chest. This ensures that no portions of any gesture will be hidden from view behind a music stand or other obstruction. The hands should be held slightly above the wrist, palm facing the floor and the fingers slightly curved. In this neutral position, the face should be pleasant, rather than void of expression. The face should be engaged as if you were listening to someone speak to you. Our eyes can communicate volumes about what we are thinking and feeling, and the right look can encourage and give confidence to the performers. Baton Grip: In conducting, the right hand (the baton hand) communicates the beat pattern and tempo, while the left hand communicates phrasing and expression. Both right-handed and left-handed students learn to conduct with the baton being held in the right hand, as otherwise, the visual perspective of conducting patterns from the point of view of the musicians would be backward which can be confusing and difficult to follow. The most common way of holding the baton is with a fulcrum style grip, with the baton held between the thumb and the first two fingers, gripping the baton against the palm of the hand. Holding the baton this way allows you to keep your wrist free to move. This is important as the wrist is the primary source for showing the pulse, which is essential for the musicians. The baton is a tool that helps a conductor gain clarity. It is an extension of the conductor’s arm. Batons can vary in form and shape: long, short, wooden, plastic, with a long bulb, with a round corky bulb, etc. Cell Phone Selfies Activity/Assessment: After viewing the above video on conducting posture, examine your own conducting posture and baton grip in a full-length mirror. Make adjustments to your posture and position as needed. Have a friend or family member take cell phone pictures of you demonstrating the following conducting positions: - Front View, “Alert” or “Ready” position - Side View (profile), “Alert” or “Ready” position - Close-up, Right-hand fulcrum style baton grip Upload and submit your three cell phone pictures as either JPEG or PNG files in the Unit 1 assignments folder. The way a conductor communicates can truly make a difference between a good and an excellent performance. You can connect with the players, alert them of an important entrance, and inspire them. One of the most powerful tools in the conductor’s arsenal is the conductor’s gaze and use of the eyes. If you wear glasses, choose a frame that does not conceal your eyes, or perhaps wear contacts instead. Make sure your head is not buried in the score, as one of your primary functions as a conductor is to connect with the musicians. Eye Contact: Maintaining eye contact with your musicians communicates when they should play and how they should play. To a sensitive musician, eye contact can convey expression, style, and mood. Sharing eye contact creates a mode of non-verbal two-way musical communication between the musician and conductor. Viewing Assignment: View the following video on what makes a good conductor: Video: What Makes a Good Conductor? Leonard Bernstein (1918-1990) was impossibly brilliant in so many different areas: as a genius conductor, composer, author, pianist, thinker, activist, educator and entertainer. He was widely known for his artistic and expressive conducting style and influenced and mentored many young conductors. His use of facial expression and use of gaze during his conducting was legendary and quite effective at conveying a wide array of various emotions. According to researchers, gaze is a very rich, complex and sophisticated communication system, and the parameters that determine its meaning are not only gaze direction or pupil dilation, but a number of physical aspects in the eye region, such as eyebrow movements, eyelid position, eye humidity and reddening, and the like. This communication system can be studied in the same way as natural languages are, to the point that it is possible to write down a lexicon of gaze, and even an “optology” equivalent to the “phonology” of verbal languages. Viewing Assignment: Watch the following video of Leonard Bernstein conducting the Vienna Philharmonic in a performance of the fourth movement of Franz Joseph Haydn’s Symphony No. 88, and then answer the guided reflection questions that go along with the viewing assignment. Submit your guided reflection question answers as a Word or PDF file in the Unit 1 assignments folder. Video: Leonard Bernstein with Vienna Philharmonic Facial Expressions Only Assessment: Guided Reflection Questions Now let’s examine a few of the more physical aspects of conducting: Four Hinge Points: In conducting, it is important to be aware of the four main hinge points in your conducting arm: the shoulder, the elbow, the wrist, and the fingers. Each hinge point has a distinct independent movement, and each can be used either in isolation or in conjunction with other movements. Movements at the shoulder are larger and require more energy than movements in the fingers. Essentially, big movements get big responses. Try conducting a simple conducting pattern using each joint in isolation. Notice how much effort it takes to move each joint and consider the different messages each movement sends to the performer. While you will likely never use only one joint or move in one plane, it’s important to understand the types of movements available to you and how those movements would be interpreted. Conducting Box: The conducting box is the area that musicians typically focus their attention on while watching a conductor’s motions. It constitutes both vertical and horizontal planes for movement in all directions. The conducting box is roughly a 3’x3’ area that sits in the center of your body just above your waist. While standing on the podium, raise your shoulders and arms until your arms reach the top of your head and then lower them back down. This movement is the maximum size of your gesture along the frontal plane. Now lift your arms from your shoulders in front of you until your arms reach straight up in the air. This movement is the maximum size of your gesture along the sagittal plane. Arm Movements: There are a variety of arm movements available to use. Flexion is the decrease in the angle of the joint or bending. Extension is the increase in the angle of the joint or straightening. Abduction is the movement of an appendage (such as an arm or leg, or even a finger) away from the midline of the body. Adduction is the movement towards the midline of the body. Medial (or internal) rotation is movement that brings the anterior surface closer to the midline. Lateral (or external) rotation is the motion of the anterior (front) surface away from the midline. During lateral or horizontal motion, the wrist joint is often used to round out the patterns and to reverse directions between beats. Pronation means turning the wrist forward and supination means turning the wrist backward. Body Movements: There are a variety of other body movements that can be incredibly effective ways to communicate, and most of us use these naturally when we talk. For example, taking a step forward or backward, widening or narrowing your stance, or leaning forward or backward, all convey different meanings and elicit different responses. Preparatory Gesture: The movement that anticipates an initial downbeat The Ictus Point: In conducting, the term ictus is used to denote the specific point in a visible pattern of beat points that articulates the pulse of the music to the ensemble musicians. The ictus point is typically the lowest point in conducting patterns. Video: The Ictus in Conducting Beat Patterns The baton usually signals the beginning of a measure with a downward motion (the downbeat). A slight upward preparatory movement prepares for the downbeat of the measure. The upbeat and downbeat should take the same amount of time, and that interval should equal the length of the beat. Conducting Patterns: Directional patterns in which your dominant hand (baton hand) shows in order to establish the meter and tempo of the music. A conductor is responsible for establishing the tempo and, more importantly, as the famous conductor Sir George Solti once said, communicating the “architecture” of the music. You may think of the hand motion involved in conducting meter as choreography. Video: Conducting Patterns Practice your patterns until they become automatic (that is, until you can produce them in an even tempo while talking to someone). Patterns representing counts of two, three, and four beats are the most frequently used by conductors. Practice with both hands as well as separately with each. Video Recording Assignment: Review the three basic conducting patterns from above (in 2, in 3, and in 4) by conducting the patterns while watching yourself in a mirror. Then, video record yourself conducting each pattern for 10 measures at a moderate tempo of quarter note equals 88. Submit your video of each of the three patterns as a mp4 or MOV file in the Unit 1 assignments folder. References: Articles: Poggi, Isabella; Ranieri, Loredana; Leone, Ylenia; Ansani, Alessandro. 2020. "The Power of Gaze in Music. Leonard Bernstein’s Conducting Eyes" Multimodal Technol. Interact. 4, no. 2: 20. https://doi.org/10.3390/mti4020020 Webpages: Bucceri, John. (2010). 4 common conducting patterns [Webpage]. Retrieved from https://www.johnbuccheriteachingmusictheory.com/4-common-conducting-patterns Tracek-King, Anthony. (2020, April 17). Conducting for educators, part 2 [Webpage]. Retrieved from https://www.trecekking.com/conducting-for-educators-part-2/ Videos: Coleman, J. (2017, May 9). Hindu exercise [Video file]. Retrieved from https://www.youtube.com/watch?v=x91MeMl9bQg Dennis, Michael. (2018, December 4). Michael Morgan on 20/20 (1986) \| 29 year old conductor [Video file]. Retrieved from https://www.youtube.com/watch?v=RNoxhzzfzx8 Reinhard, Ulrike. (2009, September 12). 15Bernstein Haydn Full [Video file]. Retrieved from https://www.youtube.com/watch?v=XclKeS0vaiM Unknown. (2008, September 25). Orchestra conducting fundamentals: plane awareness for orchestra conductor [Video file]. Retrieved from https://www.youtube.com/watch?v=9vODULdoGtQ Unknown. (2019, April 25). S.1 E.11 Hinges [Video file]. Retrieved from https://www.youtube.com/watch?v=yesFxa6ufAM Willis, Michelle. (2008, May 3). #2- The ictus: conducting tip with Michelle Willis [Video file]. Retrieved from https://www.youtube.com/watch?v=R2JA6u7j7lg Yawson, Samuel. (2018, March 11). Lesson 1 – The conducting posture [Video file]. Retrieved from https://www.youtube.com/watch?v=s2K-JpY3wpY Yawson, Samuel. (2018, March 12). Lesson 2 – Holding the baton [Video file]. Retrieved from https://www.youtube.com/watch?v=vsX2_l75deU Yawson, Samuel. (2018, March 14). Lesson 4 – The preparatory beat and anacrusis [Video file]. Retrieved from https://www.youtube.com/watch?v=vE8qqsHwIE4 Yawson, Samuel. (2018, March 14). Lesson 3 – The beat patterns [Video file]. Retrieved from https://www.youtube.com/watch?v=ryXz4eCEQ1c Images: Alumnoconservatoriofalla. September 29, 2020. "Leonard Bernstein Conductor" CC BY-SA 4.0 Elatmani. October 31, 2011. "Pronation and Supination" CC BY 3.0 Eroswalt. July 13, 2013. "Conductor Michael Morgan" CC BY-SA 4.0 Ikrep. August 13, 2011. "Erki Conducting" CC BY-SA 4.0 Larsson, Anton. April 23, 2011. "Black Woman 1 070" CC BY-NC-ND 2.0 Morroy, Edgar. May 14, 2020. "Maestro Jesus Uzcategui" CC-BY-SA 4.0 Ogele, Tonye. May 19, 2013. "Body Movements" CC BY 3.0 Ogele, Tonye. November 14, 2013. "Abduction and Circumduction" CC BY 3.0 Osteomyoamare. June 21, 2010. "Flexion Extension Arm" CC BY 3.0 Provost, James. November 5, 2014. "Posture Problems" CC BY -NC-ND 2.0 Rosier, H. May 30, 2007. "Conducting-24time" CC BY-SA 3.0 Rosier, H. May 30, 2007. "Conducting-34time" CC BY-SA 3.0 Rosier, H. January 23, 2011. "Conducting-44time" CC BY-SA 3.0 Zuccarello, Nick. October 22, 2012. "Human anatomy planes" CC BY 3.0 Unit 1: Activities Posture Activity Consider your own posture tendencies when standing: Do you tend to slouch? Does your chest cave in? Is your spine curved? Use a full-length mirror to examine and to identify specific areas of your posture that you would like to improve. Make adjustments in order to correct these tendencies. Now consider how movement affects your posture. Do you have a tendency to lean forward or backward when you walk? Have a friend or family member video record you as you walk across a room so that you can play back the recording to examine your posture. Be prepared to discuss and to demonstrate your findings with the class. Body Relaxation & Posture Alignment Exercise Watch the following video to see how to align the body without creating tension, and then try the exercise on your own to feel the benefits of relaxation and body alignment. Video: Body Alignment Exercise Cell Phone Selfies Samples Examine your own conducting posture and baton grip in a full-length mirror. Make adjustments to your posture and position as needed. Have a friend or family member take cell phone pictures of you demonstrating the following conducting positions: - Front View, “Alert” or “Ready” position - Side View (profile), “Alert” or “Ready” position - Close-up, Right-hand fulcrum style baton grip Upload and submit your three cell phone pictures as either JPEG or PNG files in the Unit 1 assignments folde, and be prepared to discuss and demonstrate your results with the class. Eye Contact Assignment Watch the following video of Leonard Bernstein conducting the Vienna Philharmonic in a performance of the fourth movement of Franz Joseph Haydn’s Symphony No. 88, and then answer the guided reflection questions that follow. Submit your guided reflection question answers as a Word or PDF file in the Unit 1 assignments folder. Video: Leonard Bernstein with Vienna Philharmonic Facial Expressions Only Conducting Patterns Video Samples Watch the following video on conducting 2-beat, 3-beat, and 4-beat patterns. Then practice conducting the patterns that you see in the images below in front of a mirror until they become automatic (that is, until you can produce them in an even tempo while talking to someone). Practice conducting with both hands as well as separately with each hand. Then, video record yourself conducting each pattern for 10 measures at a moderate tempo of quarter note equals 88. Submit your video of each of the three patterns as a mp4 or MOV file in the Unit 1 assignments folder. Unit 1: Assessments Assessment #1: Cell Phone "Selfie" Samples Examine your own conducting posture and baton grip in a full-length mirror. Make adjustments to your posture and position as needed. Have a friend or family member take cell phone pictures of you demonstrating the following conducting positions: - Front View, “Alert” or “Ready” position - Side View (profile), “Alert” or “Ready” position - Close-up, Right-hand fulcrum style baton grip Upload and submit your three cell phone pictures as either JPEG or PNG files in the Unit 1 assignments folder, and be prepared to discuss and demonstrate your results with the class. Assessment #2: Eye Contact Guided Reflection Questions Watch the following video of Leonard Bernstein conducting the Vienna Philharmonic in a performance of the fourth movement of Franz Joseph Haydn’s Symphony No. 88, and then answer the guided reflection questions that follow. Submit your guided reflection question answers as a Word or PDF file in the Unit 1 assignments folder. Video: Leonard Bernstein with Vienna Philharmonic Facial Expressions Only Assessment #3: Conducting Pattern Video Samples Watch the following video on conducting 2-beat, 3-beat, and 4-beat patterns. Then practice conducting the patterns that you see in the images below in front of a mirror until they become automatic (that is, until you can produce them in an even tempo while talking to someone). Practice conducting with both hands as well as separately with each hand. Then, video record yourself conducting each pattern for 10 measures at a moderate tempo of quarter note equals 88. Submit your video of each of the three patterns as a mp4 or MOV file in the Unit 1 assignments folder. Unit 2: Inclusive Podium Presence & Expression Unit 2 Outcomes: While engaging with this unit, learners will: 1. Identify how to show expression by using various conducting gestures related to character, style, and mood 2. Use conducting gestures to communicate musical items in the score including tempo, dynamics, and articulations 3. Summarize and describe the conducting styles of prominent professional conductors. Content To introduce this unit, initiate a discussion with the students that focuses on the duties of a conductor comparing more mechanical operations, such as starting and stopping the ensemble, or setting tempos, with the more artistic gestures or movements that conductors must use to show musicians the character, mood, and style of the music. Oftentimes such gestures or movements must be planned and prepared beforehand, however some gestures can be more spontaneous in nature and serve as a reaction to the sound being produced. Video: What a Conductor Actually Does on Stage The combination of physical gesture, facial expression and emotion used in our teaching and conducting is powerful. The gestures we use create another layer of meaning and understanding for our students. More importantly they help create a personal connection with the music for your students. The vocabulary of non-verbal communication skills at our disposal on the podium is a gold mine waiting to be discovered. To begin developing your conducting gestures toolbox, focus on how you use gestures in an everyday context. Oftentimes, we move our hands and our body while talking to reinforce meaning – tap into what you already do naturally in order to expand your toolbox. For example, when you are with a spouse, partner, or friend, observe how their body language is affected by the words or emotions you are communicating. Genuine words and emotions will elicit genuine gestures. If someone is very much worried or angry or in love with you, their body language will reinforce those meanings. As conductors, once we have genuine thoughts and ideas about the music, then our gestures can reflect these thoughts and ideas. For maximum development, video record your rehearsals so that you have evidence of what you are doing or not doing on the podium that effectively or ineffectively conveys your intent. Try choosing a section of music and assigning three words to describe the music. Be specific and vivid with your choice of words. Say these words out loud, on the downbeat of each measure, while you are conducting (the ensemble does not have to hear it, but it needs to be audible to yourself). If these words are truly how you feel about the music, you will be amazed at how reflective your facial expressions will be. Your hands and gestures will follow suit. When you focus on the affect of the music, these emotions will come through in your body language. Think about the sound, or shape of the sound you want. “This note sounds like…” Now, consider how you could communicate that sound nonverbally. Explore: 1.Use of space – vertical and horizontal. What sounds work better with a lower/higher conducting plane? 2.Use of left or right hand only – try to avoid double handed gestures 3.Use of your “hinges” – fingers, wrist, elbow, shoulder. In general, louder/larger music calls for use of our bigger hinges. Can you gesture that same sound in two or three different ways? Practice in front of a mirror while singing the music. Video: Demystifying Conducting Gestures Emotions & Exoressions: Emotions are psychological states brought on by neurophysiological changes, variously associated with thoughts, feelings, behavioral responses, and a degree of pleasure or displeasure. Emotions are often intertwined with mood, temperament, personality, disposition, creativity, and motivation. Expressions are behaviors that communicates an emotional state or attitude. They can be verbal or non-verbal and can occur with or without self-awareness. Emotional expressions include facial movements like smiling or scowling, simple behaviors like crying or laughing, and more complex behaviors like writing a letter or giving a gift. Individuals have some conscious control of their emotional expressions, however, they need not have conscious awareness of their emotional or affective state in order to express emotion. Expression Analysis Assignment: Identify each of the four examples below as being either positive, neutral, or negative facial expressions and explain what features made you choose your answers. Musical expression: The art of playing or singing with an emotional response and making appropriate use of dynamics, phrasing, timbre, vibrato, and articulation to bring the music to life. Composers often specify these aspects of expression in the markings that they use in the scores, however, it is up to the conductor to interpret and communicate these aspects to the musicians and the audience. The conductor communicates through facial expression and gestures, evoking, molding and shaping the sound of the ensemble. There is a great deal of information a conductor needs to communicate beyond the primary rhythmic function of indicating tempo and maintaining a rhythmic pulse. If a conductor is unable to communicate this, the ensemble will not work as a cohesive unit. Through his or her hands, a conductor shapes phrases and shows articulation as well as the type of sound he or she has in mind. In addition to gestures, a conductor’s communicative capacity is significantly enhanced by other means of nonverbal communication like body language, general posture and appearance, facial expressions and eye contact. As the role of the conductor has developed into a more interpretative one, these aspects of the conductor’s art have assumed a heightened degree of importance. Nuances of facial expression and eye contact can reflect and depict the character, mood and emotional content of the music. Hand gestures are able to demonstrate detail corresponding to an array of articulation, variety and color of sound, a multiplicity of dynamic shadings and gradations, and the intricacies of phrasing. Combined with body movement, these gestures are also able to reflect and communicate an understanding of the overall architecture of a work. Basic conducting technique is important and critical to communicating your musical ideas, but it is only the tip of the iceberg when it comes to being a great conductor. Viewing Assignment: Watch the following three short videos on the use of the left hand for showing expression in your conducting. Video: The Use of the Left Hand Cell Phone Photos Activity/Assessment: The six universal facial expressions that infants begin showing by the age of one years old, include: 1. Surprise 2. Fear 3. Anger 4. Disgust 5. Happiness 6. Sadness For this assignment, use a mirror to experiment with showing facial expressions that correspond to the above six emotions. Examine how you use your eye region (eyes, eyebrows, forehead), your mouth region (smile, lips, chin), and other facial characteristics to show each distinct expression. Take a cell phone photo that demonstrates your facial expression for each of the six universal expressions listed above. Upload and submit your six cell phone pictures as either JPEG or PNG files in the Unit 2 assignments folder. Conductor Critiques: View the following seven video clips and provide a written report that critiques each of the conductor’s conducting style observed in the clips. In your report, describe each of the conductor’s posture, podium presence, conducting box/planes, patterns, and use of gestures. Cite visual aspects for each of the conductors that you believe are especially effective in conveying the emotion and the intent of the music. Submit your written report as a Word or PDF file in the Unit 2 assignments folder. Video: James DePriest conducts Pictures at an Exhibition New York Philharmonic Orchestra (1965), James DePriest, conductor Modest Mussorgsky, Pictures at an Exhibition (excerpt) Video: Gustavo Dudamel conducts "Sorrow" Los Angeles Philharmonic (2020), Gustavo Dudamel, conductor William Grant Still, Symphony No. 1 “Afro-American” Mvmt. II, “Sorrow” Video: Jonathon Heyward conducts Mars Seattle Symphony Orchestra (2019), Jonathon Heyward, conductor Gustav Holst, The Planets (excerpt) Video: Marin Alsop conducts Romeo and Juliet Polish National Radio Symphony Orchestra (2021), Marin Alsop, conductor Sergei Prokofiev, Romeo and Juliet (excerpt) Video: Roderick Cox conducts Tchaik 4 Minnesota Orchestra (2017), Roderick Cox, conductor Pyotr Ilyich Tchaikovsky, Symphony No. 4 (excerpt) Video: Alondra de la Parra conducts Marquez L’Orchestre de Paris (2015), Alondra de la Parra, conductor Arturo Marquez, Danzon No. 2 Video: Thomas Wilkins conducts Black Bottom Detroit Symphony Orchestra (2020), Thomas Wilkins, conductor Nkieru Okoye, Black Bottom References: Webpages: Dockendorf, Matthew, and Thornton, David. (2017). Making Musical Decisions, Part 2: Conducting Gestures [Webpage].The Music Educator Blog. Retrieved from https://www.smartmusic.com/blog/making-musical-decisions-part-2-conducting-gestures/ Watson, Carolyn. The Craft of Conducting – A General Introduction [Webpage]. Music & Practice, Volume 4. Retrieved at https://www.musicandpractice.org/volume-4/the-craft-of-conducting-a-general-introduction/ Videos: Detroit Symphony Orchestra. (June 10, 2020). Nkeiru Okoye "Black Bottom" / Detroit Symphony Orchestra / Thomas Wilkins, conductor [Video file]. Retrieved from https://www.youtube.com/watch?v=11xUjzA1Ljc Dudamel, Gustavo. (November 27, 2020). Gustavo Dudamel - LA Phil SOUND/STAGE: William Grant Still, Afro-American Symphony, II. "Sorrow" [Video file]. Retrieved from https://www.youtube.com/watch?v=nA9vm6LSHxM Gaffigan, James. (2018, July 20). What a conductor actually does on stage [Video file]. Retrieved from https://www.youtube.com/watch?v=z_yIn8V3UcU McAdams, Ryan. (March 21, 2018). Young James DePriest with New York Philharmonic [Video file]. Retrieved from https://www.youtube.com/watch?v=gqTlXvCqW0U Minnesota Orchestra. (July 23, 2017). Roderick Cox Conducts Tchaikovsky's Symphony No. 4 [Video file]. Retrieved from https://www.youtube.com/watch?v=RlnAEhZvk-E NBC News. (August 1, 2017). African-American conductor making noise in white-dominated field [Video file]. Retrieved from https://www.youtube.com/watch?v=-2AHkHo0BJA New York Times. (January 4, 2013). Demystifying conducting: the connection between gesture and music [Video file]. Retrieved from https://www.youtube.com/watch?v=hGwhmjqnGOY NOSPR & medici.tv. (May 24, 2021) Marin Alsop conducts Prokofiev's Romeo and Juliet "Death of Tybalt" [Video file]. Retrieved from https://www.youtube.com/watch?v=DOlIB0oTum0 Seattle Symphony. (June 26, 2019). Holst: Mars from The Planets (excerpt) [Video file]. Retrieved from https://www.youtube.com/watch?v=3hZa3nZCxJo WocomoMusic. (June 19, 2018). Arturo Márquez - Danzón No. 2 (Alondra de la Parra, L'Orchestre de Paris) [Video file]. Retrieved from https://www.youtube.com/watch?v=pjZPHW0qVvo Yawson, Samuel. (2018, March 16). Lesson 5 – The Use of the left hand [Video file]. Retrieved from https://www.youtube.com/watch?v=eANQMaqIwGg Yawson, Samuel. (2018, March 21). Lesson 8 – Establishing the mood [Video file]. Retrieved from https://www.youtube.com/watch?v=OieERj8SYWA Yawson, Samuel. (2018, March 22). Lesson 9 – Expressive conducting [Video file]. Retrieved from https://www.youtube.com/watch?v=RJ9rmYP5WnA Images: Cox, Trevor, June 24, 2013. "Symphony Hall Birmingham" CC BY-SA 3.0 Pereira, Fabio Louifi, April 11, 2017. "Fabio Loutfi Pereira at Breslau Philharmonic Orchestra" CC BY-SA 4.0 Benajah, Nsey November 16, 2020, "Untitled Photo on Unsplash" Unit 2: Activities Self-Awareness Exercise To begin developing your conducting gestures toolbox, focus on how you use gestures in an everyday context. Oftentimes, we move our hands and our body while talking to reinforce meaning – tap into what you already do naturally in order to expand your toolbox. For example, when you are with a spouse, partner, or friend, observe how their body language is affected by the words or emotions you are communicating. Emotional Associations Exercise Try choosing a section of music and assigning three words to describe the music. Be specific and vivid with your choice of words. Say these words out loud, on the downbeat of each measure, while you are conducting (the ensemble does not have to hear it, but it needs to be audible to yourself). If these words are truly how you feel about the music, you will be amazed at how reflective your facial expressions will be. Your hands and gestures will follow suit. When you focus on the affect of the music, these emotions will come through in your body language. Aural Imagery Exercise Think about the sound, or shape of the sound you want. “This note sounds like…” Now, consider how you could communicate that sound nonverbally. Explore: 1.Use of space – vertical and horizontal. What sounds work better with a lower/higher conducting plane? 2.Use of left or right hand only – try to avoid double handed gestures 3.Use of your “hinges” – fingers, wrist, elbow, shoulder. In general, louder/larger music calls for use of our bigger hinges. Can you gesture that same sound in two or three different ways? Facial Expression Recognition Assignment . Cell Phone "Selfie" Assessment: The six universal facial expressions that infants begin showing by the age of one years old, include: 1. Surprise 2. Fear 3. Anger 4. Disgust 5. Happiness 6. Sadness For this assignment, use a mirror to experiment with showing facial expressions that correspond to the above six emotions. Examine how you use your eye region (eyes, eyebrows, forehead), your mouth region (smile, lips, chin), and other facial characteristics to show each distinct expression. Take a cell phone photo that demonstrates your facial expression for each of the six universal expressions listed above. Upload and submit your six cell phone pictures as either JPEG or PNG files in the Unit 2 assignments folder. Conductor Critiques Activity View the following seven video clips and provide a written report that critiques each of the conductor’s conducting style observed in the clips. In your report, describe each of the conductor’s posture, podium presence, conducting box/planes, patterns, and use of gestures. Cite visual aspects for each of the conductors that you believe are especially effective in conveying the emotion and the intent of the music. Submit your written report as a Word or PDF file in the Unit 2 assignments folder. Video: James DePriest conducts Pictures at an Exhibition New York Philharmonic Orchestra (1965), James DePriest, conductor Modest Mussorgsky, Pictures at an Exhibition (excerpt) Video: Gustavo Dudamel conducts "Sorrow" Los Angeles Philharmonic (2020), Gustavo Dudamel, conductor William Grant Still, Symphony No. 1 “Afro-American” Mvmt. II, “Sorrow” Video: Jonathon Heyward conducts Mars Seattle Symphony Orchestra (2019), Jonathon Heyward, conductor Gustav Holst, The Planets (excerpt) Video: Marin Alsop conducts Romeo and Juliet Polish National Radio Symphony Orchestra (2021), Marin Alsop, conductor Sergei Prokofiev, Romeo and Juliet (excerpt) Video: Roderick Cox conducts Tchaik 4 Minnesota Orchestra (2017), Roderick Cox, conductor Pyotr Ilyich Tchaikovsky, Symphony No. 4 (excerpt) Video: Alondra de la Parra conducts Marquez L’Orchestre de Paris (2015), Alondra de la Parra, conductor Arturo Marquez, Danzon No. 2 Video: Thomas Wilkins conducts Black Bottom Detroit Symphony Orchestra (2020), Thomas Wilkins, conductor Nkieru Okoye, Black Bottom Unit 2: Assessments Assessment #1: Expression Identification Upload and submit your picture ID analysis and rationals for examples 1-4 as either a Word or PDF file in the Unit 2 assignments folder. Assessment #2: "Selfie" Expression The six universal facial expressions that infants begin showing by the age of one years old, include: 1. Surprise 2. Fear 3. Anger 4. Disgust 5. Happiness 6. Sadness For this assignment, use a mirror to experiment with showing facial expressions that correspond to the above six emotions. Examine how you use your eye region (eyes, eyebrows, forehead), your mouth region (smile, lips, chin), and other facial characteristics to show each distinct expression. Take a cell phone photo that demonstrates your facial expression for each of the six universal expressions listed above. Upload and submit your six cell phone pictures as either JPEG or PNG files in the Unit 2 assignments folder. Assessment #3: Conductor Video Critiques View the following seven video clips and provide a written report that critiques each of the conductor’s conducting style observed in the clips. In your report, describe each of the conductor’s posture, podium presence, conducting box/planes, patterns, and use of gestures. Cite visual aspects for each of the conductors that you believe are especially effective in conveying the emotion and the intent of the music. Submit your written report as a Word or PDF file in the Unit 2 assignments folder. Video: James DePriest conducts Pictures at an Exhibition New York Philharmonic Orchestra (1965), James DePriest, conductor Modest Mussorgsky, Pictures at an Exhibition (excerpt) Video: Gustavo Dudamel conducts "Sorrow" Los Angeles Philharmonic (2020), Gustavo Dudamel, conductor William Grant Still, Symphony No. 1 “Afro-American” Mvmt. II, “Sorrow” Video: Jonathon Heyward conducts Mars Seattle Symphony Orchestra (2019), Jonathon Heyward, conductor Gustav Holst, The Planets (excerpt) Video: Marin Alsop conducts Romeo and Juliet Polish National Radio Symphony Orchestra (2021), Marin Alsop, conductor Sergei Prokofiev, Romeo and Juliet (excerpt) Video: Roderick Cox conducts Tchaik 4 Minnesota Orchestra (2017), Roderick Cox, conductor Pyotr Ilyich Tchaikovsky, Symphony No. 4 (excerpt) Video: Alondra de la Parra conducts Marquez L’Orchestre de Paris (2015), Alondra de la Parra, conductor Arturo Marquez, Danzon No. 2 Video: Thomas Wilkins conducts Black Bottom Detroit Symphony Orchestra (2020), Thomas Wilkins, conductor Nkieru Okoye, Black Bottom Unit 3: Score Study Techniques & Access to Inclusive Resources Tips for Locating Open Source Music Scores To research additional compositions by composers from historically marginalized groups to include as additional or alternative examples, visit the searchable Institute for Composer Diversity database, located online at https://www.composerdiversity.com Another source for public domain scores and transcribed scores licensed under Creative Commons, is the International Music Score Library Project (IMSLP) Petrucci Music Library, located online at https://imslp.org/wiki/Main_Page Unit 3 Outcomes: While engaging with this unit, learners will: 1. Demonstrate score reading literacy through the translation of musical terms written in languages other than English. 2. Demonstrate score reading literacy through the transposition of non-concert pitch instruments to concert pitch. 3. Demonstrate analytical skills by identifying the principal themes/motifs/melodies, along with the formal structures and harmonic structures found in a score. Content To introduce this unit, initiate a discussion with the students on score study. The score must be analyzed, studied, and internalized so that the conductor can present an accurate interpretation of the composer’s intent. Before stepping in front of an ensemble, a conductor needs to have a thorough understanding of all markings, terminology, and tempo indications found in the score, and must develop an intellectual, emotional and visceral sense of the music. Every aspect of the rehearsal process that unfolds is guided and informed by the conductor’s knowledge, understanding, and feeling for the score. A proficiency in reading and understanding Italian, German, and French musical terms is critical for studying and performing works from the standard orchestral repertoire. Many musical dictionaries and encyclopedias, in both traditional print and online forms, are available for students to look up any unfamiliar musical terms that may be encountered in a score. Video: Italian Musical Terms (Tempo Markings) Video: Italian Musical Terms (Dynamics) Video: Italian Musical Terms (Expressions) Additional study of diverse cultures beyond simple vocabulary and rudimentary language skills is advisable and allows conductors to gain more of an insight and understanding of the context of the repertoire they will be conducting in order to apply accurate performance practices. Musical Terms Translation Activity/Assessment: In the following scores, identify and provide definitions and translations for all Italian, French, or German terms related to titles, tempo indications, dynamic markings, articulation markings, and expressive interpretations. · Hiawatha’s Departure, from The Song of Hiawatha, Op.30, Samuel Coleridge-Taylor (1875-1912) Score: Hiawatha's Departure, Samuel Coleridge-Taylor · Choros No. 10, Heitor Villa-Lobos (1887-1959) Score: Choros No. 10, Heitor Villa-Lobos · La Mer, Claude Debussy (1862-1918) · Symphony No. 2, Gustav Mahler (1860-1911) Score: Symphony No. 2, Gustav Mahler Some instruments commonly found in bands and orchestras are concert pitch (non-transposing) instruments, while some are transposing (non-concert pitch reading) instruments. An instrument is said to be a transposing instrument if the instrument is pitched in a key other than C, and if the note the player reads (the “written note”) is different from the note that is heard (the “sounding note”). For example, when a Bb clarinet plays a written F that they see in a Bb clarinet part, the sounding note is a G concert. This results from the Bb clarinet being a transposing instrument that is pitched a major second (whole step) down from concert pitch (C). Video: Concert Pitch and Transposing Instruments Essentially, the purpose of score study is to understand and to be able to accurately portray the composer’s intentions through performance of a composed work. Beyond the basics of musical terminology and instrumental transpositions, it is important for a conductor to be able to understand the architecture, proportion, and meaning of the work that he or she will be conducting, so that he or she may lead the musicians in a performance that accurately reflects the composer’s thoughts, ideas and intentions. Video: Score Study: Mozart, Symphony No. 40 in G minor, K. 550 Access the score and recording below so that you can listen to the recording and then practice reading the score while conducting along to the recording: IMSLP Score: Mozart, Symphony No. 40, K. 550 Video: Dima Slobodeniouk conducting Mozart, Symphony No. 40, K. 550 The following videos chronicle a rehearsal of the Cleveland Baroque Orchestra, Apollo’s Fire, conducted by Jeannette Sorrell, performed on period instruments, and an interview with Maestro Thomas Wilkins, both excellent additional resources to consult when preparing to conduct any of the late Mozart symphonies. Video: Jeannette Sorrell rehearsing Mozart, Symphony No. 40, K. 550 Video: Maestro Thomas Wilkins, Mozart Interview How to Prepare Scores as a Conductor: 1. Listen to as many recordings of good conductors/ensembles as you can; follow along with the score. 2. Number your scores by marking the measure numbers in pencil on the score (at least at the beginning of every system), circle rehearsal letters, time/tempo changes, etc. 3. Know the basic formal structure and major/minor key areas (at a minimum) 4. Know the translations of any instructions printed in the music 5. Be able to sing (musically) all the way through the score 6. Know your tempi (check yourself with a metronome) 7. Know who plays what/when (when/where to give cues) 8. Physically practice beginnings and transitions 10x more than anything else 9. Reflect on how the score informs your gestures and your rehearsal technique Musical Items for Conductors to show Using Gestures 1. Cues & Cut-offs 2. Dynamics: piano, forte, crescendo, diminuendo 3. Articulations: marcato, staccato, legato, tenuto 4. Tempos (MM markings) 5. Meter changes 6. Breathing (phrasing) 7. Fermatas 8. Syncopation When studying and preparing scores, the process outlined below can function as a guide for conductors: Form Identify the form (ABA, rondo, sonata allegro, etc.) of the work. Regular and irregular forms will result in different senses of proportion, balance, and momentum, which have a direct bearing upon tempo, organization, and pacing of the performance. Principal Themes and Their Function Sketch a catalog of the principal themes that occur in the work. This provides a method to track the structure and identify what material is new, what is repeated, and what is transformed. Once the themes have been identified, it will then be possible to compare and contrast the thematic material to clarify their importance. Melody A work may be structured upon a short motif, such as the opening motto of Beethoven’s “Symphony No. 5,” organized around leitmotifs such as in Wagner’s “Tristan und Isolde,” or move from one fully developed melody to the next, as in “Swan Lake” by Tchaikovsky. Sensitivity to these formal elements may provide insight to melodic and thematic material as it returns, is transformed, or developed. Harmony Be aware of changing harmonic tensions, and how this relates to elements such as tone quality, tempo, and rubato. Look beyond tension and relaxation for nuanced moments that may affect poise, motion, affirmation, or poignancy. Orchestration and Tessitura Consider the registers that are employed for each instrument (tessitura), as well as the combination of instruments used (orchestration). Observe the resulting textures and sonorities that may be rich or transparent, lithe or robust. Rhythm Perhaps the most primal element in music is rhythm. It may flow with serenity, pleasantly entertain, or grip the audience with primitive barbarity. Determine if the rhythmic patterns contained in the melody show energy or relaxation, and whether the overall nature possesses an unpredictable or assertive character. Dynamics Note how dynamics contribute to the shape and structure of the work while emphasizing dramatic high points. Keep in mind that if a dynamic is maintained for a significant length of time, then subtle gestures are usually required in order to maintain vitality. Historical, Personal, and Political Context Understanding the composer and their world provides a context by which a work may be more fully understood. It is worth noting how one work may compare to another by the same composer. For example, “The Planets,” “Hammersmith,” and “Suite No. 1 in E-flat” are works by Gustav Holst that display a considerable range of style by comparison to each other. Elements such as war or Eastern philosophy may be influences that are represented within the composition, and that may reflect the culture and attitude of both the composer and the audience of the period. A work may be viewed as a ceremonial, heroic or sarcastic commentary upon its time. Stylistic Convention Examine if the work is representative of its time. Elements that would have been novel or shocking in their day may be missed in the current context. For example, the humor and harmonic twists in the works of Haydn may have been more evident in a time before the harmonic emancipation that led to serial composition. The spectrum of the dynamic range was also different in an era that preceded the jet engine and amplified electronic instruments. Dramatic Peaks and Overall View Determine if there is one clear moment of climax, or a series of high points throughout the work. This will help to determine how to pace elements such as tempo and dynamics. An overall sense of the architecture will allow informed control of the individual events as they unfold over the course of the work. Aesthetic Considerations Does the work mirror a waterfall or sunset, that connects with the natural world and human emotion? While the experience of a musical performance will be felt differently by each listener, the aesthetic range and the artistic intent of the work, from the functional to the abstract, are all matters that the conductor should carefully consider. What sensations does the work evoke? The sum of these ingredients should lead the conductor to a feeling and vision for the piece and how to perform it in a deeply understood and evocative manner. The “Big Picture” Once the preliminary analytical framework of the piece has been completed, the goal is to lead toward a sense of the artistic center and emotional core of the work. The conductor’s role is to function as a conduit between the composer, the performers, and the audience. Communication of the essence of the work is the necessary condition to achieve a level of artistry and aesthetic experience. The conductor is the “informed guide” that leads the performers and the audience alike through the peaks, plains, and valleys, knowing when to move forward and when to relax in order to take in a musical vista. Score study is just the first step in improving your conducting, facilitating communication, and making sound musical decisions. Video: Score Study, a Conductor's Perspective Score: Eine Kleine Nactmusik, K. 525, Mozart Video: Philosophy on Score Study Using Colored Pencils to Highlight Items in the Score: When preparing repertoire, some conductors like to use colored pencils to mark certain items in their scores. The use of colors highlights special considerations and serve to act as a reminder to the conductor during rehearsals and performances. 1. Red pencil - forte dynamics 2. Blue pencil - piano dynamics 3. Orange pencil - meter changes 4. Green pencil - cues 5. Purple pencil - tempo changes 6. Black pencil - articulations 7. Highlighters - themes and material that you wish to bring out Video: Conducting Elements, Score Study Score Mapping and Conducting Activity/Assessment: Access the scores and recordings below for this score mapping and conducting assignment. From the links provided, print a copy of each of the scores to use for your assignment, then follow the score mapping directions outlined on the assignment sheet to prepare your score and to complete your score map. Then, practice conducting from your scores along to the video recording links provided below. Once you are proficient at conducting along to the recordings, make your own video recording of yourself conducting along to the recordings. When you make your recording, have the audio playing in the background loudly enough so that it can be heard on the recording. Set your recording device about 5 feet in front of you so that the video view will display both your gestures and your facial expressions while you are conducting. Submit your recordings for the three works as either mp4 files or a MOV files to the module 4 assignments folder. Video: Wayne Marshall conducts Brahms, Hungarian Dance No. 5 Score: Brahms, Hungarian Dance No. 5 Video: Roderick Cox conducting Beethoven Symphony No. 4, mvmt. 4 Score: Beethoven, Symphony No. 4 Video: Jonathan Taylor Rush conducting Stravinsky, L'Histoire du Soldat Score: Stravinsky, L'Histoire du Soldat Congratulations, you are now an advanced conductor and ready to lead your ensemble in engaging, expressive musical performances! As with any musical art form, the study of conducting is a lifelong journey, so be sure to continue your observation and study of various conductors to increase your skill level and effectiveness on the podium by checking out the following recommended workshops, conferences and competitions: Midwest Clinic, Reynolds Conducting Institute Sphinx Connect 2022 Fellowship Opportunities In addition, many colleges and universities offer conducting workshops throughout the year for additional opportunites for continued study. A few upcoming examples include: Friday, October 1–Sunday, October 3, 2021 (IN-PERSON) Arizona State University Wind Conducting Workshop musicdancetheatre.asu.edu/events/conducting-workshop Clinicians: Jason Caslor, Jamal Duncan, James Hudson Friday, November 12–Saturday, November 13, 2021 (IN-PERSON) Columbus State University Schwob Conductors Workshop Registration opens mid-September Clinicians: Michael Haithcock, Lindsay Kesselman, Kevin Sedatole, Jamie L. Nix Sunday, November 14, 2021 (IN-PERSON) La Sierra University Instrumental Conducting Workshop Clinicians: Sharon Lavery, Giovanni Santos Saturday, February 5, 2022 (IN-PERSON) Missouri State University Conducting Workshop missouristate.edu/band Clinicians: Mallory Thompson, John Zastoupil Friday, February 18–Saturday, February 19, 2022 (IN-PERSON) Illinois Band Conductors Symposium bands.illinois.edu/conducting-symposium Clinicians: Stephen Peterson, Rodney Dorsey Also, make sure to join this online Facebook group for more up-to-date news and announcements: https://www.facebook.com/groups/1470435413219827/ Good luck on your journey! References: Webpages: Beethoven, Ludwig van. Symphony No. 4 [Musical score]. Retrieved from https://ks4.imslp.info/files/imglnks/usimg/c/c2/IMSLP210820-SIBLEY1802.12551.bb9a-39087009343056score_pp_3-44.pdf Brahms, Johannes. Hungarian Dance No. 5 [Musical score]. Retrieved from https://ks.imslp.net/files/imglnks/usimg/0/09/IMSLP338706-SIBLEY1802.21594.84ec-39087009474653score.pdf Coleridge-Taylor, Samuel. Hiawatha’s Departure [Musical score]. Retrieved from https://ks.imslp.net/files/imglnks/usimg/2/20/IMSLP100021-PMLP45230-Coleridge-Taylor_-_The_Song_of_Hiawatha,_Op.30_-_No._4_Hiawatha's_Departure_(orch._score).pdf Debussy, Claude. La Mer [Musical score]. Retrieved from https://ks4.imslp.info/files/imglnks/usimg/b/b6/IMSLP15420-Debussy_-_La_Mer_(orch._score).pdf Mahler, Gustav. Symphony No. 2 [Musical score]. Retrieved from https://ks.imslp.net/files/imglnks/usimg/5/50/IMSLP415749-PMLP49406-GMahler_Symphony_No.2_fe_UE_reprint_RSL2.pdf Mozart, Wolfgang Amadeus. Eine Kleine Nachtmusik, K. 525 [Musical score]. Retrieved fromhttps://ks.imslp.net/files/imglnks/usimg/5/57/IMSLP01776-Mozart_EineKleineNachtmusik_Score.pdf Mozart, Wolfgang Amadeus. Symphony No. 40, K. 550 [Musical score]. Retrieved from https://ks.imslp.net/files/imglnks/usimg/1/1a/IMSLP00072-Mozart_-_Symphony_No_40_in_G_minor,_K550.pdf Stavinsky, Igor. L’Histoire du Soldat [Musical score]. Retrieved from http://www.petruccilibrary.us/linkhandler.php?path=files/imglnks/music_files/PMLUS01491-Stravinsky_-_Histoire_du_soldat_(score).pdf Unknown. Free Printable Manuscript Paper [Webpage]. fMakingMusicFun.net. Retrieved from https://makingmusicfun.net/htm/printit_manuscript.php Villa-Lobos, Heitor. Choros No. 10 [Musical score]. Retrieved from https://petruccimusiclibrary.ca/files/imglnks/caimg/4/47/IMSLP40985-PMLP89597-Villa-Lobos_-_Chôros_No._10_(score).pdf Videos: Apollosfirebaroque. (January 23, 2019). MOZART Symphony no. 40 in G Minor – DRESS REHEARSAL – Sorrell/Apollo's Fire [Video file]. Retrieved from https://www.youtube.com/watch?v=qrfkcFsi9RY Cox, Roderick. (November 18, 2020). Beethoven: Symphony No. 4, mov. 4- Dallas Symphony [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=QYikc-LgvxQ Harrison, Brad. (February 1, 2019). Concert Pitch and Transposing Instruments - Everything You Need to Know in 7 Minutes [Video file]. Retrieved from https://www.youtube.com/watch?v=1t1FNTQHpAc Muehl, Nathan. (March 14, 2015). Score Study [Video file]. Retrieved from https://www.youtube.com/watch?v=jfOerE1cKDM My Italian Circle. (January 23, 2020). Italian for Musicians 1 - Tempo markings \| Italian Music Terminology [Video file]. Retrieved from https://www.youtube.com/watch?v=ShEicTwC1S4 My Italian Circle. (January 30, 2020). Italian for Musicians 2 - Dynamics \| Italian Music Terminology [Video file]. Retrieved from https://www.youtube.com/watch?v=W9BpbUz7GDw My Italian Circle. (February 13, 2020). Italian for Musicians 3 - Expression & Articulation \| Italian Music Terminology [Video file]. Retrieved from https://www.youtube.com/watch?v=4xjKeqIfVAM Nam, Ho Giang. (November 6, 2020). Score Marking - Fundamentals of Rehearsing Music Ensembles [Video file]. Retrieved from https://www.youtube.com/watch?v=2R7cXjNdWLc National Arts Centre. (January 2, 2020). Preparing a Score \| Conducting 101 [Part 6 of 6] [Video file]. Retrieved from https://www.youtube.com/watch?v=SUnPMKoeq-A OrchestrationOnline. (December 3, 2009). Score-Reading Part 1: Your Visual Ear [Video file]. Retrieved from https://www.youtube.com/watch?v=bc4Ljc0Rroo OrchestrationOnline. (December 3, 2009). Score-Reading Part 3: Reading Mozart [Video file]. Retrieved from https://www.youtube.com/watch?v=Wi9VwSq-vbo Rush, Jonathan Taylor. (March 12, 2019). Jonathan Taylor Rush - Stravinsky L'Histoire du Soldat, Danse du Diable [Video file}. Retrieved from https://www.youtube.com/watch?v=HiXwL7LmBuA SinfonicadeGalicia. (September 2, 2016). W. A. Mozart: Symphony nº 40 - Dima Slobodeniouk - Sinfónica de Galicia [Video file]. Retrieved from https://www.youtube.com/watch?v=jzUJWDU_1Rg&t=9s Symphony Nova Scotia. (October 7, 2019). Symphony 101: Why are musical terms in Italian? [Video file]. Retrieved from https://www.youtube.com/watch?v=RlWARUR2IpA WocomoMUSIC. (October 18, 2020). Brahms - Hungarian Dance No. 5 (Wayne Marshall, Orchestre national d’Île-de-France) [Video file]. Retrieved from https://www.youtube.com/watch?v=bq_TBLeoRrc Wrcjfmorg. (July 25, 2008). Detroit Symphony conductor Thomas Wilkins discusses Mozart [Video file]. Retrieved from https://www.youtube.com/watch?v=BeZ5qD_3GRI Images: DeveshT. May 27, 2017. "Italian Flag" CC0 1.0 Glad, Jonatan Svennson. April 7, 2017. "Multiple colored pencils 07" CC BY-SA 4.0 Markovich, Sanja. October 8, 2011. "Aleksandar Markovic" CC BY-SA 3.0 Pichler, Birgit. December 28, 2018. "Maria Makraki" CC BY-SA 4.0 Unknown. "Grey tilt selective photograph of music notes notes free image" by photostockeditor.com, CC0 1.0 Unknown. "Clarinet" by https://pxhere.com, CC0 1.0 Unit 3: Activities Musical Terms Translation Activity In the following scores, identify and provide definitions and translations for all Italian, French, or German terms related to titles, tempo indications, dynamic markings, articulation markings, and expressive interpretations. · Hiawatha’s Departure, from The Song of Hiawatha, Op.30, Samuel Coleridge-Taylor (1875-1912) Score: Hiawatha's Departure, Samuel Coleridge-Taylor · Choros No. 10, Heitor Villa-Lobos (1887-1959) Score: Choros No. 10, Heitor Villa-Lobos · La Mer, Claude Debussy (1862-1918) · Symphony No. 2, Gustav Mahler (1860-1911) Score: Symphony No. 2, Gustav Mahler Mozart Score Study Axtivity Essentially, the purpose of score study is to understand and to be able to accurately portray the composer’s intentions through performance of a composed work. Beyond the basics of musical terminology and instrumental transpositions, it is important for a conductor to be able to understand the architecture, proportion, and meaning of the work that he or she will be conducting, so that he or she may lead the musicians in a performance that accurately reflects the composer’s thoughts, ideas and intentions. Video: Score Study: Mozart, Symphony No. 40 in G minor, K. 550 Access the score and recording below so that you can listen to the recording and then practice reading the score while conducting along to the recording: IMSLP Score: Mozart, Symphony No. 40, K. 550 Video: Dima Slobodeniouk conducting Mozart, Symphony No. 40, K. 550 The following videos chronicle a rehearsal of the Cleveland Baroque Orchestra, Apollo’s Fire, conducted by Jeannette Sorrell, performed on period instruments, and an interview with Maestro Thomas Wilkins, both excellent additional resources to consult when preparing to conduct any of the late Mozart symphonies. Video: Jeannette Sorrell rehearsing Mozart, Symphony No. 40, K. 550 Video: Maestro Thomas Wilkins, Mozart Interview Score Study Exercise - Conductor's Perspective Once the preliminary analytical framework of the piece has been completed, the goal is to lead toward a sense of the artistic center and emotional core of the work. The conductor’s role is to function as a conduit between the composer, the performers, and the audience. Communication of the essence of the work is the necessary condition to achieve a level of artistry and aesthetic experience. The conductor is the “informed guide” that leads the performers and the audience alike through the peaks, plains, and valleys, knowing when to move forward and when to relax in order to take in a musical vista. Score study is just the first step in improving your conducting, facilitating communication, and making sound musical decisions. Video: Score Study, a Conductor's Perspective Score: Eine Kleine Nactmusik, K. 525, Mozart Score Mapping Activity Access the scores and recordings below for this score mapping and conducting assignment. From the links provided, print a copy of each of the scores to use for your assignment, then follow the score mapping directions outlined on the assignment sheet to prepare your score and to complete your score map. Then, practice conducting from your scores along to the video recording links provided below. Once you are proficient at conducting along to the recordings, make your own video recording of yourself conducting along to the recordings. When you make your recording, have the audio playing in the background loudly enough so that it can be heard on the recording. Set your recording device about 5 feet in front of you so that the video view will display both your gestures and your facial expressions while you are conducting. Submit your recordings for the three works as either mp4 files or a MOV files to the module 4 assignments folder. Video: Wayne Marshall conducts Brahms, Hungarian Dance No. 5 Score: Brahms, Hungarian Dance No. 5 Video: Roderick Cox conducting Beethoven Symphony No. 4, mvmt. 4 Score: Beethoven, Symphony No. 4 Video: Jonathan Taylor Rush conducting Stravinsky, L'Histoire du Soldat Unit 3: Assessment Assessment #1 Musical Terms Translations In the following scores, identify and provide definitions and translations for all Italian, French, or German terms related to titles, tempo indications, dynamic markings, articulation markings, and expressive interpretations. · Hiawatha’s Departure, from The Song of Hiawatha, Op.30, Samuel Coleridge-Taylor (1875-1912) Score: Hiawatha's Departure, Samuel Coleridge-Taylor · Choros No. 10, Heitor Villa-Lobos (1887-1959) Score: Choros No. 10, Heitor Villa-Lobos · La Mer, Claude Debussy (1862-1918) · Symphony No. 2, Gustav Mahler (1860-1911) Score: Symphony No. 2, Gustav Mahler Assessment #2 Transpositions & Arranging Assessment #3 Score Maps Access the scores and recordings below for this score mapping and conducting assignment. From the links provided, print a copy of each of the scores to use for your assignment, then follow the score mapping directions outlined on the assignment sheet to prepare your score and to complete your score map. Then, practice conducting from your scores along to the video recording links provided below. Once you are proficient at conducting along to the recordings, make your own video recording of yourself conducting along to the recordings. When you make your recording, have the audio playing in the background loudly enough so that it can be heard on the recording. Set your recording device about 5 feet in front of you so that the video view will display both your gestures and your facial expressions while you are conducting. Submit your recordings for the three works as either mp4 files or MOV files to the Unit 3 assignments folder. Video: Wayne Marshall conducts Brahms, Hungarian Dance No. 5 Score: Brahms, Hungarian Dance No. 5 Video: Roderick Cox conducting Beethoven Symphony No. 4, mvmt. 4 Score: Beethoven, Symphony No. 4 Video: Jonathan Taylor Rush conducting Stravinsky, L'Histoire du Soldat 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	2025-03-18T00:39:38.996084	Assessment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/82934/overview", "title": "Culturally Inclusive Materials for MUE Teacher Prep Courses: Conducting 101", "author": "Performing Arts" }
https://oercommons.org/courseware/lesson/115659/overview	Neuroanatomy of Sleep Overview Lehigh University: BIOS332 Behavioral Neuroanatomy Spring 2024 Sleep Chapter See the Sleep chapter atatched below.	oercommons	2025-03-18T00:39:39.016790	05/01/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/115659/overview", "title": "Neuroanatomy of Sleep", "author": "Christopher Jennings" }
https://oercommons.org/courseware/lesson/26297/overview	Composition Overview This section discusses the composition of the Texas State Legislature. Learning Objectives By the end of this section, students will be able to: - Understand the partisan make up of the Texas State Legislature - Understand the gender makeup of the Texas State Legislature - Understand the racial makeup of the Texas State Legislature By the end of this section, you will be able to: - Understand the partisan make up of the Texas State Legislature - Understand the gender makeup of the Texas State Legislature - Understand the racial makeup of the Texas State Legislature Pale, Male, and Stale Pale, Male, and Stale It’s often been said the Texas State Legislature is “pale, male, and stale.” This may not be quite as accurate as in the past, but the Texas State Legislature is prodominantly white, male, and middle aged. Partisan Compostion Partisan composition The Republican Party controls both the Texas State House of Representatives and the Texas State Senate: - The Texas State House of Representatives currently has 93 Republicans, 56 Democrats, and one vacancy. - The Texas State Senate currently has 20 Republicans and 11 Democrats Gender Composition Gender composition The Texas State Legislature is predominantly male. - Approximately 81% of the Texas State House of Representatives is male (121 males, 29 females) - Approximately 74% of the Texas State Senate is male (23 males, 8 females) - Take together, almost 80% of the total membership of the Texas State Legislature is male (144 of 181 total members Racial Composition Racial composition Approximately two-thirds of the Texas State Legislature is white. The 84th Legislature (beginning 2015) was composed as follows: - 115 White members - 41 Hispanic members - 19 African-American members - 3 Asian members	oercommons	2025-03-18T00:39:39.035008	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26297/overview", "title": "Texas Government 1.0, The Legislative Branch, Composition", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26291/overview	Public Opinion Overview Public Opinion Introduction Introduction The collection of public opinion through polling and interviews is a part of political culture. Politicians want to know what the public thinks. Campaign managers want to know how citizens will vote. Media members seek to write stories about what the public wants. Every day, polls take the pulse of the people and report the results. And yet we have to wonder: Why do we care what people think? This section explores that question. Learning Objectives By the end of this section, students will be able to: - Define public opinion - Explain how beliefs and ideology affect the formation of public opinion - Explain how information about public opinion is gathered - Identify common ways to measure and quantify public opinion - Analyze polls to determine whether they accurately measure a population’s opinions - Polling in Texas By the end of this section, you will be able to: - Define public opinion - Explain how beliefs and ideology affect the formation of public opinion - Explain how information about public opinion is gathered - Identify common ways to measure and quantify public opinion - Analyze polls to determine whether they accurately measure a population’s opinions - Polling in Texas What is Public Opinion? What is Public Opinion? Public opinion is a collection of popular views about something, perhaps a person, a local or national event, or a new idea. For example, each day, a number of polling companies call Americans at random to ask whether they approve or disapprove of the way the president is guiding the economy.[1] When situations arise at the state level polling companies survey whether Texans support a particular policy. These individual opinions are collected together to be analyzed and interpreted for politicians and the media. The analysis examines how the public feels or thinks, so politicians can use the information to make decisions about their future legislative votes, campaign messages, or propaganda. But where do people’s opinions come from? Most citizens base their political opinions on their beliefs[2] and their attitudes, both of which begin to form in childhood. Beliefs are closely held ideas that support our values and expectations about life and politics. For example, the idea that we are all entitled to equality, liberty, freedom, and privacy is a belief most people in Texas share. We may acquire this belief by growing up in Texas or by having come from a country that did not afford these valued principles to its citizens. Our attitudes are also affected by our personal beliefs and represent the preferences we form based on our life experiences and values. A person who has suffered racism or bigotry may have a skeptical attitude toward the actions of authority figures, for example. Over time, our beliefs and our attitudes about people, events, and ideas will become a set of norms, or accepted ideas, about what we may feel should happen in our society or what is right for the government to do in a situation. In this way, attitudes and beliefs form the foundation for opinions. Measuring Public Opinion Measuring Public Opinion Most public opinion polls aim to be accurate, but this is not an easy task. Political polling is a science. From design to implementation, polls are complex and require careful planning and care. Donald Trump's triumph in the 2016 presidential elections is a recent example of the difficulty involved in measuring public opinion. Our history is littered with examples of polling companies producing results that incorrectly predicted public opinion due to poor survey design or bad polling methods. In 1936, Literary Digest continued its tradition of polling citizens to determine who would win the presidential election. The magazine sent opinion cards to people who had a subscription, a phone, or a car registration. Only some of the recipients sent back their cards. The result? Alf Landon was predicted to win 55.4 percent of the popular vote; in the end, he received only 38 percent.[24] Franklin D. Roosevelt won another term, but the story demonstrates the need to be scientific in conducting polls. A few years later, Thomas Dewey lost the 1948 presidential election to Harry Truman, despite polls showing Dewey far ahead and Truman destined to lose. More recently, John Zogby, of Zogby Analytics, went public with his prediction that John Kerry would win the presidency against incumbent president George W. Bush in 2004, only to be proven wrong on election night. These are just a few cases, but each offers a different lesson. In 1948, pollsters did not poll up to the day of the election, relying on old numbers that did not include a late shift in voter opinion. Zogby’s polls did not represent likely voters and incorrectly predicted who would vote and for whom. These examples reinforce the need to use scientific methods when conducting polls, and to be cautious when reporting the results. Most polling companies employ statisticians and methodologists trained in conducting polls and analyzing data. A number of criteria must be met if a poll is to be completed scientifically. First, the methodologists identify the desired population, or group, of respondents they want to interview. For example, if the goal is to project who will win the presidency, citizens from across the United States should be interviewed. If we wish to understand how voters in Texas will vote on a constitutional amendment, the population of respondents should only be Texas residents. When surveying on elections or policy matters, many polling houses will interview only respondents who have a history of voting in previous elections, because these voters are more likely to go to the polls on Election Day. Politicians are more likely to be influenced by the opinions of proven voters than of everyday citizens. Once the desired population has been identified, the researchers will begin to build a sample that is both random and representative. A random sample consists of a limited number of people from the overall population, selected in such a way that each has an equal chance of being chosen. In the early years of polling, telephone numbers of potential respondents were arbitrarily selected from various areas to avoid regional bias. While landline phones allow polls to try to ensure randomness, the increasing use of cell phones makes this process difficult. Cell phones, and their numbers are portable and move with the owner. To prevent errors, polls that include known cellular numbers may screen for zip codes and other geographic indicators to prevent regional bias. A representative sample consists of a group whose demographic distribution is similar to that of the overall population. For example, nearly 51 percent of the U.S. population is female.[25] To match this demographic distribution of women, any poll intended to measure what most Americans think about an issue should survey a sample containing slightly more women than men. Pollsters try to interview a set number of citizens to create a reasonable sample of the population. This sample size will vary based on the size of the population being interviewed and the level of accuracy the pollster wishes to reach. If the poll is trying to reveal the opinion of a state or group, such as the opinion of Wisconsin voters about changes to the education system, the sample size may vary from five hundred to one thousand respondents and produce results with relatively low error. For a poll to predict what Americans think nationally, such as about the White House’s policy on greenhouse gases, the sample size should be larger. The sample size varies with each organization and institution due to the way the data are processed. Gallup often interviews only five hundred respondents, while Rasmussen Reports and Pew Research often interview one thousand to fifteen hundred respondents.[26] Academic organizations, like the American National Election Studies, have interviews with over twenty-five-hundred respondents.[27] A larger sample makes a poll more accurate because it will have relatively fewer unusual responses and be more representative of the actual population. Pollsters do not interview more respondents than necessary, however. Increasing the number of respondents will increase the accuracy of the poll, but once the poll has enough respondents to be representative, increases in accuracy become minor and are not cost-effective.[28] When the sample represents the actual population, the poll’s accuracy will be reflected in a lower margin of error. The margin of error is a number that states how far the poll results may be from the actual opinion of the total population of citizens. The lower the margin of error, the more predictive the poll. Large margins of error are problematic. For example, if a poll that claims Hillary Clinton is likely to win 30 percent of the vote in the 2016 New York Democratic primary has a margin of error of +/-6, it tells us that Clinton may receive as little as 24 percent of the vote (30 – 6) or as much as 36 percent (30 + 6). A lower margin of error is clearly desirable because it gives us the most precise picture of what people actually think or will do. With many polls out there, how do you know whether a poll is a good poll and accurately predicts what a group believes? First, look for the numbers. Polling companies include the margin of error, polling dates, number of respondents, and population sampled to show their scientific reliability. Was the poll recently taken? Is the question clear and unbiased? Was the number of respondents high enough to predict the population? Is the margin of error small? It is worth looking for this valuable information when you interpret poll results. While most polling agencies strive to create quality polls, other organizations want fast results and may prioritize immediate numbers over random and representative samples. For example, instant polling is often used by news networks to quickly assess how well candidates are performing in a debate. Technology and Survey Research Technology and Survey Research The days of randomly walking neighborhoods and phone book cold-calling to interview random citizens are gone. Scientific polling has made interviewing more deliberate. Historically, many polls were conducted in person, yet this was expensive and yielded problematic results. In some situations and countries, face-to-face interviewing still exists. Exit polls, focus groups, and some public opinion polls occur in which the interviewer and respondents communicate in person. Exit polls are conducted in person, with an interviewer standing near a polling location and requesting information as voters leave the polls. Focus groups often select random respondents from local shopping places or pre-select respondents from Internet or phone surveys. The respondents show up to observe or discuss topics and are then surveyed. When organizations like Gallup or Roper decide to conduct face-to-face public opinion polls, however, it is a time-consuming and expensive process. The organization must randomly select households or polling locations within neighborhoods, making sure there is a representative household or location in each neighborhood.[29] Then it must survey a representative number of neighborhoods from within a city. At a polling location, interviewers may have directions on how to randomly select voters of varied demographics. If the interviewer is looking to interview a person in a home, multiple attempts are made to reach a respondent if he or she does not answer. Gallup conducts face-to-face interviews in areas where less than 80 percent of the households in an area have phones because it gives a more representative sample.[30] News networks use face-to-face techniques to conduct exit polls on Election Day. Most polling now occurs over the phone or through the Internet. Some companies, like Harris Interactive, maintain directories that include registered voters, consumers, or previously interviewed respondents. If pollsters need to interview a particular population, such as political party members or retirees of a specific pension fund, the company may purchase or access a list of phone numbers for that group. Other organizations, like Gallup, use random-digit-dialing (RDD), in which a computer randomly generates phone numbers with desired area codes. Using RDD allows the pollsters to include respondents who may have unlisted and cellular numbers.[31] Questions about ZIP code or demographics may be asked early in the poll to allow the pollsters to determine which interviews to continue and which to end early. The interviewing process is also partly computerized. Many polls are now administered through computer-assisted telephone interviewing (CATI) or through robopolls. A CATI system calls random telephone numbers until it reaches a live person and then connects the potential respondent with a trained interviewer. As the respondent provides answers, the interviewer enters them directly into the computer program. These polls may have some errors if the interviewer enters an incorrect answer. The polls may also have reliability issues if the interviewer goes off the script or answers respondents’ questions. Robo-polls are entirely computerized. A computer dials random or pre-programmed numbers and a prerecorded electronic voice administers the survey. The respondent listens to the question and possible answers and then presses numbers on the phone to enter responses. Proponents argue that respondents are more honest without an interviewer. However, these polls can suffer from error if the respondent does not use the correct keypad number to answer a question or misunderstands the question. Robo-polls may also have lower response rates because there is no live person to persuade the respondent to answer. There is also no way to prevent children from answering the survey. Lastly, the Telephone Consumer Protection Act (1991) made automated calls to cell phones illegal, which leaves a large population of potential respondents inaccessible to robopolls.[32] The latest challenges in telephone polling come from the shift in phone usage. A growing number of citizens, especially younger citizens, use only cell phones, and their phone numbers are no longer based on geographic areas. The millennial generation (currently aged 18–33) is also more likely to text than to answer an unknown call, so it is harder to interview this demographic group. Polling companies now must reach out to potential respondents using email and social media to ensure they have a representative group of respondents. Yet, the technology required to move to the Internet and handheld devices presents further problems. Web surveys must be designed to run on a varied number of browsers and handheld devices. Online polls cannot detect whether a person with multiple email accounts or social media profiles answers the same poll multiple times, nor can they tell when a respondent misrepresents demographics in the poll or on a social media profile used in a poll. These factors also make it more difficult to calculate response rates or achieve a representative sample. Yet, many companies are working with these difficulties, because it is necessary to reach younger demographics in order to provide accurate data.[33] Problems in Survey Research Problems in Survey Research For a number of reasons, polls may not produce accurate results. Two important factors a polling company faces are timing and human nature. Unless you conduct an exit poll during an election and interviewers stand at the polling places on Election Day to ask voters how they voted, there is always the possibility the poll results will be wrong. The simplest reason is that if there is time between the poll and Election Day, a citizen might change his or her mind, lie, or choose not to vote at all. Timing is very important during elections because surprise events can shift enough opinions to change an election result. Of course, there are many other reasons why polls, even those not time-bound by elections or events, may be inaccurate. Polls begin with a list of carefully written questions. The questions need to be free of framing, meaning they should not be worded to lead respondents to a particular answer. For example, take two questions about approval of the job the Texas Governor is doing. Question 1 might ask, “Given the number of school shootings, do you approve of the job Governor Abbott is doing?” Question 2 might ask, “Do you approve of the job Governor Abbott is doing?” Both questions want to know how respondents perceive the Governor’s success, but the first question sets up a frame for the respondent to believe school shootings are a problem before answering. This is likely to make the respondent’s answer more negative. Similarly, the way we refer to an issue or concept can affect the way listeners perceive it. The phrase “estate tax” did not rally voters to protest the inheritance tax, but the phrase “death tax” sparked debate about whether taxing estates imposed a double tax on income.[34] Many polling companies try to avoid leading questions, which lead respondents to select a predetermined answer because they want to know what people really think. Some polls, however, have a different goal. Their questions are written to guarantee a specific outcome, perhaps to help a candidate get press coverage or gain momentum. These are called push polls. In the 2016 presidential primary race, MoveOn tried to encourage Senator Elizabeth Warren (D-MA) to enter the race for the Democratic nomination. Its poll used leading questions for what it termed an “informed ballot,” and, to show that Warren would do better than Hillary Clinton, it included ten positive statements about Warren before asking whether the respondent would vote for Clinton or Warren.[35] The poll results were blasted by some in the media for being fake. Sometimes lack of knowledge affects the results of a poll. Respondents may not know that much about the polling topic but are unwilling to say, “I don’t know.” For this reason, surveys may contain a quiz with questions that determine whether the respondent knows enough about the situation to answer survey questions accurately. A poll to discover whether citizens support changes to the Affordable Care Act or Medicaid might first ask who these programs serve and how they are funded. Polls about territory seizure by the Islamic State (or ISIS) or Russia’s aid to rebels in Ukraine may include a set of questions to determine whether the respondent reads or hears any international news. Respondents who cannot answer correctly may be excluded from the poll, or their answers may be separated from the others. People may also feel social pressure to answer questions in accordance with the norms of their area or peers.[36] If they are embarrassed to admit how they would vote, they may lie to the interviewer. In the 1982 governor’s race in California, Tom Bradley was far ahead in the polls, yet on Election Day he lost. This result was nicknamed the Bradley effect, on the theory that voters who answered the poll were afraid to admit they would not vote for a black man because it would appear politically incorrect and racist. In 2010, Proposition 19, which would have legalized and taxed marijuana in California, met with a new version of the Bradley effect. Nate Silver, a political blogger, noticed that polls on the marijuana proposition were inconsistent, sometimes showing the proposition would pass and other times showing it would fail. Silver compared the polls and the way they were administered because some polling companies used an interviewer and some used robocalling. He then proposed that voters speaking with a live interviewer gave the socially acceptable answer that they would vote against Proposition 19, while voters interviewed by a computer felt free to be honest.[37] While this theory has not been proven, it is consistent with other findings that interviewer demographics can affect respondents’ answers. African Americans, for example, may give different responses to interviewers who are white than to interviewers who are black.[38] Push Polls Push Polls One of the newer byproducts of polling is the creation of push polls, which consist of political campaign information presented as polls. A respondent is called and asked a series of questions about his or her position or candidate selections. If the respondent’s answers are for the wrong candidate, the next questions will give negative information about the candidate in an effort to change the voter’s mind. In 2014, a fracking ban was placed on the ballot in a town in Texas. Fracking, which includes injecting pressurized water into drilled wells, helps energy companies collect additional gas from the earth. It is controversial, with opponents arguing it causes water pollution, sound pollution, and earthquakes. During the campaign, a number of local voters received a call that polled them on how they planned to vote on the proposed fracking ban.[39] If the respondent was unsure about or planned to vote for the ban, the questions shifted to provide negative information about the organizations proposing the ban. One question asked, “If you knew the following, would it change your vote . . . two Texas railroad commissioners, the state agency that oversees oil and gas in Texas, have raised concerns about Russia’s involvement in the anti-fracking efforts in the U.S.?” The question played upon voter fears about Russia and international instability in order to convince them to vote against the fracking ban. These techniques are not limited to issue votes; candidates have used them to attack their opponents. The hope is that voters will think the poll is legitimate and believe the negative information provided by a “neutral” source. Public Opinion and Elections Public Opinion and Elections Elections are the events on which opinion polls have the greatest measured effect. Public opinion polls do more than show how we feel on issues or project who might win an election. The media use public opinion polls to decide which candidates are ahead of the others and therefore of interest to voters and worthy of an interview. From the moment President Obama was inaugurated for his second term, speculation began about who would run in the 2016 presidential election. Within a year, potential candidates were being ranked and compared by a number of newspapers.[40] The speculation included favorability polls on Hillary Clinton, which measured how positively voters felt about her as a candidate. The media deemed these polls important because they showed Clinton as the frontrunner for the Democrats in the next election.[41] During the presidential primary season, we see examples of the bandwagon effect, in which the media pays more attention to candidates who poll well during the fall and the first few primaries. Bill Clinton was nicknamed the “Comeback Kid” in 1992 after he placed second in the New Hampshire primary despite accusations of adultery with Gennifer Flowers. The media’s attention on Clinton gave him the momentum to make it through the rest of the primary season, ultimately winning the Democratic nomination and the presidency. Polling is also at the heart of horserace coverage, in which, just like an announcer at the racetrack, the media calls out every candidate’s move throughout the presidential campaign. Horserace coverage can be neutral, positive, or negative, depending upon what polls or facts are covered. During the 2012 presidential election, the Pew Research Center found that both Mitt Romney and President Obama received more negative than positive horserace coverage, with Romney’s growing more negative as he fell in the polls.[42] Horserace coverage is often criticized for its lack of depth; the stories skip over the candidates’ issue positions, voting histories, and other facts that would help voters make an informed decision. Yet, horserace coverage is popular because the public is always interested in who will win, and it often makes up a third or more of news stories about the election.[43] Exit polls, taken the day of the election, are the last election polls conducted by the media. Announced results of these surveys can deter voters from going to the polls if they believe the election has already been decided. Public opinion polls also affect how much money candidates receive in campaign donations. Donors assume public opinion polls are accurate enough to determine who the top two to three primary candidates will be, and they give money to those who do well. Candidates who poll at the bottom will have a hard time collecting donations, increasing the odds that they will continue to do poorly. This was apparent in the run-up to the 2016 presidential election. Bernie Sanders, Hillary Clinton, and Martin O’Malley each campaigned in the hope of becoming the Democratic presidential nominee. In June 2015, 75 percent of Democrats likely to vote in their state primaries said they would vote for Clinton, while 15 percent of those polled said they would vote for Sanders. Only 2 percent said they would vote for O’Malley.[44] During this same period, Clinton raised $47 million in campaign donations, Sanders raised $15 million, and O’Malley raised $2 million.[45] By September 2015, 23 percent of likely Democratic voters said they would vote for Sanders,[46] and his summer fundraising total increased accordingly.[47] Presidents running for reelection also must perform well in public opinion polls, and being in office may not provide an automatic advantage. Americans often think about both the future and the past when they decide which candidate to support.[48] They have three years of past information about the sitting president, so they can better predict what will happen if the incumbent is reelected. That makes it difficult for the president to mislead the electorate. Voters also want a future that is prosperous. Not only should the economy look good, but citizens want to know they will do well in that economy.[49] For this reason, daily public approval polls sometimes act as both a referendum of the president and a predictor of success. Survey Research in Texas Survey Research in Texas Most polling is conducted at the national level–there are far fewer polls conducted at the state level. In Texas, we’re fortunate to have the University of Texas/Texas Tribune Poll. Beginning in 2008, the Texas Politics Project at the University of Texas (UT), under the direction of James Henson and Joshua Blank, has conducted three to four statewide public opinion polls each year to assess the opinions of registered voters on upcoming elections, public policy, and attitudes towards politics, politicians, and government. In 2009, UT partnered with the Texas Tribune and continued to regularly measure public opinion in Texas, making the data freely available to students, researchers, and the general public in our data archive. To see what Texans are thinking about politics, or to read some of our own analysis, please visit their Polling Page where you’ll find a wealth of information on public opinion in Texas. Notes Notes CC LICENSED CONTENT, ORIGINAL Revision and Adaptation. Authored by: Daniel M. Regalado. License: CC BY: Attribution - Gallup. 2015. “Gallup Daily: Obama Job Approval.” Gallup. June 6, 2015. http://www.gallup.com/poll/113980/Gallup-Daily-Obama-Job-Approval.aspx (February 17, 2016); Rasmussen Reports. 2015. “Daily Presidential Tracking Poll.” Rasmussen Reports June 6, 2015. http://www.rasmussenreports.com/public_content/politics/obama_administration/daily_presidential_tracking_poll(February 17, 2016); Roper Center. 2015. “Obama Presidential Approval.” Roper Center. June 6, 2015. http://www.ropercenter.uconn.edu/polls/presidential-approval/ (February 17, 2016). ↵ - V. O. Key, Jr. 1966. The Responsible Electorate. Harvard University: Belknap Press. ↵ - John Zaller. 1992. The Nature and Origins of Mass Opinion. Cambridge: Cambridge University Press. ↵ - Eitan Hersh. 2013. “Long-Term Effect of September 11 on the Political Behavior of Victims’ Families and Neighbors.” Proceedings of the National Academy of Sciences of the United States of America 110 (52): 20959–63. ↵ - M. Kent Jennings. 2002. “Generation Units and the Student Protest Movement in the United States: An Intra- and Intergenerational Analysis.” Political Psychology 23 (2): 303–324. ↵ - United States Senate. 2015. “Party Division in the Senate, 1789-Present,” United States Senate. June 5, 2015. http://www.senate.gov/pagelayout/history/one_item_and_teasers/partydiv.htm (February 17, 2016). History, Art & Archives. 2015. “Party Divisions of the House of Representatives: 1789–Present.” United States House of Representatives. June 5, 2015. http://history.house.gov/Institution/Party-Divisions/Party-Divisions/ (February 17, 2016). ↵ - V. O. Key Jr. 1955. “A Theory of Critical Elections.” Journal of Politics 17 (1): 3–18. ↵ - Pew Research Center. 2014. “Political Polarization in the American Public.” Pew Research Center. June 12, 2014. http://www.people-press.org/2014/06/12/political-polarization-in-the-american-public/ (February 17, 2016). ↵ - Pew Research Center. 2015. “American Values Survey.” Pew Research Center. http://www.people-press.org/values-questions/(February 17, 2016). ↵ - Virginia Chanley. 2002. “Trust in Government in the Aftermath of 9/11: Determinants and Consequences.” Political Psychology 23 (3): 469–483. ↵ - Deborah Schildkraut. 2002. “The More Things Change… American Identity and Mass and Elite Responses to 9/11.” Political Psychology 23 (3): 532. ↵ - Joseph Bafumi and Robert Shapiro. 2009. “A New Partisan Voter.” The Journal of Politics 71 (1): 1–24. ↵ - Liz Marlantes, “After 9/11, the Body Politic Tilts to Conservatism,” Christian Science Monitor, 16 January 2002. ↵ - Liping Weng. 2010. “Shanghai Children’s Value Socialization and Its Change: A Comparative Analysis of Primary School Textbooks.” China Media Research 6 (3): 36–43. ↵ - David Easton. 1965. A Systems Analysis of Political Life. New York: John Wiley. ↵ - Angus Campbell, Philip Converse, Warren Miller, and Donald Stokes. 2008. The American Voter: Unabridged Edition. Chicago: University of Chicago Press. Michael S. Lewis-Beck, William G. Jacoby, Helmut Norpoth, and Herbert F. Weisberg. 2008. American Vote Revisited. Ann Arbor: University of Michigan Press. ↵ - Russell Dalton. 1980. “Reassessing Parental Socialization: Indicator Unreliability versus Generational Transfer.” American Political Science Review 74 (2): 421–431. ↵ - Michael S. Lewis-Beck, William G. Jacoby, Helmut Norpoth, and Herbert F. Weisberg. 2008. American Vote Revisited. Ann Arbor: University of Michigan Press. ↵ - Michael Lipka. 2013. “What Surveys Say about Workshop Attendance—and Why Some Stay Home.” Pew Research Center. September 13, 2013. http://www.pewresearch.org/fact-tank/2013/09/13/what-surveys-say-about-worship-attendance-and-why-some-stay-home/ (February 17, 2016). ↵ - Arthur Lupia and Mathew D. McCubbins. 1998. The Democratic Dilemma: Can Citizens Learn What They Need to Know? New York: Cambridge University Press. John Barry Ryan. 2011. “Social Networks as a Shortcut to Correct Voting.” American Journal of Political Science 55 (4): 753–766. ↵ - Sarah Bowen. 2015. “A Framing Analysis of Media Coverage of the Rodney King Incident and Ferguson, Missouri, Conflicts.” Elon Journal of Undergraduate Research in Communications 6 (1): 114–124. ↵ - Frederick Engels. 1847. The Principles of Communism. Trans. Paul Sweezy. https://www.marxists.org/archive/marx/works/1847/11/prin-com.htm (February 17, 2016). ↵ - Libertarian Party. 2014. “Libertarian Party Platform.” June. http://www.lp.org/platform (February 17, 2016). ↵ - Arthur Evans, “Predict Landon Electoral Vote to be 315 to 350,” Chicago Tribune, 18 October 1936. ↵ - United States Census Bureau. 2012. “Age and Sex Composition in the United States: 2012.” United States Census Bureau. http://www.census.gov/population/age/data/2012comp.html (February 17, 2016). ↵ - Rasmussen Reports. 2015. “Daily Presidential Tracking Poll.” Rasmussen Reports. September 27, 2015. http://www.rasmussenreports.com/public_content/politics/obama_administration/daily_presidential_tracking_poll (February 17, 2016); Pew Research Center. 2015. “Sampling.” Pew Research Center. http://www.pewresearch.org/methodology/u-s-survey-research/sampling/(February 17, 2016). ↵ - American National Election Studies Data Center. 2016. http://electionstudies.org/studypages/download/datacenter_all_NoData.php (February 17, 2016). ↵ - Michael W. Link and Robert W. Oldendick. 1997. “Good” Polls / “Bad” Polls—How Can You Tell? Ten Tips for Consumers of Survey Research.” South Carolina Policy Forum. http://www.ipspr.sc.edu/publication/Link.htm (February 17, 2016); Pew Research Center. 2015. “Sampling.” Pew Research Center. http://www.pewresearch.org/methodology/u-s-survey-research/sampling/ (February 17, 2016). ↵ - “Roper Center. 2015. “Polling Fundamentals – Sampling.” Roper. http://www.ropercenter.uconn.edu/support/polling-fundamentals-sampling/ (February 17, 2016). ↵ - Gallup. 2015. “How Does the Gallup World Poll Work?” Gallup. http://www.gallup.com/178667/gallup-world-poll-work.aspx (February 17, 2016). ↵ - Gallup. 2015. “Does Gallup Call Cellphones?” Gallup. http://www.gallup.com/poll/110383/does-gallup-call-cell-phones.aspx(February 17, 2016). ↵ - Mark Blumenthal, “The Case for Robo-Pollsters: Automated Interviewers Have Their Drawbacks, But Fewer Than Their Critics Suggest,” National Journal, 14 September 2009. ↵ - Mark Blumenthal, “Is Polling As We Know It Doomed?” National Journal, 10 August 2009. ↵ - Frank Luntz. 2007. Words That Work: It’s Not What You Say, It’s What People Hear. New York: Hyperion. ↵ - Aaron Blake, “This terrible polls shows Elizabeth Warren beating Hillary Clinton,” Washington Post, 11 February 2015. ↵ - Nate Silver. 2010. “The Broadus Effect? Social Desirability Bias and California Proposition 19.” FiveThirtyEightPolitics. July 27, 2010. http://fivethirtyeight.com/features/broadus-effect-social-desirability-bias/ (February 18, 2016). ↵ - Nate Silver. 2010. “The Broadus Effect? Social Desirability Bias and California Proposition 19.” FiveThirtyEightPolitics. July 27, 2010. http://fivethirtyeight.com/features/broadus-effect-social-desirability-bias/ (February 18, 2016). ↵ - D. Davis. 1997. “The Direction of Race of Interviewer Effects among African-Americans: Donning the Black Mask.” American Journal of Political Science 41 (1): 309–322. ↵ - Kate Sheppard, “Top Texas Regulator: Could Russia be Behind City’s Proposed Fracking Ban?” Huffington Post, 16 July 2014. http://www.huffingtonpost.com/2014/07/16/fracking-ban-denton-russia_n_5592661.html (February 18, 2016). ↵ - Paul Hitlin. 2013. “The 2016 Presidential Media Primary Is Off to a Fast Start.” Pew Research Center. October 3, 2013. http://www.pewresearch.org/fact-tank/2013/10/03/the-2016-presidential-media-primary-is-off-to-a-fast-start/ (February 18, 2016). ↵ - Pew Research Center, 2015. “Hillary Clinton’s Favorability Ratings over Her Career.” Pew Research Center. June 6, 2015. http://www.pewresearch.org/wp-content/themes/pewresearch/static/hillary-clintons-favorability-ratings-over-her-career/(February 18, 2016). ↵ - Pew Research Center. 2012. “Winning the Media Campaign.” Pew Research Center. November 2, 2012. http://www.journalism.org/2012/11/02/winning-media-campaign-2012/ (February 18, 2016). ↵ - Pew Research Center. 2012. “Fewer Horserace Stories-and Fewer Positive Obama Stories-Than in 2008.” Pew Research Center. November 2, 2012. http://www.journalism.org/2012/11/01/press-release-6/ (February 18, 2016). ↵ - Patrick O’Connor. 2015. “WSJ/NBC Poll Finds Hillary Clinton in a Strong Position.” Wall Street Journal. June 23, 2015. http://www.wsj.com/articles/new-poll-finds-hillary-clinton-tops-gop-presidential-rivals-1435012049. ↵ - Federal Elections Commission. 2015. “Presidential Receipts.” http://www.fec.gov/press/summaries/2016/tables/presidential/presreceipts_2015_q2.pdf (February 18, 2016). ↵ - Susan Page and Paulina Firozi, “Poll: Hillary Clinton Still Leads Sanders and Biden But By Less,” USA Today, 1 October 2015. ↵ - Dan Merica, and Jeff Zeleny. 2015. “Bernie Sanders Nearly Outraises Clinton, Each Post More Than $20 Million.” CNN. October 1, 2015. http://www.cnn.com/2015/09/30/politics/bernie-sanders-hillary-clinton-fundraising/index.html?eref=rss_politics (February 18, 2016). ↵ - Robert S. Erikson, Michael B. MacKuen, and James A. Stimson. 2000. “Bankers or Peasants Revisited: Economic Expectations and Presidential Approval.” Electoral Studies 19: 295–312. ↵ - Erikson et al, “Bankers or Peasants Revisited: Economic Expectations and Presidential Approval. ↵ - Michael B. MacKuen, Robert S. Erikson, and James A. Stimson. 1989. “Macropartisanship.” American Political Science Review 83 (4): 1125–1142. ↵ - James A. Stimson, Michael B. Mackuen, and Robert S. Erikson. 1995. “Dynamic Representation.” American Political Science Review 89 (3): 543–565. ↵ - Stimson et al, “Dynamic Representation.” ↵ - Stimson et al, “Dynamic Representation.” ↵ - Dan Wood. 2009. Myth of Presidential Representation. New York: Cambridge University Press, 96-97. ↵ - Wood, Myth of Presidential Representation. ↵ - U.S. Election Atlas. 2015. “United States Presidential Election Results.” U.S. Election Atlas. June 22, 2015. http://uselectionatlas.org/RESULTS/ (February 18, 2016). ↵ - Richard Fleisher, and Jon R. Bond. 1996. “The President in a More Partisan Legislative Arena.” Political Research Quarterly 49 no. 4 (1996): 729–748. ↵ - George C. Edwards III, and B. Dan Wood. 1999. “Who Influences Whom? The President, Congress, and the Media.” American Political Science Review 93 (2): 327–344. ↵ - Pew Research Center. 2013. “Public Opinion Runs Against Syrian Airstrikes.” Pew Research Center. September 4, 2013. http://www.people-press.org/2013/09/03/public-opinion-runs-against-syrian-airstrikes/ (February 18, 2016). ↵ - Paul Bedard. 2013. “Poll-Crazed Clinton Even Polled on His Dog’s Name.” Washington Examiner. April 30, 2013. http://www.washingtonexaminer.com/poll-crazed-bill-clinton-even-polled-on-his-dogs-name/article/2528486. ↵ - Stimson et al, “Dynamic Representation.” ↵ - Suzanna De Boef, and James A. Stimson. 1995. “The Dynamic Structure of Congressional Elections.” Journal of Politics 57 (3): 630–648. ↵ - Stimson et al, “Dynamic Representation.” ↵ - Stimson et al, “Dynamic Representation.” ↵ - Benjamin Cardozo. 1921. The Nature of the Judicial Process. New Haven: Yale University Press. ↵ - Jack Knight, and Lee Epstein. 1998. The Choices Justices Make. Washington DC: CQ Press. ↵ - Kevin T. Mcguire, Georg Vanberg, Charles E Smith, and Gregory A. Caldeira. 2009. “Measuring Policy Content on the U.S. Supreme Court.” Journal of Politics 71 (4): 1305–1321. ↵ - Kevin T. McGuire, and James A. Stimson. 2004. “The Least Dangerous Branch Revisited: New Evidence on Supreme Court Responsiveness to Public Preferences.” Journal of Politics 66 (4): 1018–1035. ↵ - Thomas Marshall. 1989. Public Opinion and the Supreme Court. Boston: Unwin Hyman. ↵ - Christopher J. Casillas, Peter K. Enns, and Patrick C. Wohlfarth. 2011. “How Public Opinion Constrains the U.S. Supreme Court.” American Journal of Political Science 55 (1): 74–88. ↵ - Town of Greece v. Galloway 572 U.S. ___ (2014). ↵ - “Religion.” Gallup. June 18, 2015. http://www.gallup.com/poll/1690/Religion.aspx (February 18, 2016). ↵ - Rebecca Riffkin. 2015. “In U.S., Support for Daily Prayer in Schools Dips Slightly.” Gallup. September 25, 2015. http://www.gallup.com/poll/177401/support-daily-prayer-schools-dips-slightly.aspx. ↵ - Gallup. 2015. “Supreme Court.” Gallup. http://www.gallup.com/poll/4732/supreme-court.aspx (February 18, 2016). ↵ - Stimson et al, “Dynamic Representation.” ↵	oercommons	2025-03-18T00:39:39.082316	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26291/overview", "title": "Texas Government 1.0, Political Learning, Public Opinion", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26288/overview	The Evolution of Federalism Overview The Evolution of Federalism Introduction Introduction The United States Constitution sketches a federal framework that aims to balance the forces of decentralized and centralized governance in general terms; it does not flesh out standard operating procedures that say precisely how the states and federal governments are to handle all policy contingencies imaginable. Therefore, officials at the state and national levels have had some room to maneuver as they operate within the Constitution’s federal design. This has led to changes in the configuration of federalism over time, changes corresponding to different historical phases that capture distinct balances between state and federal authority. Learning Objectives By the end of this section, you will be able to: - Describe how federalism has evolved - Compare different conceptions of federalism By the end of this section, you will be able to: - Describe how federalism has evolved - Compare different conceptions of federalism The Struggle Between National and State Power The Struggle Between National and State Power As George Washington’s secretary of the treasury from 1789 to 1795, Alexander Hamilton championed legislative efforts to create a publicly chartered bank. For Hamilton, the establishment of the Bank of the United States was fully within Congress’s authority, and he hoped the bank would foster economic development, print and circulate paper money, and provide loans to the government. Although Thomas Jefferson, Washington’s secretary of state, staunchly opposed Hamilton’s plan on the constitutional grounds that the national government had no authority to create such an instrument, Hamilton managed to convince the reluctant president to sign the legislation.[1] When the bank’s charter expired in 1811, Jeffersonian Democratic-Republicans prevailed in blocking its renewal. However, the fiscal hardships that plagued the government during the War of 1812, coupled with the fragility of the country’s financial system, convinced Congress and then-president James Madison to create the Second Bank of the United States in 1816. Many states rejected the Second Bank, arguing that the national government was infringing upon the states’ constitutional jurisdiction. A political showdown between Maryland and the national government emerged when James McCulloch, an agent for the Baltimore branch of the Second Bank, refused to pay a tax that Maryland had imposed on all out-of-state chartered banks. The standoff raised two constitutional questions: Did Congress have the authority to charter a national bank? Were states allowed to tax federal property? In McCulloch v. Maryland, Chief Justice John Marshall argued that Congress could create a national bank even though the Constitution did not expressly authorize it.[2] Under the necessary and proper clause of Article I, Section 8, the Supreme Court asserted that Congress could establish “all means which are appropriate” to fulfill “the legitimate ends” of the Constitution. In other words, the bank was an appropriate instrument that enabled the national government to carry out several of its enumerated powers, such as regulating interstate commerce, collecting taxes, and borrowing money. This ruling established the doctrine of implied powers, granting Congress a vast source of discretionary power to achieve its constitutional responsibilities. The Supreme Court also sided with the federal government on the issue of whether states could tax federal property. Under the supremacy clause of Article VI, legitimate national laws trump conflicting state laws. As the court observed, “the government of the Union, though limited in its powers, is supreme within its sphere of action and its laws, when made in pursuance of the constitution, form the supreme law of the land.” Maryland’s action violated national supremacy because “the power to tax is the power to destroy.” This second ruling established the principle of national supremacy, which prohibits states from meddling in the lawful activities of the national government. Defining the scope of national power was the subject of another landmark Supreme Court decision in 1824. In Gibbons v. Ogden, the court had to interpret the commerce clause of Article I, Section 8; specifically, it had to determine whether the federal government had the sole authority to regulate the licensing of steamboats operating between New York and New Jersey.[3] Aaron Ogden, who had obtained an exclusive license from New York State to operate steamboat ferries between New York City and New Jersey, sued Thomas Gibbons, who was operating ferries along the same route under a coasting license issued by the federal government. Gibbons lost in New York state courts and appealed. Chief Justice Marshall delivered a two-part ruling in favor of Gibbons that strengthened the power of the national government. First, interstate commerce was interpreted broadly to mean “commercial intercourse” among states, thus allowing Congress to regulate navigation. Second, because the federal Licensing Act of 1793, which regulated coastal commerce, was a constitutional exercise of Congress’s authority under the commerce clause, federal law trumped the New York State license-monopoly law that had granted Ogden an exclusive steamboat operating license. As Marshall pointed out, “the acts of New York must yield to the law of Congress.”[4] Various states railed against the nationalization of power that had been going on since the late 1700s. When President John Adamssigned the Sedition Act in 1798, which made it a crime to speak openly against the government, the Kentucky and Virginia legislatures passed resolutions declaring the act null on the grounds that they retained the discretion to follow national laws. In effect, these resolutions articulated the legal reasoning underpinning the doctrine of nullification—that states had the right to reject national laws they deemed unconstitutional.[5] A nullification crisis emerged in the 1830s over President Andrew Jackson’s tariff acts of 1828 and 1832. Led by John Calhoun, President Jackson’s vice president, nullifiers argued that high tariffs on imported goods benefited northern manufacturing interests while disadvantaging economies in the South. South Carolina passed an Ordinance of Nullification declaring both tariff acts null and void and threatened to leave the Union. The federal government responded by enacting the Force Bill in 1833, authorizing President Jackson to use military force against states that challenged federal tariff laws. The prospect of military action coupled with the passage of the Compromise Tariff Act of 1833 (which lowered tariffs over time) led South Carolina to back off, ending the nullification crisis. The ultimate showdown between national and state authority came during the Civil War. Prior to the conflict, in Dred Scott v. Sandford, the Supreme Court ruled that the national government lacked the authority to ban slavery in the territories.[6] But the election of President Abraham Lincoln in 1860 led eleven southern states to secede from the United States because they believed the new president would challenge the institution of slavery. What was initially a conflict to preserve the Union became a conflict to end slavery when Lincoln issued the Emancipation Proclamation in 1863, freeing all slaves in the rebellious states. The defeat of the South had a huge impact on the balance of power between the states and the national government in two important ways. First, the Union victory put an end to the right of states to secede and to challenge legitimate national laws. Second, Congress imposed several conditions for readmitting former Confederate states into the Union; among them was ratification of the Fourteenth and Fifteenth Amendments. In sum, after the Civil War the power balance shifted toward the national government, a movement that had begun several decades before with McCulloch v. Maryland (1819) and Gibbons v. Odgen (1824). The period between 1819 and the 1860s demonstrated that the national government sought to establish its role within the newly created federal design, which in turn often provoked the states to resist as they sought to protect their interests. With the exception of the Civil War, the Supreme Court settled the power struggles between the states and national government. From a historical perspective, the national supremacy principle introduced during this period did not so much narrow the states’ scope of constitutional authority as restrict their encroachment on national powers.[7] Dual Federalism Dual Federalism The late 1870s ushered in a new phase in the evolution of U.S. federalism. Under dual federalism, the states and national government exercise exclusive authority in distinctly delineated spheres of jurisdiction. Like the layers of a cake, the levels of government do not blend with one another but rather are clearly defined. Two factors contributed to the emergence of this conception of federalism. First, several Supreme Court rulings blocked attempts by both state and federal governments to step outside their jurisdictional boundaries. Second, the prevailing economic philosophy at the time loathed government interference in the process of industrial development. Industrialization changed the socioeconomic landscape of the United States. One of its adverse effects was the concentration of market power. Because there was no national regulatory supervision to ensure fairness in market practices, collusive behavior among powerful firms emerged in several industries.[8] To curtail widespread anticompetitive practices in the railroad industry, Congress passed the Interstate Commerce Act in 1887, which created the Interstate Commerce Commission. Three years later, national regulatory capacity was broadened by the Sherman Antitrust Act of 1890, which made it illegal to monopolize or attempt to monopolize and conspire in restraining commerce (Figure 03_02_Commerce). In the early stages of industrial capitalism, federal regulations were focused for the most part on promoting market competition rather than on addressing the social dislocations resulting from market operations, something the government began to tackle in the 1930s.[9] The new federal regulatory regime was dealt a legal blow early in its existence. In 1895, in United States v. E. C. Knight, the Supreme Court ruled that the national government lacked the authority to regulate manufacturing.[10] The case came about when the government, using its regulatory power under the Sherman Act, attempted to override American Sugar’s purchase of four sugar refineries, which would give the company a commanding share of the industry. Distinguishing between commerce among states and the production of goods, the court argued that the national government’s regulatory authority applied only to commercial activities. If manufacturing activities fell within the purview of the commerce clause of the Constitution, then “comparatively little of business operations would be left for state control,” the court argued. In the late 1800s, some states attempted to regulate working conditions. For example, New York State passed the Bakeshop Act in 1897, which prohibited bakery employees from working more than sixty hours in a week. In Lochner v. New York, the Supreme Court ruled this state regulation that capped work hours unconstitutional, on the grounds that it violated the due process clause of the Fourteenth Amendment.[11] In other words, the right to sell and buy labor is a “liberty of the individual” safeguarded by the Constitution, the court asserted. The federal government also took up the issue of working conditions, but that case resulted in the same outcome as in the Lochner case.[12] Cooperative Federalism Cooperative Federalism The Great Depression of the 1930s brought economic hardships the nation had never witnessed before. Between 1929 and 1933, the national unemployment rate reached 25 percent, industrial output dropped by half, stock market assets lost more than half their value, thousands of banks went out of business, and the gross domestic product shrunk by one-quarter.[13] Given the magnitude of the economic depression, there was pressure on the national government to coordinate a robust national response along with the states. Cooperative federalism was born of necessity and lasted well into the twentieth century as the national and state governments each found it beneficial. Under this model, both levels of government coordinated their actions to solve national problems, such as the Great Depression and the civil rights struggle of the following decades. In contrast to dual federalism, it erodes the jurisdictional boundaries between the states and national government, leading to a blending of layers as in a marble cake. The era of cooperative federalism contributed to the gradual incursion of national authority into the jurisdictional domain of the states, as well as the expansion of the national government’s power in concurrent policy areas.[14] The New Deal programs President Franklin D. Roosevelt proposed as a means to tackle the Great Depression ran afoul of the dual-federalism mindset of the justices on the Supreme Court in the 1930s. The court struck down key pillars of the New Deal—the National Industrial Recovery Act and the Agricultural Adjustment Act, for example—on the grounds that the federal government was operating in matters that were within the purview of the states. The court’s obstructionist position infuriated Roosevelt, leading him in 1937 to propose a court-packing plan that would add one new justice for each one over the age of seventy, thus allowing the president to make a maximum of six new appointments. Before Congress took action on the proposal, the Supreme Court began leaning in support of the New Deal as Chief Justice Charles Evans Hughes and Justice Owen Roberts changed their view on federalism.[15] In National Labor Relations Board (NLRB) v. Jones and Laughlin Steel,[16] for instance, the Supreme Court ruled the National Labor Relations Act of 1935 constitutional, asserting that Congress can use its authority under the commerce clause to regulate both manufacturing activities and labor-management relations. The New Deal changed the relationship Americans had with the national government. Before the Great Depression, the government offered little in terms of financial aid, social benefits, and economic rights. After the New Deal, it provided old-age pensions (Social Security), unemployment insurance, agricultural subsidies, protections for organizing in the workplace, and a variety of other public services created during Roosevelt’s administration. In the 1960s, President Lyndon Johnson’s administration expanded the national government’s role in society even more. Medicaid(which provides medical assistance to the indigent), Medicare (which provides health insurance to the elderly and disabled), and school nutrition programs were created. The Elementary and Secondary Education Act (1965), the Higher Education Act (1965), and the Head Start preschool program (1965) were established to expand educational opportunities and equality. The Clean Air Act (1965), the Highway Safety Act (1966), and the Fair Packaging and Labeling Act (1966) promoted environmental and consumer protection. Finally, laws were passed to promote urban renewal, public housing development, and affordable housing. In addition to these Great Society programs, the Civil Rights Act (1964) and the Voting Rights Act (1965) gave the federal government effective tools to promote civil rights equality across the country. While the era of cooperative federalism witnessed a broadening of federal powers in concurrent and state policy domains, it is also the era of a deepening coordination between the states and the federal government in Washington. Nowhere is this clearer than with respect to the social welfare and social insurance programs created during the New Deal and Great Society eras, most of which are administered by both state and federal authorities and are jointly funded. The Social Security Act of 1935, which created federal subsidies for state-administered programs for the elderly; people with handicaps; dependent mothers; and children, gave state and local officials wide discretion over eligibility and benefit levels. The unemployment insurance program, also created by the Social Security Act, requires states to provide jobless benefits, but it allows them significant latitude to decide the level of tax to impose on businesses in order to fund the program as well as the duration and replacement rate of unemployment benefits. A similar multilevel division of labor governs Medicaid and Children’s Health Insurance.[17] Thus, the era of cooperative federalism left two lasting attributes on federalism in the United States. First, a nationalization of politics emerged as a result of federal legislative activism aimed at addressing national problems such as marketplace inefficiencies, social and political inequality, and poverty. The nationalization process expanded the size of the federal administrative apparatus and increased the flow of federal grants to state and local authorities, which have helped offset the financial costs of maintaining a host of New Deal- and Great Society–era programs. The second lasting attribute is the flexibility that states and local authorities were given in the implementation of federal social welfare programs. One consequence of administrative flexibility, however, is that it has led to cross-state differences in the levels of benefits and coverage.[18] New Federalism New Federalism During the administrations of Presidents Richard Nixon (1969–1974) and Ronald Reagan (1981–1989), attempts were made to reverse the process of nationalization—that is, to restore states’ prominence in policy areas into which the federal government had moved in the past. New federalism is premised on the idea that the decentralization of policies enhances administrative efficiency, reduces overall public spending, and improves policy outcomes. During Nixon’s administration, general revenue sharing programs were created that distributed funds to the state and local governments with minimal restrictions on how the money was spent. The election of Ronald Reagan heralded the advent of a “devolution revolution” in U.S. federalism, in which the president pledged to return authority to the states according to the Constitution. In the Omnibus Budget Reconciliation Act of 1981, congressional leaders together with President Reagan consolidated numerous federal grant programs related to social welfare and reformulated them in order to give state and local administrators greater discretion in using federal funds.[19] However, Reagan’s track record in promoting new federalism was inconsistent. This was partly due to the fact that the president’s devolution agenda met some opposition from Democrats in Congress, moderate Republicans, and interest groups, preventing him from making further advances on that front. For example, his efforts to completely devolve Aid to Families With Dependent Children (a New Deal-era program) and food stamps (a Great Society-era program) to the states were rejected by members of Congress, who feared states would underfund both programs, and by members of the National Governors’ Association, who believed the proposal would be too costly for states. Reagan terminated general revenue sharing in 1986.[20] Several Supreme Court rulings also promoted new federalism by hemming in the scope of the national government’s power, especially under the commerce clause. For example, in United States v. Lopez, the court struck down the Gun-Free School Zones Act of 1990, which banned gun possession in school zones.[21] It argued that the regulation in question did not “substantively affect interstate commerce.” The ruling ended a nearly sixty-year period in which the court had used a broad interpretation of the commerce clause that by the 1960s allowed it to regulate numerous local commercial activities.[22] However, many would say that the years since the 9/11 attacks have swung the pendulum back in the direction of central federal power. The creation of the Department of Homeland Security federalized disaster response power in Washington, and the Transportation Security Administration was created to federalize airport security. Broad new federal policies and mandates have also been carried out in the form of the Faith-Based Initiative and No Child Left Behind (during the George W. Bush administration) and the Affordable Care Act (during Barack Obama’s administration). Cooperative Versus New Federalism Cooperative Versus New Federalism Morton Grodzins coined the cake analogy of federalism in the 1950s while conducting research on the evolution of American federalism. Until then most scholars had thought of federalism as a layer cake, but according to Grodzins the 1930s ushered in “marble-cake federalism”: “The American form of government is often, but erroneously, symbolized by a three-layer cake. A far more accurate image is the rainbow or marble cake, characterized by an inseparable mingling of differently colored ingredients, the colors appearing in vertical and diagonal strands and unexpected whirls. As colors are mixed in the marble cake, so functions are mixed in the American federal system.”[23] Cooperative federalism has several merits: - Because state and local governments have varying fiscal capacities, the national government’s involvement in state activities such as education, health, and social welfare is necessary to ensure some degree of uniformity in the provision of public services to citizens in richer and poorer states. - The problem of collective action, which dissuades state and local authorities from raising regulatory standards for fear they will be disadvantaged as others lower theirs, is resolved by requiring state and local authorities to meet minimum federal standards (e.g., minimum wage and air quality). - Federal assistance is necessary to ensure state and local programs (e.g., water and air pollution controls) that generate positive externalities are maintained. For example, one state’s environmental regulations impose higher fuel prices on its residents, but the externality of the cleaner air they produce offer benefits to neighboring states. Without the federal government’s support, this state and others like it would underfund such programs. New federalism has advantages as well: - Because there are economic, demographic, social, and geographical differences among states, one-size-fits-all features of federal laws are suboptimal. Decentralization accommodates the diversity that exists across states. - By virtue of being closer to citizens, state and local authorities are better than federal agencies at discerning the public’s needs. - Decentralized federalism fosters a marketplace of innovative policy ideas as states compete against each other to minimize administrative costs and maximize policy output. Conclusion Conclusion Federalism in the United States has gone through several phases of evolution during which the relationship between the federal and state governments has varied. In the era of dual federalism, both levels of government stayed within their own jurisdictional spheres. During the era of cooperative federalism, the federal government became active in policy areas previously handled by the states. The 1970s ushered in an era of new federalism and attempts to decentralize policy management. Notes Notes CC LICENSED CONTENT, ORIGINAL Revision and Adaptation. Authored by: Daniel M. Regalado. License: CC BY: Attribution - The Lehrman Institute. “The Founding Trio: Washington, Hamilton and Jefferson.” http://lehrmaninstitute.org/history/FoundingTrio.asp↵ - McCulloch v. Maryland, 17 U.S. 316 (1819). ↵ - Gibbons v. Ogden, 22 U.S. 1 (1824). ↵ - Gibbons v. Ogden, 22 U.S. 1 (1824). ↵ - W. Kirk Wood. 2008. Nullification, A Constitutional History, 1776–1833. Lanham, MD: University Press of America. ↵ - Dred Scott v. Sandford, 60 U.S. 393 (1857). ↵ - Joseph R. Marbach, Troy E. Smith, and Ellis Katz. 2005. Federalism in America: An Encyclopedia. Westport, CT: Greenwood Publishing. ↵ - Marc Allen Eisner. 2014. The American Political Economy: Institutional Evolution of Market and State. New York: Routledge. ↵ - Eisner, The American Political Economy; Stephen Skowronek. 1982. Building a New American State: The Expansion of National Administrative Capacities, 1877–1920. Cambridge, MA: Cambridge University Press. ↵ - United States v. E. C. Knight, 156 U.S. 1 (1895). ↵ - Lochner v. New York, 198 U.S. 45 (1905). ↵ - Hammer v. Dagenhart, 247 U.S. 251 (1918). ↵ - Nicholas Crafts and Peter Fearon. 2010. “Lessons from the 1930s Great Depression,” Oxford Review of Economic Policy 26: 286–287; Gene Smiley. “The Concise Encyclopedia of Economics: Great Depression.” http://www.econlib.org/library/Enc/GreatDepression.html↵ - Marbach et al, Federalism in America: An Encyclopedia. ↵ - Jeff Shesol. 2010. Supreme Power: Franklin Roosevelt vs. The Supreme Court. New York: W. W. Norton. ↵ - National Labor Relations Board (NLRB) v. Jones & Laughlin Steel, 301 U.S. 1 (1937). ↵ - Lawrence R. Jacobs and Theda Skocpol. 2014. “Progressive Federalism and the Contested Implemented of Obama’s Health Reform,” In The Politics of Major Policy Reform in Postwar America, eds. Jeffrey A. Jenkins and Sidney M. Milkis. New York: Cambridge University Press. ↵ - R. Kent Weaver. 2000. Ending Welfare as We Know It. Washington, DC: The Brookings Institution. ↵ - Enter your footnote content here. ↵ - Dilger, “Federal Grants to State and Local Governments,” 30–31. ↵ - United States v. Lopez, 514 U.S. 549 (1995). ↵ - See Printz v. United States, 521 U.S. 898 (1997). ↵ - Morton Grodzins. 2004. “The Federal System.” In American Government Readings and Cases, ed. P. Woll. New York: Pearson Longman, 74–78. ↵	oercommons	2025-03-18T00:39:39.121302	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26288/overview", "title": "Texas Government 1.0, Federalism, The Evolution of Federalism", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26286/overview	Constitution of 1876 Overview Constitution of 1876 Introduction Introduction The Constitution of 1876 is the current Texas constitution. This section explores the background, basic provisions, length and complexity, and attempts to revise the document. Learning Objectives By the end of this section, students will be able to: - Understand the background of the Constitution of 1876 - Understand the basic provisions of the Constitution of 1876 - Understand why the Texas Constitution is so long and why it has so many amendments - Understand attempts at revising the Constitution of 1876 By the end of this section, you will be able to: - Understand the background of the Constitution of 1876 - Understand the basic provisions of the Constitution of 1876 - Understand why the Texas Constitution is so long and why it has so many amendments - Understand attempts at revising the Constitution of 1876 Background Background The Constitution of 1876 is the sixth constitution by which Texas has been governed since independence from Mexico was achieved in 1836. It was framed by the Constitutional Convention of 1875 and adopted on February 15, 1876, by a vote of 136,606 to 56,652, and it remains the basic organic law of Texas. The constitution contains some provisions that are uniquely Texan, many of which are products of the state's unusual history. Some, for example, may be traced to Spanish and Mexican influence. Among them are sections dealing with land titles and land law in general, debtor relief, judicial procedures, marital relations and adoption, and water and other mineral rights. Other atypical provisions may be attributed to the twin influences of Jacksonian agrarianism and frontier radicalism-both prevalent when Texas first became a state and both widely supported by the bulk of immigrants to Texas before the Civil War. Those influences produced sections prohibiting banks and requiring a stricter separation of church and state than that required in older states. Reconstruction, under the highly centralized and relatively autocratic administration of Governor Edmund J. Davis and his fellow Radical Republicans, prompted provisions to decentralize the state government. Upon regaining control of both the legislative and executive branches of the government, the Democrats determined in 1874 to replace the unpopular Constitution of 1869. They wanted all officials elected for shorter terms and lower salaries, abolition of voter registration, local control of schools, severely limited powers for both the legislature and the governor, low taxation and state expenditures, strict control over corporations, and land subsidies for railroads. Early in 1874 a joint legislative committee reported an entire new constitution as an amendment to the Constitution of 1869. Because the document had not been prepared by a convention and because of the possibility that its adoption might antagonize the federal government, the legislature rejected the proposal. On the advice of Governor Richard Coke, the next legislature submitted the question of a constitutional convention to the voters, who, on August 2, 1875, approved the convention and elected three delegates from each of the thirty senatorial districts. In the convention, which convened on September 6, seventy-five members were Democrats and fifteen, including six blacks, were Republicans. Not one had been a member of the Constitutional Convention 1868-69, forty-one were farmers, and no fewer than forty were members of the Patrons of Husbandry (The Grange), the militant farmers' organization established in response to the Panic of 1873. In the convention the Grange members acted as a bloc in support of conservative constitutional measures. To assure that the government would be responsive to public will, the convention precisely defined the rights, powers, and prerogatives of the various governmental departments and agencies, including many details generally left to the legislature. It was believed that the new constitution should restrict the state government and hand the power back to the people. Some examples of how the government was restricted were: - Legislative sessions moved from annual to biennial sessions - Creation of a plural executive - Mandated a balanced budget - State Judges would be elected by the people - The people would vote on the ratification of amendments Basic Structure and Provisions Basic Structure and Provisions The structure of the document is a Preamble, 17 Articles, and 498 Amendments (current as of the 2017 Constititutional election). Articles of the Texas Constitution of 1876 Articles of the Texas Constitution of 1876 Article 1: "Bill of Rights" Article 1 is the Texas Constitution's bill of rights. The article originally contained 29 sections; four sections have since been added. Some of the article's provisions concern specific fundamental limitations on the power of the state. The provisions of the Texas Constitution apply only against the government of Texas. However, a number of the provisions of the U.S. Constitution are held to apply to the states as well, under the Due Process Clause of the 14th Amendment to the U.S. Constitution. Section 4 purports to prohibit office holders from the requirements of any religious test, provided they "acknowledge the existence of a Supreme Being". This conflicts with the U.S. Constitution's No Religious Test Clause, and would almost certainly be held unenforceable if challenged,[citation needed] as was a similar South Carolina requirement in Silverman v. Campbell, and a broader Maryland restriction in Torcaso v. Watkins. Section 32 denies state recognition to same-sex unions, a practice which was invalidated as a consequence of Obergefell v. Hodges. Article 2: "The Powers of Government" Article 2 provides for the separation of powers of the legislative, executive, and judicial branches of the state government, prohibiting each branch from encroaching on the powers of the others. Article 3: "Legislative Department" Article 3 vests the legislative power of the state in the "Legislature of the State of Texas", consisting of the state's Senate and House of Representatives. It also lists the qualifications required of senators and representatives, and regulates many details of the legislative process. The article contains many substantive limitations on the power of the legislature and a large number of exceptions to those limitations. As with the United States Constitution, either house may originate bills (Section 31), but bills to raise revenue must originate in the House of Representatives (Section 33). Section 39 allows a bill to take effect immediately upon the Governor's signature if the bill passes both chambers by a two-thirds vote, unless otherwise specified in the bill. If the bill does not pass by this majority it takes effect on the first day of the next fiscal year (September 1). The largest Section within this article is Section 49 ("State Debts"), which includes 30 separate sub-sections (including two sub-sections both added in 2003 and both curiously numbered as "49-n"). Section 49 limits the power of the Legislature to incur debt to only specific purposes as stated in the Constitution; in order to allow the Legislature to incur debt for a purpose not stated numerous amendments to this section have had to be added and voted upon by the people In addition, Section 49a requires the Texas Comptroller of Public Accounts to certify the amount of available cash on hand and anticipated revenues for the next biennium; no appropriation may exceed this amount (except in cases of emergency, and then only with a four-fifths vote of both chambers), and the Comptroller is required to reject and return to the Legislature any appropriation in violation of this requirement. Section 49-g created the state's "Rainy Day Fund" (technically called the Economic Stabilization Fund). Article 4: "Executive Department" Article 4 describes the powers and duties of the Governor, Lieutenant Governor, Secretary of State, Comptroller, Commissioner of the General Land Office, and Attorney General. With the exception of the Secretary of State the above officials are directly elected in what is known as a "plural executive" system. (Although the Texas Agriculture Commissioner is also directly elected, that is the result of Legislative action, not a Constitutional requirement.) Under Section 16 of this article, the Lieutenant Governor automatically assumes the power of Governor if and when the Governor travels outside of the state. Article 5: "Judicial Department" Article 5 describes the composition, powers, and jurisdiction of the state's Supreme Court, Court of Criminal Appeals, and District, County, and Commissioners Courts, as well as the Justice of the Peace Courts. Article 6: "Suffrage" Article 6 denies voting rights to minors, felons, and people who are deemed mentally incompetent by a court (though the Legislature may make exceptions in the latter two cases). It also describes rules for elections. Article 7: "Education" Article 7 establishes provisions for public schools, asylums, and universities. Section 1 states, "it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free schools". This issue has surfaced repeatedly in lawsuits involving the State's funding of education and the various restrictions it has placed on local school districts. This Article also discusses the creation and maintenance of the Permanent University Fund (Sections 11, 11a, and 11b) and mandates the establishment of "a University of the first class" (Section 10) to be called The University of Texas, as well as "an Agricultural, and Mechanical department" (Section 13, today's Texas A&M University, which opened seven years prior to UT); it also establishes Prairie View A&M University in Section 14. Article 8: "Taxation and Revenue" Article 8 places various restrictions on the ability of the Legislature and local governments to impose taxes. Most of these restrictions concern local property taxes. Section 1-e prohibits statewide property taxes. This Section has been the subject of numerous school district financing lawsuits claiming that other Legislative restrictions on local property taxes have created a de facto statewide property tax; the Texas Supreme Court has at times ruled that the restrictions did in fact do so (and thus were unconstitutional) and at other times ruled that they did not. Texas does not have a personal income tax. Section 24 of the article, added by an amendment adopted in 1993, restricts the ability of the Legislature to impose such a tax. Under the section, a law imposing a personal income tax must be ratified in a statewide referendum to take effect; any further change in the tax must also be ratified to take effect, if it would increase the "collective liability" of all persons subject to the tax. The proceeds from the tax must first be used to reduce local school property taxes, with any remainder being used for the support of education. No such restriction exists on imposition of a corporate income tax or similar tax; in May 2006 the Legislature replaced the existing franchise tax with a gross receipts tax. Article 9: "Counties" Article 9 provides rules for the creation of counties (now numbering 254) and for determining the location of county seats. It also includes several provisions regarding the creation of county-wide hospital districts in specified counties, as well as other miscellaneous provisions regarding airports and mental health. Article 10: "Railroads" Article 10 contains a single section declaring that railroads are considered "public highways" and railroad carriers "common carriers". Eight other sections were repealed in 1969. Article 11: "Municipal Corporations" Article 11 recognizes counties as legal political subunits of the State, grants certain powers to cities and counties, empowers the legislature to form school districts. Texas operates under Dillon's Rule: counties and special districts are not granted home rule privileges, while cities and school districts have those privileges only in the limited instances specified below. Sections 4 and 5 discuss the operation of cities based on population. Section 4 states that a city with a population of 5,000 or fewer has only those powers granted to it by general law; Section 5 permits a city, once its population exceeds 5,000, to adopt a charter under home rule provided the charter is not inconsistent with limits placed by the Texas Constitution or general law (the city may amend to maintain home rule status even if its population subsequently falls to 5,000 or fewer). School districts may adopt home rule,[2] but none have chosen to do so.[3] Article 12: "Private Corporations" Article 12 contains two sections directing the Legislature to enact general laws for the creation of private corporations and prohibiting the creation of private corporations by special law. Four other sections were repealed in 1969, and a fifth section in 1993. Article 13: "Spanish and Mexican Land Titles" Article 13 established provisions for Spanish and Mexican land titles from the Mexican War Era to please the Mexican government.[citation needed] This article was repealed in its entirety in 1969. Article 14: "Public Lands and Land Office" Article 14 contains a single section establishing the General Land Office and the office of commissioner of the General Land Office. Seven other sections were repealed in 1969. Article 15: "Impeachment" Article 15 describes the process of impeachment and lists grounds on which to impeach judges. The House of Representatives is granted the power of impeachment. Article 16: "General Provisions" Article 16 contains miscellaneous provisions, including limits on interest rates, civil penalties for murder, and the punishment for bribery. Section 28 prohibits garnishment of wages, except for spousal maintenance and child support payments (however, this does not limit Federal garnishment for items such as student loan payments or income taxes). Section 37 provides for the constitutional protection of the mechanic's lien. Section 50 provides for protection of a homestead against forced sale to pay debts, except for foreclosure on debts related to the homestead (mortgage, taxes, mechanic's liens, and home equity loans including home equity lines of credit). This section also places specific restrictions on home equity loans and lines of credit (Texas being the last state to allow them), the section: - limits the amount of a home equity loan, when combined with all other loans against a home, to no more than 80 percent of the home's fair market value at the time of the loan, - requires that the advance on a home equity line of credit be at least $4,000 (even if the borrower wants to borrow less than that amount, though nothing prohibits a borrower from immediately repaying the credit line with a portion of said advance), - requires a 14-day waiting period before any loan or line of credit is effective (at the initial borrowing; later borrowings against a line of credit can still be made in less time), - and places restrictions on where closing can take place. Article 17: "Mode of amending the Constitution of this State" Notwithstanding the large number of amendments (and proposed amendments) that the Texas Constitution has had since its inception, the only method of amending the Constitution prescribed by Article 17 is via the Legislature, subject to voter approval. The Constitution does not provide for amendment by initiative, constitutional convention, or any other means. A 1974 constitutional convention required the voters to amend the Constitution to add a separate section to this Article; the section was later repealed in 1999. The section also prescribes specific details for notifying the public of elections to approve amendments. It requires that the legislature publish a notice in officially approved newspapers that briefly summarizes each amendment and shows how each amendment will be described on the ballot. It also requires that the full text of each amendment be posted at each county courthouse at least 50 days (but no sooner than 60 days) before the election date. Once an amendment passes it is compiled into the existing framework (i.e., text is either added or deleted), unlike the United States Constitution. Length and Amendments Length and Amendments Over the years, 217 new sections have been added, while 66 of the original sections and 51 of the added sections have been removed, so that the Texas Constitution today has 389 sections. For most of that time, the constitution has been updated at least biennially through amendments proposed by the legislature and approved by the Texas electorate. No legislative rules or other restrictions limit the number of amendment proposals, provided each receives the required two-thirds vote in both the senate and the house. Since 1876, the legislature has proposed 680 constitutional amendments, and 677 have gone before Texas voters. Of the amendments submitted to the voters so far, 498 have been approved by the electorate, 179 have been defeated, and three amendments never made it to the ballot. Most of the amendments are due to the document's highly restrictive nature: the State of Texas has only those powers explicitly granted to it by its Constitution–there is no "necessary and proper clause" as contained in the U.S. Constitution. The current constitution is among the longest of state constitutions in the United States. From 1876 to 2017 the legislature proposed 673 constitutional amendments, of which 491 were approved by the electorate and 179 defeated. Despite its length, Texas' Constitution is not nearly as long as the Alabama Constitution (which has been amended over 800 times despite having been adopted 25 years after Texas' current constitution) nor the California Constitution (which, due to provisions allowing amendments via initiative, is subject to frequent revision). Attempts at Revision Attempts at Revision Because of the unwieldiness of the state constitution, there have been attempts to draft a new constitution or to significantly revise the existing one: The most successful of the attempts took place in 1969, when 56 separate obsolete provisions (including the entirety of Article 13, and 22 entire sections from Articles 10, 12, and 14) were successfully repealed. In 1971 the Texas Legislature placed on the November 1972 ballot an Amendment which called for the Legislature to meet in January 1974 for 90 days as a constitutional convention, for purposes of drafting a new state Constitution. The measure passed (thus adding Section 2 to Article 17; the section was later repealed in November 1999) and the Legislature met. However, even with an additional 60 days added to the session, the convention failed by a mere three votes to propose a new constitution. In 1975, the Legislature, meeting in regular session, revived much of the work of the 1974 convention and proposed it as a set of eight amendments to the existing constitution. All eight of the amendments were overwhelmingly rejected by the voters (in 250 the state's 254 counties, all eight amendments were defeated; only in Duval and Webb counties did all eight amendments pass). In 1979 the Legislature placed on the ballot four amendments which had their origins in the 1974 convention; of which three were approved by the voters:[5] One amendment created a single property tax "appraisal district" in each county for purposes of providing a uniform appraised value for all property in a county applicable to all taxing authorities (previously, each taxing authority assessed property individually and frequently did so at dissimilar values between the authorities) Another amendment gave to the Texas Court of Appeals criminal appellate jurisdiction (previously, the Courts had jurisdiction over civil matters only; though death penalty cases still bypass this level) The last amendment gave the Governor of Texas limited authority to remove appointed statewide officials In 1995, Senator John Montford drafted a streamlined constitution similar to the 1974 version. However, Montford resigned his seat to become chancellor of the Texas Tech University System, and his initiative subsequently died. Later that year, though, voters approved an amendment abolishing the office of State Treasurer and moving its duties to the Texas Comptroller of Public Accounts office. In 1998, a bipartisan effort (led by Republican Senator Bill Ratliff and Democratic Representative Rob Junell) produced a rewritten constitution, with the help of students from Angelo State University (Junell's district included the San Angelo area). The second draft was submitted to the 76th Legislature, but failed to gain support in committee. For More Information For More Information The entire Texas Constitution of 1876 can be accessed at Texas Constitution and Statues site of the Texas Legislature Online. Portable Document Format (PDF), Plain text, and Microsoft Word® versions are available. More information on the Constitution of the State of Texas (1876) may be found at the Texas Constitutions 1824-1876 project of the Tarlton Law Library, Jamail Center for Legal Research at the University of Texas School of Law, The University of Texas at Austin. The project includes digitized images and searchable text versions of the constitutions.	oercommons	2025-03-18T00:39:39.154791	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26286/overview", "title": "Texas Government 1.0, Texas' Constitution, Constitution of 1876", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26296/overview	Qualifications for Service and Terms of Office Overview This section describes the aualifications for service and terms of office for Texas State Legislators. Learning Objectives Learning Objectives By the end of this section, students will be able to: - Understand the qualifications to be a member of Texas State House of Representatives - Understand the qualifications to be a member of Texas State Senate - Understand the terms of office for the Texas House and Senate - Understand the special nature of Senate elections at the beginning of a new decade Learning Objectives By the end of this section, you will be able to: - Understand the qualifications to be a member of Texas State House of Representatives - Understand the qualifications to be a member of Texas State Senate - Understand the terms of office for the Texas House and Senate - Understand the special nature of Senate elections at the beginning of a new decade Qualifications These are the qualifcations to be a member of the Texas House of Representatives or Senate. QUALIFICATIONS The following are the legal requirements in order for someone to meet the qualifications to become a member of the Texas Legislature. - Texas Representative (House) - U.S. Citizen - 2 years as a resident of Texas - 12 months as a resident of their District - At least 21 years old - A qualified elector (eligible to vote) - 2 year terms with unlimited term limit - Texas Senator - U.S. Citizen - 5 years as a resident of Texas - 12 months as a resident of their District - At least 26 years old - A qualified elector (eligible to vote) - 4 year terms with unlimited term limit Senate Elections at the Beginning of a New Decade This describes the special case of Senate Elections at the beginning of a new decade. SENATE ELECTIONS AT THE BEGINNING OF A NEW DECADE Each senator serves a four-year term and one-half of the Senate membership is elected every two years in even-numbered years, with the exception that all the Senate seats are up for election for the first legislature following the decennial census in order to reflect the newly redrawn districts. After the initial election, the Senate is divided by lot into two classes, with one class having a re-election after two years and the other having a re-election after four years. This process protects the Senate’s membership and the Senate as an institution serving as the more elite legislative chamber during normal (i.e., not at the beginning of new decade) election cycles.	oercommons	2025-03-18T00:39:39.174755	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26296/overview", "title": "Texas Government 1.0, The Legislative Branch, Qualifications for Service and Terms of Office", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/113217/overview	Southeast Asia and Summary Overview Statewide Dual Credit Modern World History: Unit 4, Lesson 4 Summary of the political and religious landscape of Southeast Asia from 1600-1700. In 1600, the Portuguese lost control of the spice islands in Southeast Asia. To maintain their influence in the spice trade, Dutch merchants and officials built relationships with the Muslim Sultanates of Java and Sumatra. The Dutch East India Company put their headquarters on the Island of Java, from which they oversaw the regional trade. The British East India Company left the region. The only country where Europeans wielded influence was the Spanish Philippines. Malacca became an important trading crossroads in the Indian Ocean and Southeast Asia from which the Portuguese controlled the spice islands. The region was dominated by Hinduism and Islam, except for the Philippines, where Catholicism was practiced. In 1700, Thailand, Burma and Vietnam dominated parts of Southeast Asia. Theravada Buddhism ruled supreme in Thailand and Burma, while the Vietnamese practiced Mahayana Buddhism. Cambodia had been divided between Thailand and Vietnam. SUMMARY The period 1500-1700 witnessed a consolidation of power in Russia, China, Japan and parts of Southeast Asia. In each of these areas, local rulers effectively checked or at least reduced Western encroachment. The Russian Empire vastly expanded its borders, and this would bring it into conflict with other expanding powers including the Ottoman Empire. The Ming dynasty also centralized power and embarked on ambitious building projects, including the construction of a new imperial capital and an expansion of the Great Wall of China. The Qing dynasty, which overthrew the Mings in 1644, increasingly faced the challenges of Western encroachment. The establishment of the Tokugawa shogunate ushered in a period of relative stability in Japan. The shogunate introduced a policy of strict isolation as it banned Christianity and severely restricted trade and interaction with Western nations. This isolation would last until the 1850s. During this period, European influence in Southeast Asia remained relatively limited. The Spanish Philippines was the only real and significant area where Europeans wielded any meaningful authority. Over the next two centuries (18th and 19th), each of the powers/regions covered in this chapter would have to wrestle with Western ideas and the threat of foreign intrusion.	oercommons	2025-03-18T00:39:39.189642	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113217/overview", "title": "Statewide Dual Credit Modern World History, Cultural Encounters and Expanding Empires in Asia and Eurasia, 1500-1700, Southeast Asia and Summary", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/112382/overview	Americas Overview Statewide Dual Credit Modern World History: Unit 1, Lesson 4 Discussion of the impact of European colonization in the Americas, including the Columbian Exchange and the encomienda system. It highlights the negative effects on indigenous populations, such as forced labor and disease. The arrival of the Europeans in the New World led not only to the exchange of crops and commodities but also the imposition of European economics, habits and values on indigenous populations. Enslaved Africans were also imported to many regions of the Americas, which led to the creation of creole cultures. Whereas Spain created colonial societies on the ruins of the Aztec Empire (1428–1521) and the Maya (1511–1697), Portuguese settlers moved into areas that comprise much of modern-day Brazil. Profiting from forced labor, both Portugal and Spain shipped large quantities of gold and silver back to Europe. Exposure to diseases brought from Europe, coupled with overwork in the encomienda system, caused massive population declines among indigenous peoples over the course of the 16th and 17th centuries. In North America, European exploration led to the establishment of settler colonialism, the appropriation of Native American/First Nations lands and eventually, the decimation, marginalization and displacement of Native Americans. During the colonial period (from the early 17th century until the formation of the United States), Spain, France, England, the Netherlands and Russia sent out expeditions to claim North American territory. Spotlight On \| ENCOMIENDA SYSTEM The arrival of the Europeans in the New World resulted in an exchange of goods, ideas and people that scholars later dubbed the “Columbian Exchange.” Beginning in the 16th century, Spanish conquistadores expanded into the Caribbean, Mexico and Peru. Following conquest, colonial officials incorporated these areas into the Spanish Empire. Spanish soldiers, priests and administrators forced Iberian Catholic economic institutions, habits and values upon indigenous people. During this time, crown lawyers legally defined the status of Native Americans within the empire to more effectively tax them. To help administer its New World territory, the Spanish crown entrusted conquistadores and other officials with grants of land and Native American slaves known as encomiendas (from the Spanish word encomendar - “to entrust”). The recipients of such grants, the encomenderos, would in turn, collect tribute in the form of gold, kind, or forced labor from the Native Americans who lived on the allotted land. Spanish officials demanded that landholders provide military protection to their Native American laborers and make provisions to convert them to Catholicism. However, most encomenderos claimed the land they occupied without fulfilling their obligations to either protect or convert their Indian slaves. Developed in part to support the needs of the early mining industry, the encomienda system allowed for the rapid development of areas like the Potosi silver mines in Bolivia. By the late 17th century, the encomienda system was increasingly seen as ineffective and brutal, and Spanish officials sought reforms in labor systems to address these issues. They instead promoted the hacienda system that resembled early modern European style feudalism. Under the terms of the hacienda system, landowners kept peasants in debt so that they could neither leave the land they were working on nor the landowner who owned the hacienda.	oercommons	2025-03-18T00:39:39.205630	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/112382/overview", "title": "Statewide Dual Credit Modern World History, The World in 1500, Americas", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113253/overview	Middle East Overview Statewide Dual Credit Modern World History: Unit 11, Lesson 6 A discussion of the Islamic regions of the Middle East in the 17th and 18th centuries, a time of reform, change, and power shifts, with the gradual decline of the Ottoman Empire and the rise of new powers in the region, such as Egypt under Muhammad Ali Pasha and the Qajar dynasty in Iran. In the Islamic regions of the Middle East, the 17th and 18th centuries constituted periods of reform and change as well as losses of influence and power. The quest to control the Mediterranean was aided by a European victory at the battle of Lepanto in 1571. Despite its defeat, the Ottoman Empire remained a potent force in the Middle East, North Africa and the Balkans. Subsequently, the Ottomans took over Tunis from the Spanish Habsburg Empire in 1574, Fez from the Portuguese in 1578 and Crete and Venice in 1669. Murad III (1574-1595) also conquered parts of the Caucasus and Azerbaijan in 1576. Wars in the 17th century with European powers led to the loss of Hungary, the Banat of Temesvár, Transylvania and Bukovina. In 1812, the Ottomans also lost parts of their holdings along the Black Sea. In Anatolia and the Balkans, local ruling elites increasingly took control using nationalist uprisings, particularly among groups of Christians, to their advantage. Many usurped the Ottoman tax system by sending only small amounts to the Ottoman government. The Ottoman rulers of Istanbul seemed unaware to the resistance going on in the provinces. In the early 18th century, during the Tulip period (1717-1730), some Ottoman elites began to imitate European lifestyles and dress. Sultan Ahmad III (1703-1730) established his summer residences along the Bosporus River and the Golden Horn, containing gardens inspired by those of the French royal family at Versailles. Tulips, originally wildflowers from central Asia, became not only popular throughout the Ottoman Empire but were also imported to Holland by Oghier Ghislain de Busbecq (1522-1592), an ambassador of Emperor Ferdinand I (1503-1564) to the Ottoman court. This led to the spread of tulips across Europe. The printing press also found its way into the Ottoman empire, helping to disseminate history, geography and literature books written in Turkish. The responses toward Western imperialism and advances were initially filtered into state-directed reforms that tried to stop Western influences, in particular those regarding religion and culture. In the 19th century, the three Muslim empires that had once dominated the Middle East and Asia were either overthrown or significantly weakened. The Mughals in India, the Safavids in Persia and the Ottoman Empire had been reduced by attacks from with Western forces with more advanced military and financial resources. As we learn in other chapters, Britain turned India into a crown colony. Persia was sandwiched between the Russian and British spheres of influence and power. After 1830, the Ottomans experienced a continuous loss of territory, especially in North Africa. In 1798, Napoleon invaded Egypt, but he and his army were eventually expelled in 1804 by an Anglo-Ottoman alliance. Egypt became independent under the military governor Muhammad Ali Pasha (1769-1849). The long reign of the Albanian Ali Pasha allowed him to establish some reforms. He had served in the Ottoman army against the French, which made him aware of European military superiority and that it only was possible to defeat European powers if military reforms were initiated. He scouted out information from France, established munition industries and modernized the educational and public health system. He supported private landownership and focused on cash crop production of sugar and cotton. He also invaded other areas to expand his territory and influence. Ali occupied Sudan and founded Khartoum. He fought the Ottomans in Syria but lost his navy to a combined Anglo-French fleet. Foreign powers – primarily French and British – increasingly invested in Egypt by building the Suez Canal and constructing railroads. Lavish spending by him and his sons bankrupted the country, forcing the rulers of Egypt to sell their shares in the Suez Canal Company to Britain. Eventually, Britain installed Muhammad Pasha’s grandson as the new viceroy, or khedive, in charge of Egypt, a position he held until 1922. During the late 19th century, a complicated situation arose in Sudan. Muhammad Ahmad (1844-1885), also called the Mahdi, led a successful uprising against the Egyptian and British presence between 1881-1885. The Mahdiyya or Mahdist rebellion was a complex blend of traditional African religions, fundamentalist Islam and nationalism. When Muhammad Ahmad came out of the struggle victorious, he soon established traditional Sharia courts in Sudan in the hope of further strengthening and legitimizing his rule. Ahmad would hold power until the British, in 1898, established the protectorate of Sudan. While the Ottoman Empire had to deal with the loss of territory, the Qajar family took control of Iran in 1794 by deposing Lotf ’ Ali Khan (c.1769-1794), the last Shah of the Zand dynasty. Adopting European-style military, technological and educational influences, Qajar rulers expanded into the Caucasus but lost the territories of modern-day Georgia, Dagestan, Azerbaijan and Armenia to the Russian Empire. Under the Qajar dynasty, the idea of the Iranian kingship became reinvigorated. Shah Naser al-Din (1831-1896) introduced major reforms focused on the modernization of his military. Military and commercial relationships with the West led to Iran's encounter with the world market, which allowed western goods to flood Iran’s internal markets. To pay for these, Iranians invested in cash crops like tobacco, cotton and opium. However, competition from European imports affected the Iranian manufacturing industry, leading to the bankruptcy of many local businesses. In 1890, Naser al-Din granted a British firm a tobacco monopoly. This led to internal resistance spearheaded by the Muslim cleric Jamal ad-Din Al- Afgani (1839-1897) who claimed that foreign influences and encroachment hurt local merchants as well as Iran’s political and religious autonomy. Eventually, the shah had to end the tobacco monopoly. However, Western influences remained strong in Iran’s mineral and oil industry and the rights belonging to it. In a concession to the Anglo-Iranian Oil Company, Iran started to export oil to the west in 1908. The encroachments of the Russian and British empires in Iranian affairs undermined the stability of Iran. Eventually, foreign advances led to the partition of Qajar Iran into two spheres of influence. The 1907 Anglo-Russian Convention acknowledged Russian influence in northern Persia as the British claimed control over the south. The Persian Constitutional Revolution (1905-1911) led to the creation of a constitutional monarchy. Not only were the Shahs losing power, but as foreign influence increased, it was outsiders who increasingly made the decisions for Iran. This encouraged the military officer Reza Khan (1878- 1944) to attempt to seize control of the government. In 1925, Khan now formally known as Reza Shah created a new state officially called the Imperial State of Persia. Worried about both the Soviets and the British, Reza Shah undertook a series of reforms to modernize Iran. Many of the reforms in the Middle East during the 18th and 19th centuries were state-directed and open to Western influences. However, fundamentalist Islamic movements such as Wahabism, as it developed in Saudi Arabia, provided counterparts to modernist influences and Western encroachment. In both Sunni and Shia dominated areas, there was a growing element that wished for the state to be governed by religious rather than secular laws. Other Islamic states joined in the resistance against Western encroachment, such as the followers of Abdelkader (1808-1883) in Algeria, who fought against the French. French rule over Algeria started in 1830 with the wresting away of Algiers from the Ottomans. French colonial rule ended with the Algerian War of Independence in 1962. From 1848, French Algeria was an integral part of France, and Algiers was often considered the second capital of France. Settling in mostly coastal areas, thousands of European immigrants settled in Algeria adding a European influence that melded European traditions with North African customs. French authorities forced colonial subjects to learn French, attend French-speaking schools and embrace French culture while also encouraging conversion to Catholicism. These methods were often also referred to as “assimilation and association” and became known as the so-called “civilizing mission.”	oercommons	2025-03-18T00:39:39.224487	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113253/overview", "title": "Statewide Dual Credit Modern World History, The Second Wave of Imperialism 1700-1900, Middle East", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113219/overview	Safavid Empire Overview Statewide Dual Credit Modern World History: Unit 5, Lesson 2 Discussion of the Safavid Empire, established in 1501 by Ismail I which reached its peak under Shah Abbas I who implemented centralizing reforms. However, the empire declined rapidly after Abbas's reign due to internal conflicts, external pressures, and economic instability, ultimately collapsing in 1722. In 1501, Ismail I (1487-1524) conquered large swaths of Persia establishing the Safavid Empire. Previous to his gaining control of Persia, much of Iran had been in the hands of Arab leaders. After a series of military victories, the 14-year-old Ismail proclaimed himself the shah (king) of Iran. Ismail declared that the Safavid Empire would follow Shia Islam, a decision that not only defined the religious identity of the state but also served as a political counter to the Sunni Ottoman Empire. To ensure that religion and religious teaching aligned with the interests of the state, Ismail recruited religious scholars from outside his borders who had no community ties and would be loyal to him and the state. Anxious to increase his army, Ismail actively recruited Qizilbash (nomadic Turkish Sufis) by granting them vast grazing lands in return for military support. Considered the most successful Safavid ruler, Shah Abbas I’s (r. 1588-1629) reforms helped to strengthen and solidify the empire. Worried about the growing power of the Qizilbash, Abbas created a new gunpowder army funded by the state. Similar to the devshirme system in the Ottoman Empire, enslaved people, largely drawn from the Caucasus region, were converted to Islam, selected to serve a particular branch of the state, and were expected to be loyal only to the shah. This not only strengthened the army, but allowed Abbas to centralize power in the throne, allowing him to carry out his reforms and to defend and expand the empire. Abbas drove the Ottomans out of Iraq and Azerbaijan and checked their power by making alliances with European powers. Worried about conspiracy, Shah Abbas ordered the blinding, murder, or imprisonment of several family members, including his father, brothers and sons. In 1615, Shah Abbas ordered that his son and heir be executed after being told that his son had been part of a conspiracy that sought to remove him from the throne. Two of his other sons would be blinded. Eventually, Shah Abbas selected his grandson Sam Mirza (from his eldest son) to succeed him, which he did (as Shah Safi) in 1629. The achievements of Shah Abbas in protecting the Safavids are marred by his disastrous family relations and the instability brought by constant intrigues and power struggles. After Abbas, the Safavid Empire rapidly declined. Abbas’ successors struggled against encroaching powers, especially the Ottomans and the Uzbeks (a Turkic people who had conquered much of Central Asia). Tensions between the Ottomans and Uzbeks had a religious component, as both the Ottomans and Uzbeks followed Sunni Islam. Beset by bad governance, an unstable and struggling economy, and religious tensions, the Safavid Empire could no longer hold. In 1722, an Afghan leader sacked the Safavid capital Isfahan forcing the abdication of Husayn I (r. 1694-1722). A brief period of revival occurred under Nadir Shah (r. 1736-1747), who made the official religion Sunni Islam. Although Nadar Shah’s impressive conquests, including parts of India, temporarily saved the Safavids, they ultimately drained the empire’s finances. After the collapse of the Safavid Empire, the region would be plunged into years of instability.	oercommons	2025-03-18T00:39:39.240921	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113219/overview", "title": "Statewide Dual Credit Modern World History, Islamic Empires - Mughals, Ottomans and Safavids, 1500-1700, Safavid Empire", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113223/overview	Mercantilism, Capitalism, and Adam Smith and Summary Overview Statewide Dual Credit Modern World History: Unit 6, Lesson 3 A discussion of 18th-century Enlightenment thinkers and their contributions to the social sciences, focusing on Adam Smith's economic theories and his opposition to mercantilism. The Enlightenment and the Social Sciences adapted from Statewide Dual Credit World History \| CC By-SA Enlightenment thinkers of the 18th century used their analytical skills to examine their societies as these rapid changes took place. David Hume (1711 – 1776) and other Scottish Enlightenment thinkers developed a science of man that was expressed historically in works by authors including James Burnett, Adam Ferguson, John Millar, and William Robertson, all of whom merged a scientific study of how humans behaved in prehistoric and ancient cultures with a strong awareness of the determining forces of modernity. Against philosophical rationalists like René Descartes, Hume held that passion rather than reason governs human behavior. He argued against the existence of innate ideas, positing that instead that all human knowledge is ultimately derived from experience. While Hume emphasized the foundational role of experience, he also acknowledged the importance of other mental processes, such as imagination and inference, in shaping human understanding. According to Hume, genuine knowledge must either be directly traceable to objects perceived in experience or result from abstract reasoning about relations between ideas derived from experience. Modern sociology largely originated from this “science of man” movement. One of the most influential thinkers of the Scottish Enlightenment was Adam Smith (1723 – 1790). He published The Wealth of Nations in 1776, which is often considered the first work on modern economics. It had an immediate impact on economic policy that continues into the 21st century. Adam Smith Adam Smith used real-world observations to study economics, the creation and distribution of wealth. Like Newton's laws of physics, Smith identified principles governing human economic activity, particularly the exchange of goods. He argued that prices should be determined by supply and demand: high demand and low supply drive prices up, while low demand and high supply drive them down. When supply and demand operate freely in a market economy, Smith believed this “invisible hand” generates increasing wealth. Smith strongly opposed mercantilism, the prevailing European economic system. Mercantilist governments used their power to artificially set prices, preventing the free operation of supply and demand. For instance, high import tariffs inflated prices, encouraging consumers to buy cheaper domestic goods. This system aimed to accumulate precious metals for the state, which imports depleted. Smith also objected to government-granted monopolies, like that of the English East India Company, and to guild monopolies controlling trade or manufacturing. He argued these monopolies artificially controlled supply, allowing them to set prices against the natural forces of supply and demand. Smith advocated for a “hands-off” (laissez-faire) approach, where the “invisible hand” of the free market would drive wealth creation as people freely buy and sell at market-determined prices. In the centuries following his publication of The Wealth of Nations, capitalists embraced Smith’s ideas of free markets and laissez-faire. In the 19th and 20th centuries, proponents of “Classical Economics” argued that trade unions and minimum wage laws interfered with free markets and hindered economic progress. SUMMARY Although the Enlightenment enriched the minds and improved the lives of millions, it retained a dark underside. A faith in rationality and scientific progress allowed for the creation of ever more violent military weapons used in increasingly bloody wars. Although French Revolutionaries initially created a republic with a moderate constitution, they later embraced violence and executed people for challenging the government or having royalist ties. Although the Napoleonic Wars spread Enlightenment ideas throughout Europe, it did so at the cost of millions of casualties. Furthermore, as the American Revolution proved, creating a nation based on natural rights did not end the enslavement of millions of people of African descent or the dispossession of hundreds of Native American tribes.	oercommons	2025-03-18T00:39:39.257724	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113223/overview", "title": "Statewide Dual Credit Modern World History, Age of Reason - The Scientific Revolution, Enlightened Thought and its Impact, Mercantilism, Capitalism, and Adam Smith and Summary", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113231/overview	Critiques of Industrialization Overview Statewide Dual Credit Modern World History: Unit 8, Lesson 2 A discussion of the harsh working conditions during the Industrial Revolution and the resulting calls for reform, focusing on the ideas of Karl Marx. It also details the improvements to working conditions by the mid-19th century. Factory conditions were dangerous and unhealthy. Poor pay necessitated the entire family contributing to the household income, including children as young as seven or eight. These children endured long hours of labor, often alongside their parents, for meager wages. With little access to education and a limited understanding of life beyond the factory walls, their childhoods were sacrificed. The grueling conditions often resulted in long-term health problems and significantly shortened their lifespans, leaving many unable to enjoy a fulfilling life beyond their youth. Facing up to 12 to 14 hours a day, usually six days a week, many workers lacked the energy and time for any other pursuits. Frequently, laborers toiled until they succumbed to illness or injury, or were cast aside when their productivity waned. Reduced to begging or petty crime for survival, they exemplified the system's callous disregard for human life. Industrial by-products, waste from the tanneries, sewage and horse manure all mixed to make the cities a pungent and unhealthy place. The increase in population only worsened the problems as industrial workers lived in poorly constructed rowhouses that left little room for natural light. Given the poor pay, most families could only afford to rent a single room in a crowded house. Life was hard and unhealthy, and for many, there appeared little chance to escape. The terrible conditions inspired demands for reform. One group, the socialists, wanted to replace the capitalist system with what they believed would be a more equitable distribution of property and profits. This, they argued, would lead to improvements in working conditions and pay. For instance, Frenchman Charles Fourier (1772-1837) called for the creation of self-sustaining industrial communities in which jobs were distributed based on temperament and ability. He believed the highest paid should be individuals who did dangerous or undesirable work. Robert Owen (1771- 1858) created new industrial communities dedicated to improving working conditions at New Lanark, Scotland, and Indiana, U.S.A., where he established New Harmony. While the success of these operations continues to be debated, Owen demonstrated, at least in Scotland, that one could run a successful business while better treating, paying and educating workers. The most famous social reformer is the German academic Karl Marx (1818-1883). Marx realized that a more equitable society could not be created as long as people subscribed to the notion of differentiated compensation. People who subscribe to this model are called capitalists and see money as the main reward for intelligence and hard work. Marx believed that genuine, long-lasting improvement could not be achieved until capitalism was destroyed. Born in Germany in 1818 to a relatively prosperous family that held liberal and reformist views, Marx, in the 1840s, would meet his lifelong friend and supporter Friedrich Engels who had recently completed The History of the English Working Classes. Engels convinced Marx that the working class was the key to history. From this point forward, Marx dedicated his life to the working class and universal change. The factory system encouraged Marx to consider the relationship between workers and capital, leading him to conclude that one of the most defining factors in an individual’s life is their relationship to the means of production. Marx determined that there were only two classes: those who owned the means of production, which he called the bourgeoisie, and those who did not and sold their labor, known as the proletariat. For Marx, this meant that you are either someone who exploits others by profiting off their labor or you are exploited; there is no middle ground. Marx believed that all institutions in a capitalist society –government, media, religion and education–served the capitalist class’s interests. These institutions tried to keep the workers down and trick them into believing that their lives and labor were free when they were stripped of their individuality and ability to sell their labor freely. Marx concluded that the history of the world had been largely shaped by two classes: those who own the means of production, and the workers. Marx argued that the movement of history from one historical era to another is based upon the conflict that occurs between these two groups. Marx believed that just as capitalism replaced feudalism, capitalism would be replaced by socialism. Eventually socialism would be replaced by a stateless, classless society known as communism. Communism would spread to every corner of the globe and would be the final step in human development. Marx stated that the end of capitalism would begin in the West as they had the most highly developed capitalist economies. Marx believed that workers would eventually be pushed to a stage of near-total mechanization and automation, which would cause increasing dissatisfaction and help them realize that they are being manipulated in a rigged system. Developing what Marx called a class consciousness, the oppressed workers would “unite” to overthrow the bourgeoisie. This would be a violent process, as Marx believed that the capitalist class would not relinquish their privileged position without a fight. Marx asserted that revolution was the only way to create a communist state. One could not elect a left-leaning or socialist government and expect to break the chains of capitalism. It did not matter whether you desired communism (Marx believed most workers would) or opposed it; the revolution was inevitable. This violent revolution would give birth to socialism. In this new socialist state, ownership of the means of production would be collective. The fundamental goal of the state would not be to encourage personal profit but to improve the welfare of all workers who would share in society’s resources and wealth. But socialism, too, would give way. Eventually, socialism would be transformed into communism, an idealized state without the need for government, as all people would live in harmony. Since all members of society would relate to the means of production on equal footing, there would be no classes or division of labor as each person would contribute to the best of their abilities. There would be no specialization as specialization leads to the formation of hierarchy and class distinction. Communism would create an enduring classless society. There would be no more fundamental changes in the government for government itself would no longer be needed. Karl Marx's ideas have profoundly shaped human history. Until the fall of the Soviet Union, over a third of the world's population lived under governments that claimed to be Marxist. However, it's crucial to distinguish between Marx's original philosophy and the often-violent and authoritarian regimes that emerged in his name. While some Marxist-inspired movements have led to positive social and economic change, others have resulted in authoritarianism, violence, and the suppression of individual freedoms. The 20th century witnessed numerous examples of regimes that, while claiming to be Marxist, deviated significantly from Marx's original vision. Marxism, at its core, provides a critical analysis of capitalism, exposing its inherent inequalities and the exploitation of workers. It offers a framework for understanding how power structures function and how social and economic systems can be transformed to create a more just and equitable society. Workers’ calls for reform were eventually heard. Whether driven by humanitarian concerns, environmental considerations, or worries over national decline as men from the factory were judged too weak and unhealthy to go to war, fear of a worker-led revolution or other factors; eventually, politicians voted for reform. In 1833, the English Parliament passed the Factory Act, which made the minimum age for employment 9 years old and limited the working day for those children from 13 to 18 to 12-hour days. For children over nine but not yet 13, the workday was capped at eight hours. In the following decade, the work week for women and children would be limited to 58 hours. Spotlight On \| WORKER RUN NEWSPAPER A worker-run newspaper published from 1845-1848, The Voice of Industry provides insights into the perspectives and opinions of actual workers during the height of the Industrial Revolution in America. Founded in Fitchburg, Massachusetts, the paper moved to Lowell, where it became associated with women workers, especially the Lowell Female Labor Reform Association, which many consider to be the first union for working women. The paper demonstrated the social and economic dislocation wrought by the factory system and how workers were now forced to sell their labor rather than, like in the past, sell the actual fruits of their labor. This seemed, to them, to undermine the American spirit of freedom and independence. Contributors worried that profit was beginning to shape all relationships and came to dominate, direct and define American politics. Many contributors understood that the factory system would not end and focused their energy and attention on improving workers’ lives. To this end, The Voice of Industry supported numerous initiatives, including improving working conditions, better pay, and limiting the workday to 10 hours. The efforts of workers, reformers and politicians who wanted or accepted reform did pay dividends. Indeed, by the mid-19th century, standards of living were improving. Workers were healthier, ate better, and had better access to education and health care. Throughout Europe, cities began investing in clean drinking water, green spaces and parks, and underground sewage. With less demanding hours and more free time, workers began to enjoy leisure time, which led to the explosion of sporting activities, a vast increase in sporting organizations, and the creation of professional sports teams and leagues. In England, The Football Association (1863) and The Rugby Football Union (1888) were both formed to manage the sports of football (soccer) and rugby. These organizations served as governing bodies, drafting rules and regulations for their particular sports. By the end of the century, the world would witness the rebirth of the Olympics, and in 1903, the first Tour de France would be ridden. In America, baseball grew in popularity as professional leagues were formed. By the 20th century, sports and sports culture had become big business and began shaping national pastimes and consciousness.	oercommons	2025-03-18T00:39:39.278429	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113231/overview", "title": "Statewide Dual Credit Modern World History, Remaking the World - The Industrial Revolution, Workers, and a New Economic Order, Critiques of Industrialization", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113220/overview	Mughal Empire and Summary Overview Statewide Dual Credit Modern World History: Unit 5, Lesson 3 Discussion of the Mughal Empire, founded by Babur in 1526, which was a vast and powerful empire that ruled over much of India. The empire reached its peak under Akbar, who implemented policies of religious tolerance and centralized administration. However, the empire eventually declined due to overexpansion, religious intolerance, and internal conflicts. In 1504, Babur (1483-1530), a fearsome military leader, captured Kabul. Claiming descent from both Genghis Khan (r. 1206 -1227) and Timur (r. 1370-1405), Babur sought out distant lands to conquer. This sense of adventure and desire for wealth drew Babur to India. In 1526, at the battle of Panipat, Babur’s forces defeated the Sultan of Delhi. This led to the establishment of the Mughal Empire (Persian for Mongol), an empire that, at its height, extended over one million square miles and ruled over 100 million people. A warrior poet, Babur composed an autobiography which recounts his conquests and tells us of his wide-ranging interests, including swimming, eating fruit, and the difficulties he had in giving up wine. Under his son, Humayun (r. 1530-1540 and 1555-1556), the Mughals lost much of their territories in Afghanistan. Humayun’s most significant impact may be his deep appreciation for Persian culture, a passion he passed on to his children. It fell to Humayun’s son Akbar (r. 1556-1605) to restore glory to the Mughal Empire. Although only thirteen when he ascended to the throne, Akbar was a shrewd and capable individual. He was a warrior king, and soon the independent kingdoms of Northern India fell under his grasp. To rule over these extensive regions, add stability and ensure loyalty, Akbar created a vast government structure. Showing little bias toward any ethnic group or faith, Akbar’s government invited all those with talent to participate. Akbar understood that dividing power among multiple groups would ensure that no one in the empire could challenge him. Akbar married Hindu princesses, thus aligning himself and his government with key Hindu families. He also eliminated discriminatory taxes, including the jizya, a tax levied on non-Muslims. Religious toleration enabled Akbar to harness all his subjects’ energies and abilities. Akbar enjoyed learning about different religions and often invited those of other faiths to discuss theology. Akbar’s son and successor, Jahangir (r. 1605-1628), expanded the Mughal Empire by consolidating Mughal rule in Bengal. War brought riches and prestige, but new territories often brought new sets of difficulties. Jahangir’s son, Shah Jahan (r. 1628-1658), is best known for the construction of the Taj Mahal. Shah Jahan’s son, Aurangzeb (r. 1658-1707), deposed his father, confining him to a small room. A devout Muslim, Aurangzeb expanded the empire, especially in the south. While Aurangzeb ruled over more territory than any of his predecessors, his reign marked the beginning of Mughal decline. He had over-extended the empire with his costly wars, and his decision to end the period of religious tolerance angered many of his subjects. The Mughals went from being an empire of toleration to one that tried to force religious laws onto its people. Spotlight On \| THE TAJ MAHAL Commissioned in 1632 by Shah Jahan (r. 1628-1658) as a tomb for his wife, Mumtaz Mahal (1593-1631), who died in labor while pregnant with their 14th child, the Taj Mahal is an example of the sophistication, scale and grandeur of Mughal architecture. Completed around 1653, the 42-acre complex contained intricate gardens, a mosque and an ornate guest house. The most famous building, the ivory-white marble mausoleum, had been largely completed by 1643. Set in what is today Agra, Uttar Pradesh, India, it is believed that tens of thousands of laborers were needed to complete the project. After Shah Jahan’s death in 1666, his body was interred next to Mumtaz Mahal in the Taj Mahal. The Taj Mahal remains one of the most recognizable buildings in the world and stands as a lasting reminder of Mughal wealth, grandeur and power. SUMMARY All three of these Muslim empires were more powerful and secure in the 16th century than at the beginning of the 18th. Each empire struggled to rule the vast lands and the people they had conquered. They had internal pressures, often from the groups that had helped expand their empire. Conquered groups also fought back, sapping the attention and resources of the centralized state. As administration size and costs ballooned, none of these empires had the revenues needed to meet these demands. External pressures came from other empires that had successfully modernized. By the beginning of the 18th century, all three Islamic empires faced the realities of decline as each one struggled to reconcile past successes with current realities.	oercommons	2025-03-18T00:39:39.295233	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113220/overview", "title": "Statewide Dual Credit Modern World History, Islamic Empires - Mughals, Ottomans and Safavids, 1500-1700, Mughal Empire and Summary", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/76832/overview	Title and Hook Overview This information is used to introduce the basics of creating a title and a hook for an essay. ENGL 101 Is this going to be on the test? No, it's going to be on almost every academic essay you write! Own your personal touch wherever creative opportunities are afforded. In essay writing the creative opportunity is in the title and hook. If you have not yet guessed, the title and hook is an appropriate place to assert one's tone. Now, let's reel em in! Titles The title is like a first impression for the reader. It needs to do more than just stating the topic of the essay. It is also a place where the author can convey his/her attitude about the topic. Nicholas Carr wrote an article in The Atlantic titled "Is Google Making Us Stupid?" and kicks it off with a line from Stanley Kubrick’s 2001: A Space Odyssey. He can't seriously believe that Google, the powerful search engine that intuitively helps us find answers, is making us stupid, right? Well, not really. Instead, the title and hook are more like expressions of his attitude toward Google; he is cautious and critical of our dependency on the search engine. Here some suggestions for making titles more creative and thoughtful. - Build a title by giving the topic and making a statement about it after the colon (Example: "Drone Invasion: Unmanned Aerial Vehicles and the Right to Privacy"). Notice the two parts before and after the colon. This is common in scholarly materials and academic journals. - Watch the pros. Check out scholarly article titles on the college's database (http://libguides.mccd.edu/az.php). The example above is one such article. Professional writers and researchers are where you want to look to find excellent examples. - Ask a question of the audience. Engage the audience quickly to get their attention or challenge them. - Be creative and take the opportunity to express your attitude/tone. However, be careful. Some topics require maturity. An essay on abortion probably should not start things off with humor. - Remember that the title is a selling point. Even those pros need the audience to want to read their articles. Hooks The hook is also like a first impression for the reader. It is perhaps the only lines in the essay that are afforded a little extra creative liberty. Use the first line (or few lines) of an essay to get the reader's attention with a hook. Here some suggestions for making hooks more creative and thoughtful. - Ask a question directed at the audience. This is a little cliche and trite but it still works to engage the audience. However, if you already used this approach by asking a question in the title, you should avoid following up with a question immediately in the hook. Ultimately, question asking should be limited in essay writing; questions need answers. - Use wit. Humor does not work for everyone, but for some, this is incredibly useful. However, be careful. Some topics require maturity. An essay on abortion probably should not start things off with humor. - Shock the audience. Use your imagination but be cautious not to go overboard. - Use an anecdote. In other words, use a quick summation of a story that connects with the topic. - Quote. Be sure that the quote is relevant but also expresses your creative identity. It is totally cliche to quote a president, especially a dead one. Instead, quote from an artist, athlete, or someone you admire. You can also quote from lyrics, poetry, or other literature.	oercommons	2025-03-18T00:39:39.310766	Lesson	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/76832/overview", "title": "Title and Hook", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/89205/overview	General Chemistry for Health Sciences lab manual 6: Concentration and solution preparation Overview This work consists of original text, adapted OpenStax content, and other Open Educational Resources (OER). Each image is attributed with the source page in the figure description, in accordance to each respective license. OpenStax content has been remixed into the “Theory and Background,” “Lab Examples,” and “Relations to Health Sciences” sections of this work. OpenStax remixing consists of rearrangement and minor instructional design augmentations. All other sections within this work are originally created content with adopted OER images, where indicated. Yavuz-Petrowski, O. (2021). General Chemistry for Health Sciences lab manual 6: Concentration and solution preparation (A. Perkins, Center for Online and Continuing Education, Ed.). Florida Atlantic University. CC BY-SA.	oercommons	2025-03-18T00:39:39.328363	01/12/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/89205/overview", "title": "General Chemistry for Health Sciences lab manual 6: Concentration and solution preparation", "author": "Ozlem Yavuz-Petrowski" }
https://oercommons.org/courseware/lesson/89180/overview	Slides Presentations Research Methods in Psychology Resources Overview The following are discussion questions, research assignments, and slides presentations for teaching Research Methods in Psychology. Course Assignments, Activities, and Materials See attachements for topical discussion questions, research assignments, and slides.	oercommons	2025-03-18T00:39:39.345963	01/11/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/89180/overview", "title": "Research Methods in Psychology Resources", "author": "Greg Mullin" }
https://oercommons.org/courseware/lesson/78164/overview	Roe v. Wade Dissenting Opinion by Byron Wright Overview Word document version of Roe v. Wade Dissenting Opinion by Byron Wright. Original from Wikisource.org Roe v. Wade Dissenting Opinion, by Byron Wright Roe v. Wade Dissenting Opinion by Byron Wright	oercommons	2025-03-18T00:39:39.362113	03/15/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/78164/overview", "title": "Roe v. Wade Dissenting Opinion by Byron Wright", "author": "Ashli Bumgardner" }
https://oercommons.org/courseware/lesson/119013/overview	List of Recorded Lecture Video Links and Information QR Code to Shared Google Drive Updated Lecture Materials for OpenStax Astronomy (2e) Overview I provide a major update to materials I had previously posted on OER Commons, providing lecture slides, recorded video, and lecture notes. All files are available through Google Drive and YouTube. The new materials are organized into six modules: 1) The History of Astronomy and Sky Motions, 2) The Moon, Earth, and Solar System, 3) The Astronomer’s Toolkit, 4) Properties of the Sun and Stars, 5) The Lives and Deaths of Stars, and 6) The Milky Way Galaxy and Beyond. Introduction to the Materials Context for Update: In July 2020, I made my full course of lecture slides and corresponding lecture videos available on OER Commons, which I will refer to as my first edition (1e) materials. Over the course of Winter 2024, I overhauled my material and made significant changes and updates to how I moved through my curriculum goals and built alignment with learning outcomes. The new set of materials connects to the published second edition of OpenStax Astronomy so I will refer to these materials as my second edition (2e) materials. I have made available a set of materials I will describe in the following sections, all with a CC BY-SA 4 license: - Lecture Slides - Recorded Videos - Lecture Notes The materials I will describe here can all be found or linked to from this Google Drive folder. Thank you for your interest and if you have found either my 1e or 2e materials useful, I would love to hear about through my school email laurenwoolsey [at] grcc.edu. The material is laid out into six modules instead of seven to provide more flexibility for different course structures across the country and beyond. I teach 14-week courses that can now start with an introduction week and a review week, with two weeks for each module; I also teach accelerated 7-week courses that can have a few days of introduction at the beginning and more time for review and final summaries at the end of the semester. Titles of the Six Modules: - The History of Astronomy and Sky Motions - The Moon, Earth, and Solar System - The Astronomer’s Toolkit - Properties of the Sun and Stars - The Lives and Deaths of Stars - The Milky Way Galaxy and Beyond Section titles and intended learning outcomes are laid out in the attached resource on this section (also available in the Resources folder of the shared Google drive). Lecture Slides My slides are a comprehensive overview of a one-semester non-majors introductory astronomy college course. The material is broken up into six modules in this edition (seven modules in 1e). Each module is designed to take two weeks each during a regular semester or one week each for accelerated course structures. All of the images in the slides are openly licensed as well, pulling heavily from OpenStax Astronomy but also the wider web of Creative Commons media. The Shared Google Slides contain the six modules as separate presentations, which you could then copy to use in Google Slides or download as a different file format to work with Powerpoint, Open Office, etc. The Shared PDF and PPTX files are alternative ways to download these materials. The PDFs are already put together in three formats: - "Slides" which has one slide per page and could be used in lecture or for students to follow along on their own devices. All links are clickable in the PDF. - "Condensed" which is a three by three landscape grid of slides most suitable for efficient printing for students who want to be able to easily reference the full set. - "Notetaking" which is a portrait orientation with three slides in a column on the left and empty area to take notes on the right; students often use these to take notes during lecture whether on-campus or online. A major update in these 2e materials compared to my previous set of slides is that all images have detailed and descriptive alt text. The alt text for all 526 images is provided in this Alt Text Spreadsheet along with module numbers and slide numbers. If you have difficulty accessing the material, please contact me directly at laurenwoolsey [at] grcc.edu. If you use these slides, please credit me (Dr. Lauren Woolsey) and my home institution (Grand Rapids Community College). You are welcome to take the slides and pick and choose what to add into your existing lectures, but please remember to include the attribution appropriately. The following sections describe the recorded lecture videos and lecture notes. Recorded Videos I have created a comprehensive set of lecture videos designed for a one-semester non-majors introductory astronomy college course. The material is broken up into seven modules, which are designed to take two weeks each during a regular semester or one week each for accelerated course structures. Images used in the lecture videos come from OpenStax Astronomy and the wider web of Creative Commons media. The playlists for each Module can be found at my YouTube Channel: www.youtube.com/@DrWoolsey and links are below: This link is a Google Drive spreadsheet, which lists the YouTube URLs for all 50 videos I assign for my course, which include a small number of supplemental videos available on YouTube. I will also attach this spreadsheet as an XLSX here. Each row lists: - Module and Section Number, which correspond with slide sets in the previous section here on OER Commons - OpenStax chapters/sections covered, so that you can connect useful videos into whatever sequence you use - Length of video, ranging from about 10-30 minutes (none are over half an hour in length) - Type of video, which indicates if the video uses the available slides directly or is supplemental in a few different ways. If you have difficulty accessing the material, please contact me directly at laurenwoolsey [at] grcc.edu. If you use these slides, please credit me (Dr. Lauren Woolsey) and my home institution (Grand Rapids Community College). You are welcome to link to or embed these videos in your Learning Management System. Lecture Notes A new document for each module that I created when revising my 1e materials was a set of lecture notes that lays out the same key ideas in a different way than the slides and videos do. The Shared Lecture Notes in the linked folder are available in DOCX and PDF formats. Each set of lecture notes has the same consistent layout: - Each Module Section is at the top of a new page, and the same links to the OpenStax Astronomy 2e textbook and learning outcomes for the section are presented at the start. - Then I indicate the Highlighted Glossary, the terms that I keep in bold throughout the slides and notes document that are the most essential for success in the course. Instructors with other curriculum goals may want to change or add to this list, especially if building from these slides for non-majors toward an introduction course for science majors. - Finally, for each section, I write out a Lecture Commentary which is not attempting to be a transcript of the recorded lecture videos but rather the same information presented in a readable format with more small details that may be relevant to a student's interests or to enhance the point without making the lecture videos run longer than necessary. Each Module Section notes are 2-4 pages long, and I provide these to students as an additional way to interact with the material, realizing that some students may read through these instead of watching the videos and will still receive all curriculum information necessary for success in the course. Summary I presented my new lecture content for my survey astronomy course for non-majors with three sets of materials openly licensed for wide use and remixing: - Lecture Slides - Recorded Videos - Lecture Notes My hybrid on-campus course uses these lecture materials for a flipped classroom model, assigning the videos as homework so we can have discussions, quizzes, and labs in person. My online asynchronous non-lab course uses them as a way to present only the curriculum goals I have for my students, since the textbook has far more information than is needed for that target audience. In both of these courses, I also have module projects aligned with my learning outcomes that I am happy to share in conversation with interested folks and after a few semesters of iteration for the new projects I may add as a separate item in OER Commons. Thank you for your interest and I hope these materials help you! Lauren Woolsey Grand Rapids Community College	oercommons	2025-03-18T00:39:39.392774	Lecture Notes	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/119013/overview", "title": "Updated Lecture Materials for OpenStax Astronomy (2e)", "author": "Lecture" }
https://oercommons.org/courseware/lesson/113331/overview	U.S. Power Post-Soviet Union Overview Statewide Dual Credit Modern World History: Unit 16, Lesson 6 A discussion of the United States' role in global conflicts after the Cold War, focusing on interventions in the Middle East and the Balkans, exploring the motivations and outcomes of these interventions, highlighting the complex and often protracted nature of these conflicts. By the end of the Cold War, the United States remained by far the most diplomatically, economically and militarily powerful country in the world. Many Americans contemplated a future global world order in which the nations of the world, having learned from the mistakes of fascism and communism, would embrace free trade, democracy and a new world order dominated by the United States. They also looked forward to a “peace dividend,” the reduction of U.S. military forces, decreasing in military spending, and reinvestment in the civilian economy. However, the 1990s and early 21st century would prove to be some of the most difficult and conflict-ridden in American history. In August 1990, Iraqi leader Saddam Hussein (1937-2006) invaded the neighboring country of Kuwait, seizing its extensive oil fields. The United Nations condemned the invasion and authorized the use of force in ousting the Iraqis. U.S. President George H.W. Bush cobbled together a coalition of 34 nations, including several Arab states, and announced plans to liberate Kuwait. After several weeks of air strikes on Iraq, UN forces entered Kuwait on February 16, 1991. In less than four days, Iraqi forces had been pushed back across the border. Believing that Hussein would soon be overthrown by his people, the Bush administration and coalition forces opted not to invade Iraq itself. As coalition forces fought to liberate Kuwait, the ethnic minorities of Yugoslavia began clamoring for independence. Created by the victorious Entente Powers at the end of World War I to maintain order in the region and prevent the outbreak of another world war, Yugoslav officials had constantly struggled to keep the peace between the nation’s rival ethnic factions. In 1991, Croatia, Slovenia, Slovakia and Bosnia all declared their independence and were quickly extended diplomatic recognition by the European Union. Serbian forces quickly surrounded the city of Vukovar in Croatia. After a siege that lasted several months, Serbia gained control of the city. The following year Serbian forces laid siege to Sarajevo, the capital of Bosnia and Herzegovina. Over three years, more than 10,000 soldiers and civilians were killed in what constituted the longest siege in modern military history. As the war progressed, both sides used increasingly brutal tactics. For instance, in 1995 Bosnian Serbs executed over 8,000 Bosnian Muslims in the town of Srebrenica. When news of the Srebrenica Massacre broke out, public outcry around the world prompted NATO to intervene in the conflict. Declaring a No-Fly Zone over Bosnia and Herzegovina, NATO provided logistical support to Bosnian forces and bombed Serb military positions. While the fighting continued, American, Canadian, Serbian, Croatian and Bosnian representatives met in Dayton, Ohio under the leadership of U.S. Assistant Secretary of State Richard Holbrook. On November 21, 1995, they signed the Dayton Accords which ended the conflict. Three years later Albanian rebels launched a war of independence in the Serbian province of Kosovo. When Serbia began to put down the uprising by force, NATO launched another bombing campaign in March 1999. After 78 days of bombing, Serbia agreed to withdraw its forces from Kosovo. The United Nations established a protectorate over the province, which continues to this day. Any hopes for a long-term peace following the end of the Persian Gulf and Bosnian Wars ended on September 11, 2001, when 19 members of the Islamic militant group Al-Qaeda, acting on the orders of Osama Bin Laden, hijacked four American airliners and crashed them into the World Trade Towers in New York City and the Pentagon in Washington DC. In response, U.S. President George W. Bush launched a “War on Terror.” Originally designed to root out and destroy Al-Qaeda cells, the conflict quickly expanded into two larger conflicts. On October 7, 2001, the United States initiated Operation Enduring Freedom to topple the Taliban government of Afghanistan which had throughout the 1990s provided a haven for Al-Qaeda. Working with the Northern Alliance, a group of Afghani warlords, U.S. forces captured Mazar-i-Sharif on November 9, and Kabul four days later. In December, American and British troops scoured the Tora Bora mountains to capture Osama Bin Laden. Although the Al-Qaeda leader evaded capture, America and its allies solidified their control over Afghanistan. In December Hamid Karzai (b. 1957) created a new Afghani government that worked closely with American forces in defeating Taliban forces in eastern Afghanistan. On May 1, 2003, President Bush announced the end of hostilities in Afghanistan and promised to help rebuild the country. However, while Karzai’s government could maintain control over large cities like Kabul, the Taliban continued to control large stretches of the countryside. Over the next 15 years, the United States would carry out military operations against Al-Queda and the Taliban throughout Afghanistan. Yet attempts to train Afghani soldiers provided mixed results. Bit by bit, the Taliban regained control of key provinces and cities. On April 21, 2021, newly inaugurated U.S. President Joe Biden (b. 1942) announced the withdrawal of all American forces from Afghanistan. From May to August Taliban forces retook most of Afghanistan including Kabul. On August 17, 2021, the Taliban declared the creation of a new government. Although victorious, Taliban officials inherited a country suffering from sectarian violence, a devastated infrastructure and a chronic shortage of food, medicine and other crucial supplies. Although victory in Afghanistan remained a key American priority, most of the nation’s military resources went to overthrowing Saddam Hussein’s regime in Iraq. Following the defeat of Iraq in the Persian Gulf War, many American policy experts predicted that the Iraqi people would topple Hussein. However, throughout the 1990s Saddam Hussein ruthlessly crushed all internal opposition and solidified his hold over Iraqi society. In 2002, the Bush administration accused Iraq of developing nuclear and chemical weapons of mass destruction and planning to use them against the United States and its allies. American officials attempted to secure a resolution from the United Nations to invade Iraq. When the UN refused to do so, President Bush announced he would lead a “coalition of the willing” to overthrow Hussein. After building a coalition of over 40 countries, the Bush Administration launched an air and ground invasion of Iraq on March 20, 2003. With overwhelming military force, Allied troops captured Baghdad by April 9. President Bush appointed diplomat Paul Bremer (b. 1941) as head of an interim government. Although U.S. forces captured Saddam Hussein in December, American officials and troops could do little to quell the outbreak of violence between Iraqi Sunni and Shia Muslims. Such infighting led to a massive humanitarian and refugee crisis. In 2007 the Bush administration committed an additional 20,000 American troops to stabilize the situation in Iraq. The chronic instability of the Iraqi government and mounting U.S. casualties due to ambushes and suicide bombings caused many Americans to turn against the war effort. In 2008, Barack Obama had articulated his desire to end the war. By 2011, all remaining American troops were evacuated, leaving Iraq an intact but still deeply divided country.	oercommons	2025-03-18T00:39:39.410974	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113331/overview", "title": "Statewide Dual Credit Modern World History, The Modern World, U.S. Power Post-Soviet Union", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113250/overview	Belgian Congo Overview Statewide Dual Credit Modern World History: Unit 11, Lesson 3 A discussion of the colonization of the Congo by Belgium focusing on the exploitation and violence carried out under King Leopold II. Anticipating new rules about acquiring territory in Africa, King Leopold II of Belgium (1835-1909) employed a variety of methods to make it appear as if Belgium had long and substantial ties with Central Africa. His plans worked, for at the Berlin Conference, Leopold was recognized as the head of what would be referred to as the Congo Free State. Leopold had succeeded in his ambitions; he became the sovereign ruler of a vast colony, far surpassing his previous royal authority as king. Spotlight On \| THE RHODES COLOSSUS Illustrated by the English cartoonist Edward Linley Sambourne (1844-1910), “The Rhodes Colossus” represents European plans for Africa. A play on words, the image mimics the famous Colossus of Rhodes (one of the seven wonders of the ancient world) by depicting Cecil Rhodes (1853-1902) holding a telegraph line signifying his desire to have a rail and telegraph line from “Cape to Cairo” to better control and profit from the British presence in Africa. Here Cecil Rhodes is depicted as an almost unstoppable giant who looms over the whole continent. The image speaks to British power and the imperialists’ desire to rule and control Africa for their benefit. At the time of the publication, Cecil Rhodes served as prime minister of Cape Colony (part of what would later become South Africa) and had been a founding member of De Beers Consolidated Mines. This image became widely reprinted and is closely associated with the “scramble for Africa” and British imperialism. Leopold II’s Congo Free State was rife with violence. With the Congo Free State now in hand, Leopold and his agents were desperate to extract wealth. European companies were given near-total freedom to operate and, in their pursuit of profit, employed extreme violence and oppressive tactics to seize land and force local labor. Belgian efforts to extract profits from the Congo Free State initially centered around ivory elephant tusks. Demand for ivory was high and European companies, without any thought as to the lives of African elephants or the sustainability of the trade, harvested ivory at an astounding rate. Due to their brutal and indiscriminate killing of elephants, European hunters and merchants had, by the mid-1890s, virtually wiped out their source of profits. Leopold had mismanaged his colony and exploited, mistreated and abused the indigenous Congolese. However, Leopold would be granted a second chance to glean profits from his colony. Scottish-born John Boyd Dunlop’s (1840-1921) development of the pneumatic tire led to an increased demand for rubber, which came from the sap of a tree that grew readily in the Congo. Leopold, failing to learn from his past mistakes, once again allowed European companies free rein to exploit rubber in the Congo. These companies gave little consideration to the people harvesting the crop. To increase profit and production, company officials and their security forces began cutting off the hands and feet of Africans to intimidate them into working faster. Journalist Edmund Morel (1873-1924) would learn and later expose the truth of what was happening in the colony. In response to international pressure, Leopold II handed over his private colony to the Belgian state in 1908. Nonetheless, the damage had been done. Belgium reaped tremendous wealth while destroying much of the Congo’s ecology and economy. This was a far cry from their stated mission of bringing Christianity and free commerce to Africa. Once again, European participation in Africa had caused tremendous harm to Africa and African people.	oercommons	2025-03-18T00:39:39.428187	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113250/overview", "title": "Statewide Dual Credit Modern World History, The Second Wave of Imperialism 1700-1900, Belgian Congo", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113243/overview	Introduction and China Overview Statewide Dual Credit Modern World History: Unit 10, Lesson 1 A discussion of the Opium Wars and the resulting unequal treaties, the Taiping and Boxer Rebellions, and the Self-Strengthening Movement; events and movements that threatened the stability of the Qing Dynasty and highlighted the need for reform in China. During the period 1700-1900, Western influence in Asia markedly increased. Western countries used advanced technology to gain and grow footholds throughout Asia. Asian countries had to deal with Western encroachment which threatened their economy and sovereignty. At first, most Asian countries reacted by severely restricting the ability of Europeans to operate. While this may have worked at first, Westerners used their advanced economies, technology and arms to force open markets and Asian territories. Asian countries adapted to these threats in different ways. Some countries attempted to adopt Western education and political structure while others clung (as long as they could) to traditional ways of operating. Western influence and the reaction to the growing power of Europe and America helped to remake Asia and reorient global politics, power and trade. China In the 18th century, the Qing dynasty continued to consolidate and expand its power. To contain growing European power and influence, European traders were increasingly restricted to the Guangzhou waterfront while only being allowed to trade with licensed Chinese traders. Since the Chinese had little need or interest in European goods, traders had to pay in silver bullion rather than trade goods to acquire Chinese items, including porcelain, silk and tea. European traders and trading companies, especially the British East Indian Company, felt disadvantaged by these restrictions and did not like having to spend currency to acquire goods. Unable to provide a product that the Chinese wanted to purchase at scale, they turned to opium, an addictive drug grown in India, as a solution. Soon silver flowed in the opposite direction as Chinese merchants were willing to use bullion to acquire opium to sell to an increasingly addicted populace. Although illegal, initially Chinese authorities did little to stop the opium trade as the scale and impact of opium were not widely known. By the 1830s, there was a growing acceptance that the opium trade had negative social and economic impacts, and this encouraged the Chinese state to attempt to stem the flow of opium into China. In 1839, Chinese authorities empowered the trustworthy and competent Lin Zexu (1785-1850) to employ strict measures to end the opium trade. After learning how the drug had been smuggled into China, Zexu went on the offensive. Refusing to look the other way or take a bribe, Zexu seized and destroyed some 20,000 chests of opium. Disregarding Chinese sovereignty and encouraged by British commercial interests, Britain went to war with China. Known as the First Opium War (1839-1842), the war demonstrated the superiority of British forces. While some Chinese units had firearms, others went into battle with knives, spears and swords. Such troops were little match for the professionalism and firepower of the British army. The decisive moment for the British came in May 1842 when the gunboat HMS Nemesis led a team of seventy ships up the Yangzi River. The ability to take naval power inland and upstream gave the British a new advantage and demonstrated, once again, how far China had fallen behind Europe. Unable to resist this intrusion, the Chinese were forced to sue for peace. The war officially ended with the signing of the Treaty of Nanjing in 1842. Known as part of a series of unequal treaties, the Treaty of Nanjing forced China to surrender territory and sign away some of its sovereignty. The Chinese ceded Hong Kong to Britain, opened additional ports to trade, and granted British traders extraterritoriality, which meant they were not subject to Chinese laws and were basically outside the control of Chinese authorities. Other powers, including a host of European nations, Japan and the United States, forced their own unequal treaties onto China. The opium wars and subsequent unequal treaties came at a time of significant instability in China. During the 19th century, the Chinese population increased by some 50 percent to nearly 480 million people. Differences in wealth, the lack of available lands, widespread poverty, and growing drug addiction made much of the Chinese population unhappy. This erupted in a series of disturbances and rebellions, the most important of which was the Taiping Rebellion (1850-1864). The origins of the rebellion lie in many of the frustrations and difficulties that the Chinese people faced, coupled with dissatisfaction with the Machu rulers, who continued to be viewed as unwanted foreigners. The spark, however, would be the rebellion’s future leader Hong Xiuquan (1814-1864). An untraditional thinker, Xiuquan rejected Chinese socio-religious systems, creating his own form of Christianity, one in which he proclaimed himself to be the younger brother of Jesus. Xiuquan’s story begins with his difficulties with the civil services examinations. After failing the imperial exam for the third time, Xiuquan experienced a breakdown and was delirious for days. He had vivid dreams about a heavenly family and father. In these dreams, Xiuquan was commanded to alter his ways. After failing the imperial examinations for the fourth time (only a tiny minority passed), Xiuquan became interested in Christianity and came to interpret his early visions as being part of a Christian religious experience. Xiuquan began to study and preach. He found followers in the disenfranchised Chinese peasantry who were drawn to his vision of a better future. Centered on Taiping, Xiuquan called for the end of private property, advocated the separation of the sexes into separate civil, military and social units, and forbade prostitution and drug use while imploring all loyal Chinese to join him in his quest to remake China. After defeating a detachment of the Qing army in 1850, Xiuquan declared himself the Heavenly King of the Heavenly Kingdom of Peace. A series of military victories saw Xiuquan and his supporters gain control of Nanjing, which in 1853 became the capital of the Taiping Kingdom. The Taiping Rebellion gained significant momentum, posing a serious threat to the Qing dynasty. In 1853, Taiping forces captured Nanjing and declared it their capital, establishing the Taiping Heavenly Kingdom. While they came close to capturing Beijing, they ultimately failed to conquer the capital. Facing this existential threat, the Qing government implemented a series of reforms, including the creation of regional armies independent of Manchu control. This decentralized military power, while necessary to combat the Taipings, also had long-term consequences for the stability of the Qing dynasty. As the Taiping Rebellion faced military setbacks and internal divisions, Xiuquan's leadership became increasingly erratic and withdrawn. He eventually died in 1864, succumbing to illness or possibly suicide. The loss of their charismatic leader further weakened the Taiping movement, contributing to their eventual defeat in 1864. The Taiping rebellion was crushed. But its legacy is an important one. The lessons learned by the government were not that they needed to fix the problem plaguing the Chinese state, but that revolution and disorder came out of massive societal change. Many argued that it was better to stick to traditional ways and methods even if these seemed unlikely to solve the problems facing China internally and externally. Others argued for a more limited form of reform that might industrialize China without changing the underlying structure. This approach to reform can best be seen in the Self-Strengthening Movement (1860-1895). The Self-Strengthening Movement sought to place Western industrial technology on top of a base of traditional Chinese society. Although the movement achieved some gains, it was limited by the lack of commitment to genuinely altering the Chinese state or its society. Industrialization brought tremendous change to Europe, and Chinese authorities feared that European technology would undermine Chinese values, traditions and their positions as well. This had a tremendous impact on China. By the late 19th century, China suffered further setbacks as foreign powers began to carve up its empire. China ceded Vietnam to France; Japan got Taiwan; China lost control of Burma and had to recognize the independence of Korea. The disintegration of the Chinese state led to the outbreak of the Boxer Rebellion in 1899. The Boxers, officially known as the Righteous and Harmonious Fists (Yihetuan), were a secret society that emerged in northern China. They were primarily composed of young, unemployed men who practiced martial arts, spiritual possession, and ritual exercises that they believed granted them supernatural immunity to bullets and weapons. Their movement was fueled by widespread economic distress, resentment toward foreign influence, and opposition to Christian missionary activity, which they saw as a threat to Chinese traditions. To rid China of “foreign devils” and their dangerous ideas, the Boxers targeted foreigners, Chinese people suspected of being sympathetic to foreigners, and Chinese Christians. The Boxer Rebellion was crushed by a combined force of British, Russian, French, German, U.S., and Japanese troops. Following the Boxer Rebellion, the Qing dynasty's legitimacy was significantly weakened, ultimately leading to the 1911 Revolution. In 1912, the last Qing emperor abdicated the throne. As China entered the 20th century, its relative power to Europe and its nearest rival, Japan, had dramatically diminished. As the new century dawned, Chinese leaders acknowledged that in order to catch up, they would have to accept meaningful social and political change.	oercommons	2025-03-18T00:39:39.449296	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113243/overview", "title": "Statewide Dual Credit Modern World History, Managing Modernity in Asia 1700-1900, Introduction and China", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/107822/overview	7.1.2 Bonus article on history of risk 7.1.3 Bonus assignment - Risk Register Identify risks. Overview This learning module (Lesson 1 of Unit 7) 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 risk management, or as part of the course. Learning outcomes. Risk is inherent to projects. No matter how hard you plan, something unexpected almost always comes up. Therefore, you must attempt to predict what could go wrong, so that you can later plan how to deal with it. Upon successful completion of this module, you'll be able to: - Identify risks. - Create a relative risk matrix. - Describe risk quantitatively. What is risk management? \| 4 minute watch How do I identify hazzards? \| 17 minute watch What is project risk? OPTIONAL - Taking a deeper dive into risk management. If you'd like to learn more about the the language of risk, check out this academic journal article "The risk concept—historical and recent development trends" by Terje Aven (2012). And if you're interested in learning more about the practice of expert judgment, check out my monograph "Expert Judgment in Project Management: Narrowing the Theory-Practice Gap" (2016). Test your knowledge. - T/F: Risk is often expressed as consequence (or impact) multiplied (or added to) probability (or frequency). - True - False - Which of the following is NOT one of the methods for identifying risks? - Brainstorming - Probabilistic quantification - Root cause analysis - Nominal group technique - Interviews - Talk-aloud protocol - T/F: The most common risk categories are scope risk, cost risk, and schedule risk. - True - False - Where does the highest risk "reside" on the risk matrix (below)? - Red - Yellow - Orange - Green BONUS: Putting what you learned in action. To support this idea of a project that allows students to apply what they've learned on an actual project, I have created a series of five transparent assignments: - External Management - charter creation and stakeholder analysis - Internal Management - team contract and RACI chart creation - Scope Management - work breakdown structure and disctionary creation - Schedule Management - Network analysis to identify critical path and Gantt chart creation - Risk Management - Risk identification and analysis, creation of risk register I have omitted the Cost Management competency group because often student projects do not have a budget, other than that of the students time. For a project you are involved in, try your had at creating a risk register. A set of transparent assignment instructions (resource attached) have been provided that includes the following: - the purpose of the assignment, - the knowledge and skills that will be developed by the assignment, - the task involved, - a checklist of what will need to be accomplished, - a rubric of how to assess your work, and - a sample of finished work. Transparent assignments are a way for you to get clarity on expectations (see the "Unwritten Rules").	oercommons	2025-03-18T00:39:39.483328	08/17/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107822/overview", "title": "Project Management Fundamentals, Risk Management, Identify risks.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/107817/overview	Sequence activities. Overview This learning module (Lesson 2 of Unit 5) 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 time management, or as part of the course. Learning outcomes. Upon successful completion of this module, you'll be able to: - Identify dependencies among activities. - Assemble project actvitiy table. - Draw network diagram.	oercommons	2025-03-18T00:39:39.497088	08/17/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107817/overview", "title": "Project Management Fundamentals, Time Management, Sequence activities.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/85731/overview	Gifted And Talented Overview Thsi is a module over gifted and talented students. Specifically, programs, stategies, and supports for these execptional students. Introduction Contrary to what many believe, being gifted and talented is not synonymous with a high IQ. Rather giftedness highlights creativty, leadership, talents, and/or academics. Theory on giftedness is based largely in primary and secondary education. 7,8 There are several definitions and models of giftedness7,8,9,10 and in many respects, the definition depends on the construct. 11 Gagné,12,13 defines it as “the possession of outstanding natural abilities in at least one domain and at a degree that places the individual at the top 10% of age peers”. It is not high intelligence or natural abilities alone. Giftedness arises from the interplay between several factors by which skills are systematically built, namely: outstanding natural abilities; intrapersonal factors; environmental influences; and importantly, chance and maturation. 12,13,14 While outstanding natural abilities are a prerequisite, it cannot be assumed that a gifted or talented child will invariably become a gifted adult. The positive or negative expression of the various factors, the interplay between them and the ultimate outcome will differ for each individual. 12,13,15 The role of chance is primary. 12 It might be, for example, the difference between missed opportunities and opportunities that come at just the right moment to propel the individual forward. The gifted are often spoken of as being ‘talented’ but having talent and being gifted are not the same. Talent is the “outstanding mastery of systematically developed abilities”12 and can be acquired, whereas special or natural abilities are essential for giftedness. 12,13,16 Giftedness also holds the potential for exceptional achievements and it is only from their work that the gifted are identified. 12,13 Support for the gifted is important therefore, because without it, they may not progress as well as they might. 17 Programs In the last three decades, concepts of giftedness and talent have been significantly changed (1). The concept of intelligence has recently been received broader and more specified meanings with recognition of specific and non-traditional talent areas and the popularising of "Multiple intelligences" (2). Giftedness is the distinguished ability in one or more fields and talent is the higher than normal performance in one or more fields. In Renzulli's three ring model of giftedness, general intellectual ability, creativity and task commitment are the components of giftedness and talent (3). Sydney Marland has described several aspects of intelligence: general intellectual ability, specific academic ability, creative thinking, leadership ability and artistic potential (4). In the latest theories of intelligence, more focus has been laid on interpersonal and intrapersonal relationship and leadership ability (5, 6, 7). On the other hand, our country ranks first in brain drain among 61 developing and less developed countries according to International Monetary Found (IMF) report (8). Almost 150000-180000 Iranians try to immigrate by various means annually. Of 125 Iranians high school students who have won awards at international science Olympiads over a period of three years, ending at 2001, 90 are now at US universities. (9) According to Maslow's hierarchy of needs, the order of human needs is as follows: physiological, safety, love, affection and sense of belonging, selfesteem and at the top of the pyramid is the need for self-actualization. The need for self actualization is more paramount in the gifted. Considering these aspects of the problem, the mission based Gifted and Talented program in Shaheed Beheshti University of medical sciences has been installed with three main goals: 1- Arriving at critical mass of intellectual capital 2- Directing this intellectual capital toward management of health system A Mission – based gifted & Talented program/ Yazdani. Sh, et al. 30 3- Safeguarding this intellectual capital through communicating and supporting networks Ten axes of the program This mission-based gifted and talented program has been composed of ten axes: 1- Terminology and Definitions 2- Philosophy and Rationale 3- Identification procedure 4- School-wide enriched program 5- Differentiated curriculum 6- Specialized students assessment 7- Training teachers of gifted and talented students 8- Support and counselling system 9- Future career 10- Reversal of Brain Drain phenomenon Theoretical studies about the program and the gifted and talented education is started from August 2002 this study continued for almost 3 months. In this period many studies and programs regarding gifted and talented students were reviewed from all over the world. New concepts, identification tools, curriculur and extra curricular activities, support networks, counselling service were studied. The problems that we have in our country about the intellectuals and their immigration were discussed and at the end of this primary conceptual phase of study, several components of the program were designed. Strategies Renzulli A lot of the knowledge and research on gifted education comes from theorist Joseph Renzulli. Countries around the world are using his theory on gifted education in their schools. Significantly, the Swiss understanding of these concepts follows the original understanding of Renzulli, who never defined his first ring as “intelligence”, meaning an academic disposition that can be measured by intelligence tests. In his concept, Renzulli (1978) established the basis for so-called “multiple intelligences” (Gardner, 1983, 1999), and for an understanding of giftedness that is much wider than high academic-intellectual abilities. Unlike in earlier conceptions of giftedness, Renzulli also indicated the influences of the social-emotional environment. Already in his first concept (1978), he implemented the “houndstooth design” to his three rings, in order to show the interaction between personal potentials and environmental influences as dynamic factors in the development of high achievement. Differentiated Instruction Gifted students, like all special education students, need differentiated instruction to better complete the assignement or task. Some differentation will be more significant and complex. Others will be easy and simple but will make a big difference for the student. Good Instruction for Gifted Learners 1. Good curriculum and instruction for gifted learners begins with good curriculum and instruction. It's difficult, if not impossible, to develop the talent of a highly able student with insipid curriculum and instruction. Like all students, gifted learners need learning experiences that are rich. That is, they need learning experiences that are organized by key concepts and principles of a discipline rather than by facts. They need content that is relevant to their lives, activities that cause them to process important ideas at a high level, and products that cause them to grapple with meaningful problems and pose defensible solutions. They need classrooms that are respectful to them, provide both structure and choice, and help them achieve more than they thought they could. These are needs shared by all learners, not just those who are gifted. But good instruction for gifted learners must begin there 2. Good teaching for gifted learners is paced in response to the student's individual needs. Often, highly able students learn more quickly than others their age. As a result, they typically need a more rapid instructional pace than do many of their peers. Educators sometimes call that "acceleration," which makes the pace sound risky. For many gifted learners, however, it's the comfortable pace-like walking "quickly" suits someone with very long legs. It's only "fast" for someone with shorter legs. On the other hand, it's often the case that advanced learners need a slower pace of instruction than many other students their age, so they can achieve a depth or breadth of understanding needed to satisfy a big appetite for knowing. 3. Good teaching for gifted learners happens at a higher "degree of difficulty" than for many students their age. In the Olympics, the most accomplished divers perform dives that have a higher "degree of difficulty" than those performed by divers whose talents are not as advanced. A greater degree of difficulty calls on more skills-more refined skills-applied at a higher plane of sophistication. A high "degree of difficulty" for gifted learners in their talent areas implies that their content, processes and products should be more complex, more abstract, more open-ended, more multifaceted than would be appropriate for many peers. They should work with fuzzier problems, will often need less teacher-imposed structure, and (in comparison to the norm) should have to make greater leaps of insight and transfer than would be appropriate for many their age. Gifted learners may also (but not always) be able to function with a greater degree of independence than their peers. 4. Good teaching for gifted learners requires an understanding of "supported risk." Highly able learners often make very good grades with relative ease for a long time in school. They see themselves (and often rightly so) as expected to make "As," get right answers, and lead the way. In other words, they succeed without "normal" encounters with failure. Then, when a teacher presents a high-challenge task, the student feels threatened. Not only has he or she likely not learned to study hard, take risks and strive, but the student's image is threatened as well. A good teacher of gifted students understands that dynamic, and thus invites, cajoles and insists on risk-but in a way that supports success. When a good gymnastics coach asks a talented young gymnast to learn a risky new move, the coach ensures that the young person has the requisite skills, then practices the move in harness for a time. Then the coach "spots" for the young athlete. Effective teachers of gifted learners do likewise. Support The support system that is needed with gifted and talented students is as important as the teaching that is involved. It is assumed by many that gifted students also have gifted or above average parents. With this assumption, others think that parents have the "necessary resources and appropriate strategies to deal with the exceptionality both at home and in conjunction with school". Not only are the students thinking in a different way both the support system must also be able to understand by using models. These models are "for parent involvement and parent education". These models are "based on theoretical models derived from the characteristics of the gifted students". There is no exact science to parents of gifted and talented students. However, Callahan states "the science of parenting the gifted child and working woth the gifted child has suffered from the lack of comprehensive and controlled research evidence on the impact of specific parenting involvement models". This explains different ways that students learn bouncing ideas off of each other, making sure all the students understand. Seeing that, you can see that all the students are learning at a quick and different rate than one another. Conclusion Conclusion If one were to define someone who is gifted and talented they would define them as an intellectual. Giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. While some of this may be true, students who are gifted are much more than an intellectual. Their brain thinks in different ways that a teacher could never imagine. The type of imagination and creativity that these children have is incredible, but we still cannot allow them to believe they don’t need help or as much attention as a regular student. Gifted students have their strengths and weaknesses just like every other student. They excel in certain areas, but they still lack in others. References All YouTube videos are creative commons, free to use. "Gifted Education in Switzerland: Widely Acknowledged, but Obstacles Still Exist in Implementation" by Victor Mueller-Oppliger is licensed under CC BY-SA 4.0 "High-performing general practice registrars, the gifted and the talented: Helping them to reach their potential" by George Zaharias is licensed under CC BY-SA 4.0 "What it Means to Teach Gifted Learners Well" by Carol Ann Tomlinson is licensed under CC BY-SA 4.0 "A mission-based gifted and talented program" by Yazdani Sh. MD.; 1 Gholami-khoojin R. MD.; 2 Babaie D. MD.;2 Rezaei Shiraz A.S. MD.;2 Hosseinzadeh M; MD. 2 is licensed under CC BY-NC 4.0 Bracken, B. A., & Brown, E. F. (2006). Behavioral Identification and Assessment of Gifted and Talented Students. Journal of Psychoeducational Assessment, 24(2), 112–122. https://doi.org/10.1177/0734282905285246 Morawska, A., & Sanders, M. R. (2009). Parenting Gifted and Talented Children: Conceptual and Empirical Foundations. Gifted Child Quarterly, 53(3), 163–173. https://doi.org/10.1177/0016986209334962 Callahan, C. M. (1981). Parents of the Gifted and Talented Child. Journal for the Education of the Gifted, 5(4), 247–258. https://doi.org/10.1177/016235328100500403	oercommons	2025-03-18T00:39:39.520784	Erin Rauch	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/85731/overview", "title": "Gifted And Talented", "author": "Module" }
https://oercommons.org/courseware/lesson/109887/overview	Steve Ornelas Item Sharing Template Overview OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection. Maladaptive Behavior & Mental Illness - 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	2025-03-18T00:39:39.543444	11/03/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/109887/overview", "title": "Steve Ornelas Item Sharing Template", "author": "Steve Ornelas" }
https://oercommons.org/courseware/lesson/98551/overview	AIM Project Sample AIM Student Action Guide Art Interaction Mapping Overview Art Interaction Mapping (AIM) is a creative brainstorming tool for advanced visual art projects. This framework was designed to help artists creatively integrate digital technologies with traditional mediums. These visualization models can be used to organize and structure ideas, refine concepts, or assess project outcomes. Overview Art Interaction Mapping (AIM) is a creative brainstorming tool for advanced visual art projects. This framework was designed to help artists creatively integrate digital technologies with traditional mediums. These visualization models can be used to organize and structure ideas, refine concepts, or assess project outcomes. AIM includes two creative modeling tools: Template 1: Artistic Modeling Map Used to collect information and generate ideas. Template 2: Creative Concepts Matrix Used to evaluate and refine ideas. AIM can also be used for: Visualizing how equipment and materials might interact. Exploring concepts and media from different fields. Investigating new materials and techniques. Analyzing existing projects for further expansion. Curating work to be shared in a variety of outlets. Developing themes for interdisciplinary projects. Getting started: - Students - download: AIM Templates & Action Guide - Instructors - download: AIM Templates & Action Guide, AIM Instructional Guide	oercommons	2025-03-18T00:39:39.564876	Diagram/Illustration	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98551/overview", "title": "Art Interaction Mapping", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/112538/overview	Metacognitive Reading Log (MRL) Overview This source prvodes an active reading strategy. Students will choose quotes from a reading and respond to them in a three column journal. Reading Strategies The attached respurce provides a meta-cognitive reading log instructions and sample.	oercommons	2025-03-18T00:39:39.581321	02/11/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/112538/overview", "title": "Metacognitive Reading Log (MRL)", "author": "John Clanton" }
https://oercommons.org/courseware/lesson/14360/overview	Hypothesis Test (proportion) Hypothesis Test (t test) Hypothesis Test (z-test) Hypothesis Testing Overview A set of step by step walk through of a hypothesis testing - one proportion z-test using p-values - Chi-square goodness of fit using p-values - one mean with population standard deviation is known using p-values - one mean with population standard deviation is unknown, using p-value Section 1 A set of step by step walk through of a hypothesis testing - one proportion z-test using p-values - Chi-square goodness of fit using p-values - one mean with population standard deviation is known using p-values - one mean with population standard deviation is unknown, using p-value	oercommons	2025-03-18T00:39:39.598704	05/24/2017	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/14360/overview", "title": "Hypothesis Testing", "author": "Laura Ralston" }
https://oercommons.org/courseware/lesson/26282/overview	Constitution of 1845 Overview Constitution of 1845 Constitution of 1845 Constitution of 1845 The Constitution of 1845, which provided for the government of Texas as a state in the United States, was almost twice as long as the Constitution of the Republic of Texas. The framers, members of the Convention of 1845, drew heavily on the newly adopted Constitution of Louisiana and on the constitution drawn by the Convention of 1833 , but apparently used as a working model the Constitution of the republic for a general plan of government and bill of rights. The legislative department was composed of a Senate of from nineteen to thirty-three members and a House of Representatives of from forty-five to ninety. Representatives, elected for two years, were required to have attained the age of twenty-one. Senators were elected for four years, one-half chosen biennially, all at least thirty years old. Legislators’ compensation was set at three dollars a day for each day of attendance and three dollars for each twenty-five miles of travel to and from the capital. All bills for raising revenue had to originate in the House of Representatives. Austin was made the capital until 1850, after which the people were to choose a permanent seat of government. A census was ordered for each eighth year, following which adjustment of the legislative membership was to be made. Regular sessions were biennial. Ministers of the Gospel were ineligible to be legislators. The governor’s term was two years, and he was made ineligible for more than four years in any period of six years. He was required to be a citizen and a resident of Texas for at least three years before his election and to be at least thirty years of age. He could appoint the attorney general, secretary of state, and supreme and district court judges, subject to confirmation by the Senate; but the comptroller and treasurer were elected biennially by a joint session of the legislature. The governor could convene the legislature and adjourn it in case of disagreement between the two houses and was commander-in-chief of the militia. He could grant pardons and reprieves. His veto could be overruled by two-thirds of both houses. The judiciary consisted of a Supreme Court, district courts, and such inferior courts as the legislature might establish, the judges of the higher courts being appointed by the governor for six-year terms. The Supreme Court was made up of three judges, any two of whom constituted a quorum. Supreme and district judges could be removed by the governor on address of two-thirds of both houses of the legislature for any cause that was not sufficient ground for impeachment. A district attorney for each district was elected by joint vote of both houses, to serve for two years. County officers were elected for two years by popular vote. The sheriff was not eligible to serve more than four years of any six. Trial by jury was extended to cases in equity as well as in civil and criminal law. The longest article of the constitution was Article VII, on General Provisions. Most of its thirty-seven sections were limitations on the legislature. One section forbade the holding of office by any citizen who had ever participated in a duel. Bank corporations were prohibited, and the legislature was forbidden to authorize individuals to issue bills, checks, promissory notes, or other paper to circulate as money. The state debt was limited to $100,000, except in case of war, insurrection, or invasion. Equal and uniform taxation was required; income and occupation taxes might be levied; each family was to be allowed an exemption of $250 on household goods. A noteworthy section made exempt from forced sale any family homestead, not to exceed 200 acres of land or city property not exceeding $2,000 in value; the owner, if a married man, could not sell or trade the homestead except with the consent of his wife. Section XIX recognized the separate ownership by married women of all real and personal property owned before marriage or acquired afterwards by gift or inheritance. Texas was a pioneer state in providing for homestead protection and for recognition of community property. In the article on education the legislature was directed to make suitable provision for support and maintenance of public schools, and 10 percent of the revenue from taxation was set aside as a Permanent School Fund. School lands were not to be sold for twenty years but could be leased, the income from the leases becoming a part of the Available School Fund. Land provisions of the Constitution of 1836 were reaffirmed, and the General Land Office was continued in operation. By a two-thirds vote of each house an amendment to the constitution could be proposed. If a majority of the voters approved the amendment and two-thirds of both houses of the next legislature ratified it, the measure became a part of the constitution. Only one amendment was ever made to the Constitution of 1845. It was approved on January 16, 1850, and provided for the election of state officials formerly appointed by the governor or by the legislature. The Constitution of 1845 has been the most popular of all Texas constitutions. Its straightforward, simple form prompted many national politicians, including Daniel Webster, to remark that the Texas constitution was the best of all of the state constitutions. Though some men, including Webster, argued against the annexation of Texas, the constitution was accepted by the United States on December 29, 1845. For More Information For More Informationhttps://tarltonapps.law.utexas.edu/constitutions/texas1845 More information on the Constitution of Texas (1845) may be found at the Texas Constitutions 1824-1876 project of the Tarlton Law Library, Jamail Center for Legal Research at the University of Texas School of Law, The University of Texas at Austin. The project includes digitized images and searchable text versions of the constitutions.	oercommons	2025-03-18T00:39:39.615203	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26282/overview", "title": "Texas Government 1.0, Texas' Constitution, Constitution of 1845", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26285/overview	Constitution of 1869 Overview Constitution of 1869 Constitution of 1869 Constitution of 1869 The Constitutional Convention of 1868–69, called in compliance with the Congressional Reconstruction Acts of 1867, broke up without completing a constitution. Its work was gathered up under orders of the military officers, published as the Constitution of 1869, and accepted by the electorate. The preface of the bill of rights of the new document reflected the sentiments of its makers in its condemnation of nullification and secession. The Constitution of the United States was declared to be the supreme law. Slavery was forbidden, and the equality of all persons before the law was recognized. The House of Representatives was set at ninety members and the Senate at thirty. One-third of the senators were chosen biennially, and their term of office was increased from four to six years. Sessions were held annually. The salary of the governor was increased to five thousand dollars a year. The attorney general and secretary of state were appointed by the governor; other officials were elected by the voters. The Supreme Court was reduced from five to three judges and the term reduced to nine years, one new judge to take office every third year. All judicial offices were appointive. All elections were held at the county seat and had to continue through four consecutive days. A poll tax was authorized; its receipts, along with the income from the school lands and one-fourth of the annual taxes, went to the school fund. The office of state superintendent of public instruction was continued, and school attendance was made compulsory. An immigration bureau was authorized; county and local government was outlined in detail; blacks were included as voters; homesteads were to be given gratis to actual settlers; mineral rights were released to landowners; the legislature was forbidden to grant divorces or authorize lotteries; all qualified voters were to be qualified jurors; and the legislature was permitted to prohibit the sale of liquor near colleges, except at county seats. Permission for the legislature to call a new constitutional convention was withheld, but the amendment procedure was unchanged. This constitution, formulated under pressure from Washington, was disputed by a large constituency of Texans. Many felt that it was one of the longest and most unsatisfactory of Texas constitutions. Over the years, however, alternate interpretations have pointed out some positive goals that delegates tried to achieve such as the establishment of a common school system, centralized law enforcement, and broader civil rights. The programs, implemented by greater taxation, drew heavy criticism from many citizens, and though it may have laid some of the foundations for a strong educational system, as well as strengthening the branches of state government, the Constitution of 1869 sparked much controversy among political and social factions in Texas. For More Information For More Information More information on the Constitution of the State of Texas (1869) may be found at the Texas Constitutions 1824-1876 project of the Tarlton Law Library, Jamail Center for Legal Research at the University of Texas School of Law, The University of Texas at Austin. The project includes digitized images and searchable text versions of the constitutions.	oercommons	2025-03-18T00:39:39.630785	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26285/overview", "title": "Texas Government 1.0, Texas' Constitution, Constitution of 1869", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/109906/overview	Steve Ornelas Item Sharing Template Overview OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection. Maladaptive Behavior & Mental Illness This section is my lecture on Maladaptive Behavior & Mental Illness. Project Planning My OER Goals & Purpose: How can I use OER Commons and the remix button? My Audience: This is a module that would be included in the BlackBoard course as part of instructional materials. My Team: Other Psychology Faculty might be interested in collaborating and/or also using it to remix. Existing Resources: I used my own YouTube lecture to try it out. New Resources: Continue to get familiar with the OER process...Practice, Practice, Practice! Supports Needed: Practice, Practice, practice! Our Timeline: I am hoping for Fall of 2024...but not sure! OER Item Psychology 101 - Introduction to Psychology My Lecture on Maladaptive Behavior - Mental Health lecture - Reflection I am excited to be able to use my YouTube lectures as part of the OER. I was a little overwhelmed, but the more I played with it and tried adding material, the more comfortable I became.	oercommons	2025-03-18T00:39:39.651840	11/03/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/109906/overview", "title": "Steve Ornelas Item Sharing Template", "author": "Steve Ornelas" }
https://oercommons.org/courseware/lesson/26303/overview	Introduction Overview Introduction to the executive branch Learning Objectives At the end of this section, students will be able to - Understand the structure and powers of Texas’ Executive Branch - Understand the relative power of Texas’ Governor - Understand how the Governor of Texas is elected - Understand the qualifications to be Governor - Understand the roles played by Texas’ Governor - Discuss the veto power of Texas’ Governor - Understand the Governor's budgetary power - Understand the Governor's appointment power - Understand the Governor's clemency power - Explain the plural executive of Texas Government - Know the offices and officeholders of the plural executive - Explain the roles of the plural executive At the end of this section, you’ll be able to - Understand the structure and powers of Texas’ Executive Branch - Understand the relative power of Texas’ Governor - Understand how the Governor of Texas is elected - Understand the qualifications to be Governor - Understand the roles played by Texas’ Governor - Discuss the veto power of Texas’ Governor - Understand the Governor's budgetary power - Understand the Governor's appointment power - Understand the Governor's clemency power - Explain the plural executive of Texas Government - Know the offices and officeholders of the plural executive - Explain the roles of the plural executive Introduction to the Executive Branch Introduction to the Executive Branch The executive branch consists of the Governor, Lieutenant Governor, Comptroller of Public Accounts, Land Commissioner, Attorney General, Agriculture Commissioner, the three-member Texas Railroad Commission, the State Board of Education, and the Secretary of State. Texas has a plural executive branch system which limits the power of the Governor. Except for the Secretary of State, all executive officers are elected independently making them directly answerable to the public, not the Governor. Partly because of many elected officials, the governor’s powers are quite limited in comparison to other state governors or the U.S. President. In popular lore and belief the lieutenant governor, who heads the Senate and appoints its committees, has more power than the governor. The governor commands the state militia and can veto bills passed by the Legislature and call special sessions of the Legislature (this power is exclusive to the governor and can be exercised as often as desired). The governor also appoints members of various executive boards and fills judicial vacancies between elections. All members of the executive branch are elected statewide except for the Secretary of State (appointed) and the State Board of Education (each of its 15 members are elected from single-member districts).	oercommons	2025-03-18T00:39:39.668934	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26303/overview", "title": "Texas Government 1.0, The Executive Branch", "author": null }
https://oercommons.org/courseware/lesson/26304/overview	Gubernatorial Elections and Qualifications Overview Gubernatorial Elections and Qualifications Gubernatorial Elections Gubernatorial Elections The state’s first constitution in 1845 established the office of governor, to serve for two years, but no more than four years out of every six (essentially a limit of no more than two consecutive terms). The 1861 secessionist constitution set the term start date at the first Monday in the November following the election. The 1866 constitution, adopted just after the American Civil War, increased terms to 4 years, but no more than 8 years out of every 12, and moved the start date to the first Thursday after the organization of the legislature, or “as soon thereafter as practicable”. The Reconstruction constitution of 1869 removed the limit on terms, Texas remains one of 14 states with no gubernatorial term limit. The present constitution of 1876 shortened terms back to two years, but a 1972 amendment increased it again to four years. Texas elects governors in the midterm elections, that is, even years that are not presidential election years. For Texas 2018, 2022, 2026, 2030, and 2034 are all gubernatorial election years. Legally, the gubernatorial inauguration is always set for the “on the first Tuesday after the organization of the Legislature, or as soon thereafter as practicable.” If two candidates tie for the most votes or if an election is contested, a joint session of the legislature shall cast ballots to resolve the issue. The 48th and current governor is Republican Greg Abbott. He assumed office on January 20, 2015, succeeding Rick Perry (R). Perry was the longest-serving governor in state history with a tenure lasting from 2000 to 2015. Abbott previously served as the Attorney General of Texas from 2002 to 2015. Qualifications Qualifications Article IV, Section 4 of the Texas Constitution sets the following qualifications for Governor: - Must be at least 30 years old; - Be a resident of Texas for at least 5 years immediately before the election; - Must be a U.S. citizen.	oercommons	2025-03-18T00:39:39.685161	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26304/overview", "title": "Texas Government 1.0, The Executive Branch", "author": null }
https://oercommons.org/courseware/lesson/26305/overview	The Role Played by Texas’ Governor Overview The Role Played by Texas’ Governor The Roles Played by Texas’ Governor The Roles Played by Texas’ Governor The governor makes policy recommendations that lawmakers in both the state House and Senate chambers maysponsor and introduce as bills. The governor also appoints the Secretary of State, as well as members of boards and commissions who oversee the heads of state agencies and departments. The constitutional and statutory duties of the Governor include: - Signing or vetoing bills passed by the Legislature. - Serving as commander-in-chief of the state’s military forces. - Convening special sessions of the Legislature for specific purposes. - Delivering a report on the condition of the state to the Legislature at the beginning of each regular session. - Estimating the amounts of money required to be raised by taxation. - Accounting for all public monies received and paid out by him and recommending a budget for the next two years. - Granting reprieves and commutations of punishment and pardons upon the recommendation of the Board of Pardons and Paroles and revoking conditional pardons. - Declaring special elections to fill vacancies in certain elected offices. - Appointing qualified Texans to state offices that carry out the laws and direct the policies of state government. Some of these offices are filled by appointment only. Others are ordinarily elected by the people, but the governor must occasionally appoint individuals to fill vacancies. The governor also appoints Texans to a wide range of advisory bodies and task forces that assist him with specific issues. Veto Power Veto Power The governor has the power to either approve or veto (Latin for "I forbid") bills passed by the Texas Legislature. The Governor has line-item veto power, enabling the governor to veto individual components (or lines) of a bill. The Governor of Texas’ line-item veto power applies only to spending measures, only to a bill that “contains several items of appropriation.” When a bill contains several items of appropriation, the Governor “may object to one or more of such items, and approve the other portion of the bill.” Ibid. Thus, the Governor may line-item veto one or more “items of appropriation” without vetoing the entire appropriations bill. Time to consider The governor must sign or veto legislation within 10 days of transmittal (excluding Sunday), or it becomes law without his/her signature. There is no “pocket veto” for the Governor of Texas. For legislation transmitted with less than 10 days left in the session, the governor has 20 days after adjournment to act, or the legislation becomes law without being signed. This latter provision allows a Governor to veto legislation after the Legislature has adjourned, with no opportunity for the Legislature to override a veto. In practice, a Governor’s vetoes are rarely challenged. Legislative override Two-thirds of members present in both chambers must vote to override a veto. If all members are in attendance, this is 100 of the 150 members in the Texas House of Representatives and 21 of the 31 members in the Texas State Senate. Texas is one of 36 states that requires a two-thirds vote from both of its legislative chambers to override a veto. Budgetary Power Budgetary Power The Governor has relatively limited budgetary powers. The Governor is required to submit a budget, but the Legislature typically ignores the Governor’s budget, preferring to take the lead itself on budgetary matters. A Governor may attempt to influence the budgetary process through the power of persuasion, but this power is limited. In the end, a Governor’s primary budget power is the power to veto or threaten to veto legislation. Appointment Power Appointment Power The authority to make governmental appointments is one of the powers given to the Governor of Texas by the state’s Constitution. During a four-year term, the Governor will make about 3,000 appointments. Most appointments are: - State officials and members of state boards, commissions and councils that carry out the laws and direct the policies of state government activities; - Members of task forces that advise the Governor or executive agencies on specific issues and policies; or - State elected and judicial offices when vacancies occur by resignation or death of the office holder. The majority of these appointments are volunteer positions, representative of our citizen government. Most appointees are entitled to standard travel expenses and/or per diem to attend meetings and conduct business of the board or commission. Clemency Power Clemency Power The governor has the authority to grant clemency upon the written recommendation of a majority of the Board of Pardons and Paroles (Board). Clemency includes full pardons after conviction or successful completion of a term of deferred adjudication community supervision, conditional pardons, pardons based on innocence, commutations of sentence, and reprieves. In capital cases, clemency includes a commutation of sentence to life in prison and a reprieve for execution. The governor may also grant a one-time reprieve of execution, not to exceed (30) days, without a Board recommendation.	oercommons	2025-03-18T00:39:39.705311	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26305/overview", "title": "Texas Government 1.0, The Executive Branch", "author": null }
https://oercommons.org/courseware/lesson/26306/overview	The Texas Plural Executive Overview The Texas Plural Executive Texas Plural Executive Article 4 of the Texas Constitution describes the executive department (branch) of Texas. Texas utilizes a “plural executive” which means the powers of the Governor are limited and distributed amongst other government officials. In other words, there is not one government official in Texas that is solely responsible for the Texas Executive Branch. The Plural Executive The Plural Executive Article 4 of the Texas Constitution describes the executive department (branch) of Texas. Texas utilizes a “plural executive” which means the powers of the Governor are limited and distributed amongst other government officials. In other words, there is no single government official in Texas that is solely responsible for the Texas Executive Branch. Members of the Plural Executive Members of the Plural Executive Below are some of the members of the Texas Plural Executive and their roles: - Lieutenant Governor: Serves as the presiding officer of the Texas Senate, first in line of succession for Governor, member of the Legislative Redistricting Board, Chair of the Legislative Budget Board, elected to 4 years terms by the public with no term limits. Dan Patrick is the current Texas Lieutenant Governor.[1] - Attorney General: Serves as the lawyer for the state of Texas, including representing the state on civil matters, and responsible for the interpretation of the constitutionality of laws. The Attorney General is elected by the people to 4-year terms with no term limits. The current Texas Attorney General is Ken Paxton. [2] - Commissioner of the General Land Office: The Commissioner is elected by the people to one 4 year term. George P. Bush (son of Jeb Bush) runs the Texas General Land Office, which manages and administers mineral leases and state lands. Even though this office is part of the Executive Branch, the Office of the Commissioner of the General Land Office is authorized by Article 14, Section 1 of the Texas Constitution.[3] - Comptroller of Public Accounts: The Comptroller serves as the chief tax collector and accounting officer. This office is also responsible for certifying the biennial budget of the state. Glenn Hegar currently serves as the Texas Comptroller and is elected by the people to 4 years terms with no term limits.[4] - Texas Agriculture Commissioner: The Texas Department of Agriculture (TDA) is a state agency within the state of Texas, which is responsible for matters pertaining to agriculture, rural community affairs, and related matters.TDA was established by the 13th Texas Legislature in 1907. TDA is headed by the Texas Agriculture Commissioner, one of four heads of state agencies which is elected by statewide ballot (and the only one where the provision for statewide election is mandated by legislative action, not enshrined in the Texas Constitution) for a four-year term, concurrent with the gubernatorial election (prior to 1978, the term was two years before a statewide amendment in 1974 extended it to four years). The TDA regulates all fuel pumps in Texas to ensure drivers get the correct quality and amount of fuel, regulates all weights and measures devices, such as grocery store scales and retail price scanners, to ensure consumers are charged advertised prices, and regulates pesticide use and application from residential to commercial use. Sid Miller is the current Agriculture Commissioner. [5] - Secretary of State: The Texas Secretary of State is appointed by the Texas Governor and confirmed by the Texas Senate. The Secretary of State serves as the chief election officer (meaning the office ensures that county governments abide by election rules), officially attests the signature of the Texas Governor on official documents, and advises the Governor on Texas border and Mexican affairs. Rolando Pablos is the current Texas Secretary of State. [6] - Other members of the Texas Plural Executive include: Railroad Commission, State Board of Education, Elected/Appointed Boards and Commissions, Appointed Agency Directors. - https://www.ltgov.state.tx.us/ ↵ - https://www.texasattorneygeneral.gov/ ↵ - http://www.glo.texas.gov/ ↵ - https://www.comptroller.texas.gov/ ↵ - https://www.texasagriculture.gov ↵ - http://www.sos.state.tx.us/index.html ↵CC licensed content, Original - The Texas Plural Executive. Authored by: Daniel M. Regalado. License: CC BY: Attribution	oercommons	2025-03-18T00:39:39.723454	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26306/overview", "title": "Texas Government 1.0, The Executive Branch", "author": null }
https://oercommons.org/courseware/lesson/26289/overview	Political Socialization Overview Political Socialization Introduction Introduction This section explores the agents of socialization and takes a deeper look at the influence of mass media on political socialization. Learning Objectives By the end of this section, students will be able to: - Define political socialization - Understand the agents of socialization - Understand the influence of the mass media on political socialization - Understand that socialization is long-lasting and relatively homogenous By the end of this section, you will be able to: - Define political socialization - Understand the agents of socialization - Understand the influence of the mass media on political socialization - Understand that socialization is long-lasting and relatively homogenous Definition Definition Political socialization is the “process by which individuals learn and frequently internalize a political lens framing their perceptions of how power is arranged and how the world around them is (and should be) organized; those perceptions, in turn, shape and define individuals’ definitions of who they are and how they should behave in the political and economic institutions in which they live.” Political socialization also encompasses the way in which people acquire values and opinions that shape their political stance and ideology: it is a “study of the developmental processes by which people of all ages and adolescents acquire political cognition, attitudes, and behaviors.” It refers to a learning process by which norms and behaviors acceptable to a well running political system are transmitted from one generation to another. It is through the performance of this function that individuals are inducted into the political culture and their orientations towards political objects are formed. Schools, media, and the state have a major influence on this process. Agents of Socialization Agents of Socialization Agents of socialization, sometimes referred to as institutions, work together to influence and shape people’s political and economic norms and values. Such institutions include, but are not limited to: families, media, peers, schools, religions, work and legal systems. Family: Families perpetuate values that support political authorities and can heavily contribute to children’s initial political ideological views, or party affiliations. Families have an effect on “political knowledge, identification, efficacy, and participation”, depending on variables such as “family demographics, life cycle, parenting style, parental level of political cynicism and frequency of political discussions.” - Schools: Spending numerous years in school, children in the United States are taught and reinforced a view of the world that “privileges capitalism and ownership, competitive individualism, and democracy.” Through primary, secondary and high schools, students are taught key principles such as individual rights and property, personal responsibility and duty to their nation. - Media: Mass media is not only a source of political information; it is an influence on political values and beliefs. Various media outlets, through news coverage and late-night programs, provide different partisan policy stances that are associated with political participation. - Religion: Religions beliefs and practices play a role in political opinion formation and political participation. The theological and moral perspectives offered by religious institutions shape judgement regarding public policy, and ultimately, translates to direct “political decision making on governmental matters such as the redistribution of wealth, equality, tolerance for deviance and the limits on individual freedom, the severity of criminal punishment, policies relating to family structure, gender roles, and the value of human life.” - Political parties: Scholars such as Campbell (1960) note that political parties have very little direct influence on a child due to a contrast of social factors such as age, context, power, etc. - The state: The state is a key source of information for media outlets, and has the ability to “inform, misinform, or disinform the press and thus the public”, a strategy which may be referred to as propaganda, in order to serve a political or economic agenda. The Media's Role in Political Socialization The Media's Role in Political Socialization In Children Political socialization begins in childhood. Some research suggests that family and school teachers are the most influential factors in socializing children, but recent research designs have more accurately estimated the high influence of the media in the process of political socialization. On average, both young children and teenagers in the United States spend more time a week consuming television and digital media than they spend in school. Young children consume an average of thirty-one hours a week, while teenagers consume forty-eight hours of media a week. High school students attribute the information that forms their opinions and attitudes about race, war, economics, and patriotism to mass media much more than their friends, family, or teachers. Research has also shown that children who consume more media than others show greater support for and understanding of American values, such as free speech. This may be because eighty percent of the media content children consume is intended for an adult audience. In addition, the impact of the messages is more powerful because children’s brains are “prime for learning,” thus more likely to take messages and representations of the world at face value. In Adulthood The media’s role in political socialization continues in adulthood through both fictional and factual media sources. Adults have increased exposure to news and political information embedded in entertainment; fictional entertainment (mostly television) is the most common source of political information. The culmination of information gained from entertainment becomes the values and standards by which people judge. Stability and Homogeneity Stability and Homogeneity While political socialization by the media is a lifelong process, after adolescence, people’s basic values generally do not change. Most people choose what media they are exposed to based on their already existing values, and they use information from the media to reaffirm what they already believe. Studies show two-thirds of newspaper readers do not know their newspaper’s position on specific issues- and most media stories are quickly forgotten. Studies on public opinion of the Bush administration’s energy policies show that the public pays more attention to issues that receive a lot of media coverage, and forms collective opinions about these issues. This demonstrates that the mass media attention to an issue affects public opinion. More so, extensive exposure to television has led to “mainstreaming," aligning people’s perception of political life and society with television’s portrayal of it. There are different patterns in socialization based on race, ethnicity, gender, age, income, education, geographic region, and city size. For example, generally, African Americans and Hispanics rely on television for their information more than white people. More women than men watch daytime television, and more men than women follow sports programs. Older people read more newspapers than younger people, and people from the ages of twelve to seventeen (although they consume the most media) consume the least amount of news. Northerners listen to radio programs more than Southerners do. News outlets on the East Coast tend to cover international affairs in Europe and the Middle East the most, while West Coast news outlets are more likely to cover Asian affairs; this demonstrates that region affects patterns in media socialization. Income level is also an important factor; high-income families rely more on print media than television and consume less television than most of the population. Ultimately, however, the common core of information and the interpretation the media applies to it leads to a shared knowledge and basic values throughout the United States. Most media entertainment and information does not vary much throughout the country, and it is consumed by all types of audiences. Although there are still disagreements and different political beliefs and party affiliations, generally there are not huge ideological disparities among the population because the media helps create a broad consensus on basic US democratic principles.	oercommons	2025-03-18T00:39:39.744749	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26289/overview", "title": "Texas Government 1.0, Political Learning", "author": null }
https://oercommons.org/courseware/lesson/26290/overview	Political Ideology Overview Political Ideology Introduction Introduction This section explores ideology and its distribution in Texas. Learning Objectives By the end of this section, students will be able to: - Define Political Ideology - List the predominant ideologies - Understand the distribution of political ideologies in Texas By the end of this section, students will be able to: - Define Political Ideology - List the predominant ideologies - Understand the distribution of political ideologies in Texas Definition Definition A political ideology is a certain set of ethical ideals, principles, doctrines, myths or symbols of a social movement, institution, class or large group that explains how society should work and offers some political and cultural blueprint for a certain social order. Predominant Ideologies Predominant Ideologies Political ideologies in the United States (and as a subset, Texas) refers to the various ideologies and ideological demographics in the United States. Citizens in the U.S. generally classify themselves as adherent to positions along the political spectrum as either liberal, progressive, moderate, or conservative. Modern liberalism aims at the preservation and extension of human, social and civil rights as well as the government guaranteed provision of positive rights. Conservatism commonly refers to a combination of economic liberalism and libertarianism, and to an extent, social conservatism. It aims at protecting the concepts of small government and individual liberty while promoting traditional values on some social issues. Liberalism Liberals advocate strong civil liberties and social progressivism according to which societal practices need to be changed whenever necessary for the greater good of society or the benefits of those who wish to engage in those social arrangements. They believe that government action is needed in order for people to be as free as possible. The government must thereby ensure the provision of positive rights, protect civil liberties and ensure equality. Liberals commonly reject both laissez-faire capitalism and socialism as a means to distribute economic resources. A mixed economy, that is a capitalist free market economy with limited government regulation and intervention is seen as the ideal. Conservatism The word “conservative” comes from “conserve,” hence describing those who generally wish to conserve the status quo, conserve morality, or conserve money. Views on individual policies vary among different sub-groups. Overall, a majority of conservatives support tax-cuts and other laissez-faire (reduced governmental interference) policies, oppose same-sex marriage, oppose abortion, oppose stricter gun control laws on the grounds of the Second Amendment and public safety, and favor increased military spending as opposed to other federal expenditures. Conservatives tend to favor (racial) color-blindness and oppose affirmative action/positive discrimination quotas. Conservatives tend to favor state governments over the federal, reserving the federal for matters of national security. Moderates Moderate is a general term for people who fall in the center category between Liberals and Conservatives. Moderates incorporate different aspects from liberalism and conservatism into their personal perspective. Moderates are commonly defined by limiting the extent to which they adopt liberal and conservative ideas Ideological Distribution in Texas Ideological Distribution in Texas The Texas Politics Project based at the University of Texas at Austin in partnership with the Texas Tribune conducts statewide public opinion polls each year to assess the opinions of registered voters on upcoming elections, public policy, and attitudes towards politics, politicians, and government. In February of 2018, the University of Texas / Texas Tribune Poll surveyed 1200 registered voters and asked respondents to self identify on a scale from 1 to 7, where 1 is extremely liberal, 7 is extremely conservative, and 4 is exactly in the middle. As you can see in the image below, Texas is a “center right” state.	oercommons	2025-03-18T00:39:39.764183	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26290/overview", "title": "Texas Government 1.0, Political Learning", "author": null }
https://oercommons.org/courseware/lesson/26291/overview	Public Opinion Overview Public Opinion Introduction Introduction The collection of public opinion through polling and interviews is a part of political culture. Politicians want to know what the public thinks. Campaign managers want to know how citizens will vote. Media members seek to write stories about what the public wants. Every day, polls take the pulse of the people and report the results. And yet we have to wonder: Why do we care what people think? This section explores that question. Learning Objectives By the end of this section, students will be able to: - Define public opinion - Explain how beliefs and ideology affect the formation of public opinion - Explain how information about public opinion is gathered - Identify common ways to measure and quantify public opinion - Analyze polls to determine whether they accurately measure a population’s opinions - Polling in Texas By the end of this section, you will be able to: - Define public opinion - Explain how beliefs and ideology affect the formation of public opinion - Explain how information about public opinion is gathered - Identify common ways to measure and quantify public opinion - Analyze polls to determine whether they accurately measure a population’s opinions - Polling in Texas What is Public Opinion? What is Public Opinion? Public opinion is a collection of popular views about something, perhaps a person, a local or national event, or a new idea. For example, each day, a number of polling companies call Americans at random to ask whether they approve or disapprove of the way the president is guiding the economy.[1] When situations arise at the state level polling companies survey whether Texans support a particular policy. These individual opinions are collected together to be analyzed and interpreted for politicians and the media. The analysis examines how the public feels or thinks, so politicians can use the information to make decisions about their future legislative votes, campaign messages, or propaganda. But where do people’s opinions come from? Most citizens base their political opinions on their beliefs[2] and their attitudes, both of which begin to form in childhood. Beliefs are closely held ideas that support our values and expectations about life and politics. For example, the idea that we are all entitled to equality, liberty, freedom, and privacy is a belief most people in Texas share. We may acquire this belief by growing up in Texas or by having come from a country that did not afford these valued principles to its citizens. Our attitudes are also affected by our personal beliefs and represent the preferences we form based on our life experiences and values. A person who has suffered racism or bigotry may have a skeptical attitude toward the actions of authority figures, for example. Over time, our beliefs and our attitudes about people, events, and ideas will become a set of norms, or accepted ideas, about what we may feel should happen in our society or what is right for the government to do in a situation. In this way, attitudes and beliefs form the foundation for opinions. Measuring Public Opinion Measuring Public Opinion Most public opinion polls aim to be accurate, but this is not an easy task. Political polling is a science. From design to implementation, polls are complex and require careful planning and care. Donald Trump's triumph in the 2016 presidential elections is a recent example of the difficulty involved in measuring public opinion. Our history is littered with examples of polling companies producing results that incorrectly predicted public opinion due to poor survey design or bad polling methods. In 1936, Literary Digest continued its tradition of polling citizens to determine who would win the presidential election. The magazine sent opinion cards to people who had a subscription, a phone, or a car registration. Only some of the recipients sent back their cards. The result? Alf Landon was predicted to win 55.4 percent of the popular vote; in the end, he received only 38 percent.[24] Franklin D. Roosevelt won another term, but the story demonstrates the need to be scientific in conducting polls. A few years later, Thomas Dewey lost the 1948 presidential election to Harry Truman, despite polls showing Dewey far ahead and Truman destined to lose. More recently, John Zogby, of Zogby Analytics, went public with his prediction that John Kerry would win the presidency against incumbent president George W. Bush in 2004, only to be proven wrong on election night. These are just a few cases, but each offers a different lesson. In 1948, pollsters did not poll up to the day of the election, relying on old numbers that did not include a late shift in voter opinion. Zogby’s polls did not represent likely voters and incorrectly predicted who would vote and for whom. These examples reinforce the need to use scientific methods when conducting polls, and to be cautious when reporting the results. Most polling companies employ statisticians and methodologists trained in conducting polls and analyzing data. A number of criteria must be met if a poll is to be completed scientifically. First, the methodologists identify the desired population, or group, of respondents they want to interview. For example, if the goal is to project who will win the presidency, citizens from across the United States should be interviewed. If we wish to understand how voters in Texas will vote on a constitutional amendment, the population of respondents should only be Texas residents. When surveying on elections or policy matters, many polling houses will interview only respondents who have a history of voting in previous elections, because these voters are more likely to go to the polls on Election Day. Politicians are more likely to be influenced by the opinions of proven voters than of everyday citizens. Once the desired population has been identified, the researchers will begin to build a sample that is both random and representative. A random sample consists of a limited number of people from the overall population, selected in such a way that each has an equal chance of being chosen. In the early years of polling, telephone numbers of potential respondents were arbitrarily selected from various areas to avoid regional bias. While landline phones allow polls to try to ensure randomness, the increasing use of cell phones makes this process difficult. Cell phones, and their numbers are portable and move with the owner. To prevent errors, polls that include known cellular numbers may screen for zip codes and other geographic indicators to prevent regional bias. A representative sample consists of a group whose demographic distribution is similar to that of the overall population. For example, nearly 51 percent of the U.S. population is female.[25] To match this demographic distribution of women, any poll intended to measure what most Americans think about an issue should survey a sample containing slightly more women than men. Pollsters try to interview a set number of citizens to create a reasonable sample of the population. This sample size will vary based on the size of the population being interviewed and the level of accuracy the pollster wishes to reach. If the poll is trying to reveal the opinion of a state or group, such as the opinion of Wisconsin voters about changes to the education system, the sample size may vary from five hundred to one thousand respondents and produce results with relatively low error. For a poll to predict what Americans think nationally, such as about the White House’s policy on greenhouse gases, the sample size should be larger. The sample size varies with each organization and institution due to the way the data are processed. Gallup often interviews only five hundred respondents, while Rasmussen Reports and Pew Research often interview one thousand to fifteen hundred respondents.[26] Academic organizations, like the American National Election Studies, have interviews with over twenty-five-hundred respondents.[27] A larger sample makes a poll more accurate because it will have relatively fewer unusual responses and be more representative of the actual population. Pollsters do not interview more respondents than necessary, however. Increasing the number of respondents will increase the accuracy of the poll, but once the poll has enough respondents to be representative, increases in accuracy become minor and are not cost-effective.[28] When the sample represents the actual population, the poll’s accuracy will be reflected in a lower margin of error. The margin of error is a number that states how far the poll results may be from the actual opinion of the total population of citizens. The lower the margin of error, the more predictive the poll. Large margins of error are problematic. For example, if a poll that claims Hillary Clinton is likely to win 30 percent of the vote in the 2016 New York Democratic primary has a margin of error of +/-6, it tells us that Clinton may receive as little as 24 percent of the vote (30 – 6) or as much as 36 percent (30 + 6). A lower margin of error is clearly desirable because it gives us the most precise picture of what people actually think or will do. With many polls out there, how do you know whether a poll is a good poll and accurately predicts what a group believes? First, look for the numbers. Polling companies include the margin of error, polling dates, number of respondents, and population sampled to show their scientific reliability. Was the poll recently taken? Is the question clear and unbiased? Was the number of respondents high enough to predict the population? Is the margin of error small? It is worth looking for this valuable information when you interpret poll results. While most polling agencies strive to create quality polls, other organizations want fast results and may prioritize immediate numbers over random and representative samples. For example, instant polling is often used by news networks to quickly assess how well candidates are performing in a debate. Technology and Survey Research Technology and Survey Research The days of randomly walking neighborhoods and phone book cold-calling to interview random citizens are gone. Scientific polling has made interviewing more deliberate. Historically, many polls were conducted in person, yet this was expensive and yielded problematic results. In some situations and countries, face-to-face interviewing still exists. Exit polls, focus groups, and some public opinion polls occur in which the interviewer and respondents communicate in person. Exit polls are conducted in person, with an interviewer standing near a polling location and requesting information as voters leave the polls. Focus groups often select random respondents from local shopping places or pre-select respondents from Internet or phone surveys. The respondents show up to observe or discuss topics and are then surveyed. When organizations like Gallup or Roper decide to conduct face-to-face public opinion polls, however, it is a time-consuming and expensive process. The organization must randomly select households or polling locations within neighborhoods, making sure there is a representative household or location in each neighborhood.[29] Then it must survey a representative number of neighborhoods from within a city. At a polling location, interviewers may have directions on how to randomly select voters of varied demographics. If the interviewer is looking to interview a person in a home, multiple attempts are made to reach a respondent if he or she does not answer. Gallup conducts face-to-face interviews in areas where less than 80 percent of the households in an area have phones because it gives a more representative sample.[30] News networks use face-to-face techniques to conduct exit polls on Election Day. Most polling now occurs over the phone or through the Internet. Some companies, like Harris Interactive, maintain directories that include registered voters, consumers, or previously interviewed respondents. If pollsters need to interview a particular population, such as political party members or retirees of a specific pension fund, the company may purchase or access a list of phone numbers for that group. Other organizations, like Gallup, use random-digit-dialing (RDD), in which a computer randomly generates phone numbers with desired area codes. Using RDD allows the pollsters to include respondents who may have unlisted and cellular numbers.[31] Questions about ZIP code or demographics may be asked early in the poll to allow the pollsters to determine which interviews to continue and which to end early. The interviewing process is also partly computerized. Many polls are now administered through computer-assisted telephone interviewing (CATI) or through robopolls. A CATI system calls random telephone numbers until it reaches a live person and then connects the potential respondent with a trained interviewer. As the respondent provides answers, the interviewer enters them directly into the computer program. These polls may have some errors if the interviewer enters an incorrect answer. The polls may also have reliability issues if the interviewer goes off the script or answers respondents’ questions. Robo-polls are entirely computerized. A computer dials random or pre-programmed numbers and a prerecorded electronic voice administers the survey. The respondent listens to the question and possible answers and then presses numbers on the phone to enter responses. Proponents argue that respondents are more honest without an interviewer. However, these polls can suffer from error if the respondent does not use the correct keypad number to answer a question or misunderstands the question. Robo-polls may also have lower response rates because there is no live person to persuade the respondent to answer. There is also no way to prevent children from answering the survey. Lastly, the Telephone Consumer Protection Act (1991) made automated calls to cell phones illegal, which leaves a large population of potential respondents inaccessible to robopolls.[32] The latest challenges in telephone polling come from the shift in phone usage. A growing number of citizens, especially younger citizens, use only cell phones, and their phone numbers are no longer based on geographic areas. The millennial generation (currently aged 18–33) is also more likely to text than to answer an unknown call, so it is harder to interview this demographic group. Polling companies now must reach out to potential respondents using email and social media to ensure they have a representative group of respondents. Yet, the technology required to move to the Internet and handheld devices presents further problems. Web surveys must be designed to run on a varied number of browsers and handheld devices. Online polls cannot detect whether a person with multiple email accounts or social media profiles answers the same poll multiple times, nor can they tell when a respondent misrepresents demographics in the poll or on a social media profile used in a poll. These factors also make it more difficult to calculate response rates or achieve a representative sample. Yet, many companies are working with these difficulties, because it is necessary to reach younger demographics in order to provide accurate data.[33] Problems in Survey Research Problems in Survey Research For a number of reasons, polls may not produce accurate results. Two important factors a polling company faces are timing and human nature. Unless you conduct an exit poll during an election and interviewers stand at the polling places on Election Day to ask voters how they voted, there is always the possibility the poll results will be wrong. The simplest reason is that if there is time between the poll and Election Day, a citizen might change his or her mind, lie, or choose not to vote at all. Timing is very important during elections because surprise events can shift enough opinions to change an election result. Of course, there are many other reasons why polls, even those not time-bound by elections or events, may be inaccurate. Polls begin with a list of carefully written questions. The questions need to be free of framing, meaning they should not be worded to lead respondents to a particular answer. For example, take two questions about approval of the job the Texas Governor is doing. Question 1 might ask, “Given the number of school shootings, do you approve of the job Governor Abbott is doing?” Question 2 might ask, “Do you approve of the job Governor Abbott is doing?” Both questions want to know how respondents perceive the Governor’s success, but the first question sets up a frame for the respondent to believe school shootings are a problem before answering. This is likely to make the respondent’s answer more negative. Similarly, the way we refer to an issue or concept can affect the way listeners perceive it. The phrase “estate tax” did not rally voters to protest the inheritance tax, but the phrase “death tax” sparked debate about whether taxing estates imposed a double tax on income.[34] Many polling companies try to avoid leading questions, which lead respondents to select a predetermined answer because they want to know what people really think. Some polls, however, have a different goal. Their questions are written to guarantee a specific outcome, perhaps to help a candidate get press coverage or gain momentum. These are called push polls. In the 2016 presidential primary race, MoveOn tried to encourage Senator Elizabeth Warren (D-MA) to enter the race for the Democratic nomination. Its poll used leading questions for what it termed an “informed ballot,” and, to show that Warren would do better than Hillary Clinton, it included ten positive statements about Warren before asking whether the respondent would vote for Clinton or Warren.[35] The poll results were blasted by some in the media for being fake. Sometimes lack of knowledge affects the results of a poll. Respondents may not know that much about the polling topic but are unwilling to say, “I don’t know.” For this reason, surveys may contain a quiz with questions that determine whether the respondent knows enough about the situation to answer survey questions accurately. A poll to discover whether citizens support changes to the Affordable Care Act or Medicaid might first ask who these programs serve and how they are funded. Polls about territory seizure by the Islamic State (or ISIS) or Russia’s aid to rebels in Ukraine may include a set of questions to determine whether the respondent reads or hears any international news. Respondents who cannot answer correctly may be excluded from the poll, or their answers may be separated from the others. People may also feel social pressure to answer questions in accordance with the norms of their area or peers.[36] If they are embarrassed to admit how they would vote, they may lie to the interviewer. In the 1982 governor’s race in California, Tom Bradley was far ahead in the polls, yet on Election Day he lost. This result was nicknamed the Bradley effect, on the theory that voters who answered the poll were afraid to admit they would not vote for a black man because it would appear politically incorrect and racist. In 2010, Proposition 19, which would have legalized and taxed marijuana in California, met with a new version of the Bradley effect. Nate Silver, a political blogger, noticed that polls on the marijuana proposition were inconsistent, sometimes showing the proposition would pass and other times showing it would fail. Silver compared the polls and the way they were administered because some polling companies used an interviewer and some used robocalling. He then proposed that voters speaking with a live interviewer gave the socially acceptable answer that they would vote against Proposition 19, while voters interviewed by a computer felt free to be honest.[37] While this theory has not been proven, it is consistent with other findings that interviewer demographics can affect respondents’ answers. African Americans, for example, may give different responses to interviewers who are white than to interviewers who are black.[38] Push Polls Push Polls One of the newer byproducts of polling is the creation of push polls, which consist of political campaign information presented as polls. A respondent is called and asked a series of questions about his or her position or candidate selections. If the respondent’s answers are for the wrong candidate, the next questions will give negative information about the candidate in an effort to change the voter’s mind. In 2014, a fracking ban was placed on the ballot in a town in Texas. Fracking, which includes injecting pressurized water into drilled wells, helps energy companies collect additional gas from the earth. It is controversial, with opponents arguing it causes water pollution, sound pollution, and earthquakes. During the campaign, a number of local voters received a call that polled them on how they planned to vote on the proposed fracking ban.[39] If the respondent was unsure about or planned to vote for the ban, the questions shifted to provide negative information about the organizations proposing the ban. One question asked, “If you knew the following, would it change your vote . . . two Texas railroad commissioners, the state agency that oversees oil and gas in Texas, have raised concerns about Russia’s involvement in the anti-fracking efforts in the U.S.?” The question played upon voter fears about Russia and international instability in order to convince them to vote against the fracking ban. These techniques are not limited to issue votes; candidates have used them to attack their opponents. The hope is that voters will think the poll is legitimate and believe the negative information provided by a “neutral” source. Public Opinion and Elections Public Opinion and Elections Elections are the events on which opinion polls have the greatest measured effect. Public opinion polls do more than show how we feel on issues or project who might win an election. The media use public opinion polls to decide which candidates are ahead of the others and therefore of interest to voters and worthy of an interview. From the moment President Obama was inaugurated for his second term, speculation began about who would run in the 2016 presidential election. Within a year, potential candidates were being ranked and compared by a number of newspapers.[40] The speculation included favorability polls on Hillary Clinton, which measured how positively voters felt about her as a candidate. The media deemed these polls important because they showed Clinton as the frontrunner for the Democrats in the next election.[41] During the presidential primary season, we see examples of the bandwagon effect, in which the media pays more attention to candidates who poll well during the fall and the first few primaries. Bill Clinton was nicknamed the “Comeback Kid” in 1992 after he placed second in the New Hampshire primary despite accusations of adultery with Gennifer Flowers. The media’s attention on Clinton gave him the momentum to make it through the rest of the primary season, ultimately winning the Democratic nomination and the presidency. Polling is also at the heart of horserace coverage, in which, just like an announcer at the racetrack, the media calls out every candidate’s move throughout the presidential campaign. Horserace coverage can be neutral, positive, or negative, depending upon what polls or facts are covered. During the 2012 presidential election, the Pew Research Center found that both Mitt Romney and President Obama received more negative than positive horserace coverage, with Romney’s growing more negative as he fell in the polls.[42] Horserace coverage is often criticized for its lack of depth; the stories skip over the candidates’ issue positions, voting histories, and other facts that would help voters make an informed decision. Yet, horserace coverage is popular because the public is always interested in who will win, and it often makes up a third or more of news stories about the election.[43] Exit polls, taken the day of the election, are the last election polls conducted by the media. Announced results of these surveys can deter voters from going to the polls if they believe the election has already been decided. Public opinion polls also affect how much money candidates receive in campaign donations. Donors assume public opinion polls are accurate enough to determine who the top two to three primary candidates will be, and they give money to those who do well. Candidates who poll at the bottom will have a hard time collecting donations, increasing the odds that they will continue to do poorly. This was apparent in the run-up to the 2016 presidential election. Bernie Sanders, Hillary Clinton, and Martin O’Malley each campaigned in the hope of becoming the Democratic presidential nominee. In June 2015, 75 percent of Democrats likely to vote in their state primaries said they would vote for Clinton, while 15 percent of those polled said they would vote for Sanders. Only 2 percent said they would vote for O’Malley.[44] During this same period, Clinton raised $47 million in campaign donations, Sanders raised $15 million, and O’Malley raised $2 million.[45] By September 2015, 23 percent of likely Democratic voters said they would vote for Sanders,[46] and his summer fundraising total increased accordingly.[47] Presidents running for reelection also must perform well in public opinion polls, and being in office may not provide an automatic advantage. Americans often think about both the future and the past when they decide which candidate to support.[48] They have three years of past information about the sitting president, so they can better predict what will happen if the incumbent is reelected. That makes it difficult for the president to mislead the electorate. Voters also want a future that is prosperous. Not only should the economy look good, but citizens want to know they will do well in that economy.[49] For this reason, daily public approval polls sometimes act as both a referendum of the president and a predictor of success. Survey Research in Texas Survey Research in Texas Most polling is conducted at the national level–there are far fewer polls conducted at the state level. In Texas, we’re fortunate to have the University of Texas/Texas Tribune Poll. Beginning in 2008, the Texas Politics Project at the University of Texas (UT), under the direction of James Henson and Joshua Blank, has conducted three to four statewide public opinion polls each year to assess the opinions of registered voters on upcoming elections, public policy, and attitudes towards politics, politicians, and government. In 2009, UT partnered with the Texas Tribune and continued to regularly measure public opinion in Texas, making the data freely available to students, researchers, and the general public in our data archive. To see what Texans are thinking about politics, or to read some of our own analysis, please visit their Polling Page where you’ll find a wealth of information on public opinion in Texas. Notes Notes CC LICENSED CONTENT, ORIGINAL Revision and Adaptation. Authored by: Daniel M. Regalado. License: CC BY: Attribution - Gallup. 2015. “Gallup Daily: Obama Job Approval.” Gallup. June 6, 2015. http://www.gallup.com/poll/113980/Gallup-Daily-Obama-Job-Approval.aspx (February 17, 2016); Rasmussen Reports. 2015. “Daily Presidential Tracking Poll.” Rasmussen Reports June 6, 2015. http://www.rasmussenreports.com/public_content/politics/obama_administration/daily_presidential_tracking_poll(February 17, 2016); Roper Center. 2015. “Obama Presidential Approval.” Roper Center. June 6, 2015. http://www.ropercenter.uconn.edu/polls/presidential-approval/ (February 17, 2016). ↵ - V. O. Key, Jr. 1966. The Responsible Electorate. Harvard University: Belknap Press. ↵ - John Zaller. 1992. The Nature and Origins of Mass Opinion. Cambridge: Cambridge University Press. ↵ - Eitan Hersh. 2013. “Long-Term Effect of September 11 on the Political Behavior of Victims’ Families and Neighbors.” Proceedings of the National Academy of Sciences of the United States of America 110 (52): 20959–63. ↵ - M. Kent Jennings. 2002. “Generation Units and the Student Protest Movement in the United States: An Intra- and Intergenerational Analysis.” Political Psychology 23 (2): 303–324. ↵ - United States Senate. 2015. “Party Division in the Senate, 1789-Present,” United States Senate. June 5, 2015. http://www.senate.gov/pagelayout/history/one_item_and_teasers/partydiv.htm (February 17, 2016). History, Art & Archives. 2015. “Party Divisions of the House of Representatives: 1789–Present.” United States House of Representatives. June 5, 2015. http://history.house.gov/Institution/Party-Divisions/Party-Divisions/ (February 17, 2016). ↵ - V. O. Key Jr. 1955. “A Theory of Critical Elections.” Journal of Politics 17 (1): 3–18. ↵ - Pew Research Center. 2014. “Political Polarization in the American Public.” Pew Research Center. 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A Systems Analysis of Political Life. New York: John Wiley. ↵ - Angus Campbell, Philip Converse, Warren Miller, and Donald Stokes. 2008. The American Voter: Unabridged Edition. Chicago: University of Chicago Press. Michael S. Lewis-Beck, William G. Jacoby, Helmut Norpoth, and Herbert F. Weisberg. 2008. American Vote Revisited. Ann Arbor: University of Michigan Press. ↵ - Russell Dalton. 1980. “Reassessing Parental Socialization: Indicator Unreliability versus Generational Transfer.” American Political Science Review 74 (2): 421–431. ↵ - Michael S. Lewis-Beck, William G. Jacoby, Helmut Norpoth, and Herbert F. Weisberg. 2008. American Vote Revisited. Ann Arbor: University of Michigan Press. ↵ - Michael Lipka. 2013. “What Surveys Say about Workshop Attendance—and Why Some Stay Home.” Pew Research Center. September 13, 2013. http://www.pewresearch.org/fact-tank/2013/09/13/what-surveys-say-about-worship-attendance-and-why-some-stay-home/ (February 17, 2016). ↵ - Arthur Lupia and Mathew D. McCubbins. 1998. The Democratic Dilemma: Can Citizens Learn What They Need to Know? New York: Cambridge University Press. John Barry Ryan. 2011. “Social Networks as a Shortcut to Correct Voting.” American Journal of Political Science 55 (4): 753–766. ↵ - Sarah Bowen. 2015. “A Framing Analysis of Media Coverage of the Rodney King Incident and Ferguson, Missouri, Conflicts.” Elon Journal of Undergraduate Research in Communications 6 (1): 114–124. ↵ - Frederick Engels. 1847. The Principles of Communism. Trans. Paul Sweezy. https://www.marxists.org/archive/marx/works/1847/11/prin-com.htm (February 17, 2016). ↵ - Libertarian Party. 2014. “Libertarian Party Platform.” June. http://www.lp.org/platform (February 17, 2016). ↵ - Arthur Evans, “Predict Landon Electoral Vote to be 315 to 350,” Chicago Tribune, 18 October 1936. ↵ - United States Census Bureau. 2012. “Age and Sex Composition in the United States: 2012.” United States Census Bureau. http://www.census.gov/population/age/data/2012comp.html (February 17, 2016). ↵ - Rasmussen Reports. 2015. “Daily Presidential Tracking Poll.” Rasmussen Reports. September 27, 2015. http://www.rasmussenreports.com/public_content/politics/obama_administration/daily_presidential_tracking_poll (February 17, 2016); Pew Research Center. 2015. “Sampling.” Pew Research Center. http://www.pewresearch.org/methodology/u-s-survey-research/sampling/(February 17, 2016). ↵ - American National Election Studies Data Center. 2016. http://electionstudies.org/studypages/download/datacenter_all_NoData.php (February 17, 2016). ↵ - Michael W. Link and Robert W. Oldendick. 1997. “Good” Polls / “Bad” Polls—How Can You Tell? Ten Tips for Consumers of Survey Research.” South Carolina Policy Forum. http://www.ipspr.sc.edu/publication/Link.htm (February 17, 2016); Pew Research Center. 2015. “Sampling.” Pew Research Center. http://www.pewresearch.org/methodology/u-s-survey-research/sampling/ (February 17, 2016). ↵ - “Roper Center. 2015. “Polling Fundamentals – Sampling.” Roper. http://www.ropercenter.uconn.edu/support/polling-fundamentals-sampling/ (February 17, 2016). ↵ - Gallup. 2015. “How Does the Gallup World Poll Work?” Gallup. http://www.gallup.com/178667/gallup-world-poll-work.aspx (February 17, 2016). ↵ - Gallup. 2015. “Does Gallup Call Cellphones?” Gallup. http://www.gallup.com/poll/110383/does-gallup-call-cell-phones.aspx(February 17, 2016). ↵ - Mark Blumenthal, “The Case for Robo-Pollsters: Automated Interviewers Have Their Drawbacks, But Fewer Than Their Critics Suggest,” National Journal, 14 September 2009. ↵ - Mark Blumenthal, “Is Polling As We Know It Doomed?” National Journal, 10 August 2009. ↵ - Frank Luntz. 2007. Words That Work: It’s Not What You Say, It’s What People Hear. New York: Hyperion. ↵ - Aaron Blake, “This terrible polls shows Elizabeth Warren beating Hillary Clinton,” Washington Post, 11 February 2015. ↵ - Nate Silver. 2010. “The Broadus Effect? Social Desirability Bias and California Proposition 19.” FiveThirtyEightPolitics. July 27, 2010. http://fivethirtyeight.com/features/broadus-effect-social-desirability-bias/ (February 18, 2016). ↵ - Nate Silver. 2010. “The Broadus Effect? Social Desirability Bias and California Proposition 19.” FiveThirtyEightPolitics. July 27, 2010. http://fivethirtyeight.com/features/broadus-effect-social-desirability-bias/ (February 18, 2016). ↵ - D. Davis. 1997. “The Direction of Race of Interviewer Effects among African-Americans: Donning the Black Mask.” American Journal of Political Science 41 (1): 309–322. ↵ - Kate Sheppard, “Top Texas Regulator: Could Russia be Behind City’s Proposed Fracking Ban?” Huffington Post, 16 July 2014. http://www.huffingtonpost.com/2014/07/16/fracking-ban-denton-russia_n_5592661.html (February 18, 2016). ↵ - Paul Hitlin. 2013. “The 2016 Presidential Media Primary Is Off to a Fast Start.” Pew Research Center. October 3, 2013. http://www.pewresearch.org/fact-tank/2013/10/03/the-2016-presidential-media-primary-is-off-to-a-fast-start/ (February 18, 2016). ↵ - Pew Research Center, 2015. “Hillary Clinton’s Favorability Ratings over Her Career.” Pew Research Center. June 6, 2015. http://www.pewresearch.org/wp-content/themes/pewresearch/static/hillary-clintons-favorability-ratings-over-her-career/(February 18, 2016). ↵ - Pew Research Center. 2012. “Winning the Media Campaign.” Pew Research Center. November 2, 2012. http://www.journalism.org/2012/11/02/winning-media-campaign-2012/ (February 18, 2016). ↵ - Pew Research Center. 2012. “Fewer Horserace Stories-and Fewer Positive Obama Stories-Than in 2008.” Pew Research Center. November 2, 2012. http://www.journalism.org/2012/11/01/press-release-6/ (February 18, 2016). ↵ - Patrick O’Connor. 2015. “WSJ/NBC Poll Finds Hillary Clinton in a Strong Position.” Wall Street Journal. June 23, 2015. http://www.wsj.com/articles/new-poll-finds-hillary-clinton-tops-gop-presidential-rivals-1435012049. ↵ - Federal Elections Commission. 2015. “Presidential Receipts.” http://www.fec.gov/press/summaries/2016/tables/presidential/presreceipts_2015_q2.pdf (February 18, 2016). ↵ - Susan Page and Paulina Firozi, “Poll: Hillary Clinton Still Leads Sanders and Biden But By Less,” USA Today, 1 October 2015. ↵ - Dan Merica, and Jeff Zeleny. 2015. “Bernie Sanders Nearly Outraises Clinton, Each Post More Than $20 Million.” CNN. 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New York: Cambridge University Press, 96-97. ↵ - Wood, Myth of Presidential Representation. ↵ - U.S. Election Atlas. 2015. “United States Presidential Election Results.” U.S. Election Atlas. June 22, 2015. http://uselectionatlas.org/RESULTS/ (February 18, 2016). ↵ - Richard Fleisher, and Jon R. Bond. 1996. “The President in a More Partisan Legislative Arena.” Political Research Quarterly 49 no. 4 (1996): 729–748. ↵ - George C. Edwards III, and B. Dan Wood. 1999. “Who Influences Whom? The President, Congress, and the Media.” American Political Science Review 93 (2): 327–344. ↵ - Pew Research Center. 2013. “Public Opinion Runs Against Syrian Airstrikes.” Pew Research Center. September 4, 2013. http://www.people-press.org/2013/09/03/public-opinion-runs-against-syrian-airstrikes/ (February 18, 2016). ↵ - Paul Bedard. 2013. “Poll-Crazed Clinton Even Polled on His Dog’s Name.” Washington Examiner. April 30, 2013. http://www.washingtonexaminer.com/poll-crazed-bill-clinton-even-polled-on-his-dogs-name/article/2528486. ↵ - Stimson et al, “Dynamic Representation.” ↵ - Suzanna De Boef, and James A. Stimson. 1995. “The Dynamic Structure of Congressional Elections.” Journal of Politics 57 (3): 630–648. ↵ - Stimson et al, “Dynamic Representation.” ↵ - Stimson et al, “Dynamic Representation.” ↵ - Benjamin Cardozo. 1921. The Nature of the Judicial Process. New Haven: Yale University Press. ↵ - Jack Knight, and Lee Epstein. 1998. The Choices Justices Make. Washington DC: CQ Press. ↵ - Kevin T. Mcguire, Georg Vanberg, Charles E Smith, and Gregory A. Caldeira. 2009. “Measuring Policy Content on the U.S. Supreme Court.” Journal of Politics 71 (4): 1305–1321. ↵ - Kevin T. McGuire, and James A. Stimson. 2004. “The Least Dangerous Branch Revisited: New Evidence on Supreme Court Responsiveness to Public Preferences.” Journal of Politics 66 (4): 1018–1035. ↵ - Thomas Marshall. 1989. Public Opinion and the Supreme Court. Boston: Unwin Hyman. ↵ - Christopher J. Casillas, Peter K. Enns, and Patrick C. Wohlfarth. 2011. “How Public Opinion Constrains the U.S. Supreme Court.” American Journal of Political Science 55 (1): 74–88. ↵ - Town of Greece v. Galloway 572 U.S. ___ (2014). ↵ - “Religion.” Gallup. June 18, 2015. http://www.gallup.com/poll/1690/Religion.aspx (February 18, 2016). ↵ - Rebecca Riffkin. 2015. “In U.S., Support for Daily Prayer in Schools Dips Slightly.” Gallup. September 25, 2015. http://www.gallup.com/poll/177401/support-daily-prayer-schools-dips-slightly.aspx. ↵ - Gallup. 2015. “Supreme Court.” Gallup. http://www.gallup.com/poll/4732/supreme-court.aspx (February 18, 2016). ↵ - Stimson et al, “Dynamic Representation.” ↵	oercommons	2025-03-18T00:39:39.808594	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26291/overview", "title": "Texas Government 1.0, Political Learning", "author": null }
https://oercommons.org/courseware/lesson/120448/overview	Potts Remix OER Item Sharing Overview OER Fundamentals Academy participants are invited to remix this sharing template to design and share their OER project plans, course information, any related resources and syllabus, and reflection. Project Planning My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next? There are minimal resources available for my content area. I am already working on my own content to move away from textbooks in my program. My next step is to share what I have created. My Audience: Who are you designing this OER item for and what are their learning needs and preferences? My audience is college level Hotel & Restaurant management students. My Team: Who else might support your OER item and what are their roles and responsibilities? I am a one woman show. I will provide assistance to the culinary instructor at our college. Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders. Not much from OER directly. I would be using AI tools to help generate new content for reading based on learning outcomes for each course. New Resources: What new resources will you need for your OER item's next steps? I will be leveraging Notebook LM to build out guided notes, quizzes, and podcasts based on only the content given to the AI. 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? Just time. My understanding of OER is pretty comfortable at this point. It would be great to recruit more HRM teachers to help my endeavor. Our Timeline: What deadlines do you have for your OER item deliverables? I am thinking about 1-2 years of work. Some of the content I've built in the last 5 years is ready to post, but I would want to organize the content by lessons. OER Item AI Generated Podcast: Statistics in Research https://oercommons.org/editor/documents/13929 Keller, D. (2016). The beginning — the question. In The Tao of Statistics: A Path to Understanding (With No Math) ( Second ed., pp. 1-1). SAGE Publications, Inc., https://doi.org/10.4135/9781483397429 Wagner, III, W., & Gillespie, B. (2019). brief introduction to research in the social, behavioral, and health sciences. In Using and Interpreting Statistics in the Social, Behavioral, and Health Sciences (Vol. 0, pp. -). SAGE Publications, Inc., https://doi.org/10.4135/9781071814284 McGregor, S. (2018). Understanding and evaluating research. (Vols. 1-0). SAGE Publications, Inc, https://doi.org/10.4135/9781071802656 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. I liked seeing how these sections are built. It gives me a clear idea of how to share content in a more organized and cohesive way.	oercommons	2025-03-18T00:39:39.827386	10/04/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/120448/overview", "title": "Potts Remix OER Item Sharing", "author": "Amanda Potts" }
https://oercommons.org/courseware/lesson/26270/overview	Independence for Texas Overview Independence for Texas Learning Objectives By the end of this section, students will be able to: - Explain why American settlers in Texas sought independence from Mexico - Discuss early attempts to make Texas independent of Mexico - Describe the relationship between Anglo-Americans and Tejanos in Texas before and after independence By the end of this section, you will be able to: - Explain why American settlers in Texas sought independence from Mexico - Discuss early attempts to make Texas independent of Mexico - Describe the relationship between Anglo-Americans and Tejanos in Texas before and after independence American Settlers Move to Texas American settlers move to Texas As the incursions of the earlier filibusters into Texas demonstrated, American expansionists had desired this area of Spain’s empire in America for many years. After the 1819 Adams-Onís treaty established the boundary between Mexico and the United States, more American expansionists began to move into the northern portion of Mexico’s province of Coahuila y Texas. Following Mexico’s independence from Spain in 1821, American settlers immigrated to Texas in even larger numbers, intent on taking the land from the new and vulnerable Mexican nation in order to create a new American slave state. After the 1819 Adams-Onís Treaty defined the U.S.-Mexico boundary, Spain began actively encouraging Americans to settle their northern province. Texas was sparsely settled, and the few Mexican farmers and ranchers who lived there were under constant threat of attack by hostile Indian tribes, especially the Comanche, who supplemented their hunting with raids in pursuit of horses and cattle. To increase the non-Indian population in Texas and provide a buffer zone between its hostile tribes and the rest of Mexico, Spain began to recruit empresarios. An empresario was someone who brought settlers to the region in exchange for generous grants of land. Moses Austin, a once-prosperous entrepreneur reduced to poverty by the Panic of 1819, requested permission to settle three hundred English-speaking American residents in Texas. Spain agreed on the condition that the resettled people convert to Roman Catholicism. On his deathbed in 1821, Austin asked his son Stephen to carry out his plans, and Mexico, which had won independence from Spain the same year, allowed Stephen to take control of his father’s grant. Like Spain, Mexico also wished to encourage settlement in the state of Coahuila y Texas and passed colonization laws to encourage immigration. Thousands of Americans, primarily from slave states, flocked to Texas and quickly came to outnumber the Tejanos, the Mexican residents of the region. The soil and climate offered good opportunities to expand slavery and the cotton kingdom. Land was plentiful and offered at generous terms. Unlike the U.S. government, Mexico allowed buyers to pay for their land in installments and did not require a minimum purchase. Furthermore, to many whites, it seemed not only their God-given right but also their patriotic duty to populate the lands beyond the Mississippi River, bringing with them American slavery, culture, laws, and political traditions. CC LICENSED CONTENT, ORIGINAL - Revision and Adaptation. Authored by: Daniel M. Regalado. License: CC BY: Attribution The Texas War for Independence The Texas War for Independence Many Americans who migrated to Texas at the invitation of the Mexican government did not completely shed their identity or loyalty to the United States. They brought American traditions and expectations with them (including, for many, the right to own slaves). For instance, the majority of these new settlers were Protestant, and though they were not required to attend the Catholic mass, Mexico’s prohibition on the public practice of other religions upset them and they routinely ignored it. Accustomed to representative democracy, jury trials, and the defendant’s right to appear before a judge, the Anglo-American settlers in Texas also disliked the Mexican legal system, which provided for an initial hearing by an alcalde, an administrator who often combined the duties of mayor, judge, and law enforcement officer. The alcalde sent a written record of the proceeding to a judge in Saltillo, the state capital, who decided the outcome. Settlers also resented that at most two Texas representatives were allowed in the state legislature. Their greatest source of discontent, though, was the Mexican government’s 1829 abolition of slavery. Most American settlers were from southern states, and many had brought slaves with them. Mexico tried to accommodate them by maintaining the fiction that the slaves were indentured servants. But American slaveholders in Texas distrusted the Mexican government and wanted Texas to be a new U.S. slave state. The dislike of most for Roman Catholicism (the prevailing religion of Mexico) and a widely held belief in American racial superiority led them generally to regard Mexicans as dishonest, ignorant, and backward. Belief in their own superiority inspired some Texans to try to undermine the power of the Mexican government. When empresario Haden Edwards attempted to evict people who had settled his land grant before he gained title to it, the Mexican government nullified its agreement with him. Outraged, Edwards and a small party of men took prisoner the alcalde of Nacogdoches. The Mexican army marched to the town, and Edwards and his troops then declared the formation of the Republic of Fredonia between the Sabine and Rio Grande Rivers. To demonstrate loyalty to their adopted country, a force led by Stephen Austin hastened to Nacogdoches to support the Mexican army. Edwards’s revolt collapsed, and the revolutionaries fled Texas. The growing presence of American settlers in Texas, their reluctance to abide by Mexican law, and their desire for independence caused the Mexican government to grow wary. In 1830, it forbade future U.S. immigration and increased its military presence in Texas. Settlers continued to stream illegally across the long border; by 1835, after immigration resumed, there were twenty thousand Anglo-Americans in Texas. Fifty-five delegates from the Anglo-American settlements gathered in 1831 to demand the suspension of customs duties, the resumption of immigration from the United States, better protection from Indian tribes, the granting of promised land titles, and the creation of an independent state of Texas separate from Coahuila. Ordered to disband, the delegates reconvened in early April 1833 to write a constitution for an independent Texas. Surprisingly, General Antonio Lopez de Santa Anna, Mexico’s new president, agreed to all demands, except the call for statehood. Coahuila y Texas made provisions for jury trials, increased Texas’s representation in the state legislature, and removed restrictions on commerce. Texans’ hopes for independence were quashed in 1834, however, when Santa Anna dismissed the Mexican Congress and abolished all state governments, including that of Coahuila y Texas. In January 1835, reneging on earlier promises, he dispatched troops to the town of Anahuac to collect customs duties. Lawyer and soldier William B. Travis and a small force marched on Anahuac in June, and the fort surrendered. On October 2, Anglo-American forces met Mexican troops at the town of Gonzales; the Mexican troops fled and the Americans moved on to take San Antonio. Now more cautious, delegates to the Consultation of 1835 at San Felipe de Austin voted against declaring independence, instead drafting a statement, which became known as the Declaration of Causes, promising continued loyalty if Mexico returned to a constitutional form of government. They selected Henry Smith, leader of the Independence Party, as governor of Texas and placed Sam Houston, a former soldier who had been a congressman and governor of Tennessee, in charge of its small military force. The Consultation delegates met again in March 1836. They declared their independence from Mexico and drafted a constitution calling for an American-style judicial system and an elected president and legislature. Significantly, they also established that slavery would not be prohibited in Texas. Many wealthy Tejanos supported the push for independence, hoping for liberal governmental reforms and economic benefits. Remember the Alamo! Remember the Alamo! Mexico had no intention of losing its northern province. Santa Anna and his army of four thousand had besieged San Antonio in February 1836. Hopelessly outnumbered, its two hundred defenders, under Travis, fought fiercely from their refuge in an old mission known as the Alamo. After ten days, however, the mission was taken and all but a few of the defenders were dead, including Travis and James Bowie, the famed frontiersman who was also a land speculator and slave trader. A few male survivors, possibly including the frontier legend and former Tennessee congressman Davy Crockett, were led outside the walls and executed. The few women and children inside the mission were allowed to leave with the only adult male survivor, a slave owned by Travis who was then freed by the Mexican Army. Terrified, they fled. Although hungry for revenge, the Texas forces under Sam Houston nevertheless withdrew across Texas, gathering recruits as they went. Coming upon Santa Anna’s encampment on the banks of San Jacinto River on April 21, 1836, they waited as the Mexican troops settled for an afternoon nap. Assured by Houston that “Victory is certain!” and told to “Trust in God and fear not!” the seven hundred men descended on a sleeping force nearly twice their number with cries of “Remember the Alamo!” Within fifteen minutes the Battle of San Jacinto was over. Approximately half the Mexican troops were killed, and the survivors, including Santa Anna, taken prisoner. Santa Anna grudgingly signed a peace treaty and was sent to Washington, where he met with President Andrew Jackson and, under pressure, agreed to recognize an independent Texas with the Rio Grande River as its southwestern border. By the time the agreement had been signed, however, Santa Anna had been removed from power in Mexico. For that reason, the Mexican Congress refused to be bound by Santa Anna’s promises and continued to insist that the renegade territory still belonged to Mexico. The Lone Star Republic The Lone Star Republic In September 1836, military hero Sam Houston was elected president of Texas, and, following the relentless logic of U.S. expansion, Texans voted in favor of annexation to the United States. This had been the dream of many settlers in Texas all along. They wanted to expand the United States west and saw Texas as the next logical step. Slaveholders there, such as Sam Houston, William B. Travis and James Bowie (the latter two of whom died at the Alamo), believed too in the destiny of slavery. Mindful of the vicious debates over Missouri that had led to talk of disunion and war, American politicians were reluctant to annex Texas or, indeed, even to recognize it as a sovereign nation. Annexation would almost certainly mean war with Mexico, and the admission of a state with a large slave population, though permissible under the Missouri Compromise, would bring the issue of slavery once again to the fore. Texas had no choice but to organize itself as the independent Lone Star Republic. To protect itself from Mexican attempts to reclaim it, Texas sought and received recognition from France, Great Britain, Belgium, and the Netherlands. The United States did not officially recognize Texas as an independent nation until March 1837, nearly a year after the final victory over the Mexican army at San Jacinto. Uncertainty about its future did not discourage Americans committed to expansion, especially slaveholders, from rushing to settle in the Lone Star Republic, however. Between 1836 and 1846, its population nearly tripled. By 1840, nearly twelve thousand enslaved Africans had been brought to Texas by American slaveholders. Many new settlers had suffered financial losses in the severe financial depression of 1837 and hoped for a new start in the new nation. According to folklore, across the United States, homes and farms were deserted overnight, and curious neighbors found notes reading only “GTT” (“Gone to Texas”). Many Europeans, especially Germans, also immigrated to Texas during this period. In keeping with the program of ethnic cleansing and white racial domination, as illustrated by the image at the beginning of this chapter, Americans in Texas generally treated both Tejano and Indian residents with utter contempt, eager to displace and dispossess them. Anglo-American leaders failed to return the support their Tejano neighbors had extended during the rebellion and repaid them by seizing their lands. In 1839, the republic’s militia attempted to drive out the Cherokee and Comanche. The impulse to expand did not lay dormant, and Anglo-American settlers and leaders in the newly formed Texas republic soon cast their gaze on the Mexican province of New Mexico as well. Repeating the tactics of earlier filibusters, a Texas force set out in 1841 intent on taking Santa Fe. Its members encountered an army of New Mexicans and were taken prisoner and sent to Mexico City. On Christmas Day, 1842, Texans avenged a Mexican assault on San Antonio by attacking the Mexican town of Mier. In August, another Texas army was sent to attack Santa Fe, but Mexican troops forced them to retreat. Clearly, hostilities between Texas and Mexico had not ended simply because Texas had declared its independence.	oercommons	2025-03-18T00:39:39.851415	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26270/overview", "title": "Texas Government 1.0, Texas History and Culture, Independence for Texas", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26271/overview	The Mexican-American War, 1846–1848 Overview The Mexican-American War, 1846–1848 Introduction Introduction Tensions between the United States and Mexico rapidly deteriorated in the 1840s as American expansionists eagerly eyed Mexican land to the west, including the lush northern Mexican province of California. Indeed, in 1842, a U.S. naval fleet, incorrectly believing war had broken out, seized Monterey, California, a part of Mexico. Monterey was returned the next day, but the episode only added to the uneasiness with which Mexico viewed its northern neighbor. The forces of expansion, however, could not be contained, and American voters elected James Polk in 1844 because he promised to deliver more lands. President Polk fulfilled his promise by gaining Oregon and, most spectacularly, provoking a war with Mexico that ultimately fulfilled the wildest fantasies of expansionists. By 1848, the United States encompassed much of North America, a republic that stretched from the Atlantic to the Pacific. CC LICENSED CONTENT, ORIGINAL - Revision and Adaptation. Authored by: Daniel M. Regalado. License: CC BY: Attribution Learning Objectives By the end of this section, students will be able to: - Identify the causes of the Mexican-American War - Describe the outcomes of the war in 1848, especially the Mexican Cession By the end of this section, you will be able to: - Identify the causes of the Mexican-American War - Describe the outcomes of the war in 1848, especially the Mexican Cession James K. Polk and the Triumph of Expansion James K. Polk and the Triumph of Expansion A fervent belief in expansion gripped the United States in the 1840s. In 1845, a New York newspaper editor, John O’Sullivan, introduced the concept of “manifest destiny” to describe the popular idea of the special role of the United States in overspreading the continent—the divine right and duty of white Americans to seize and settle the American West, thus spreading Protestant, democratic values. In this climate of opinion, voters in 1844 elected James K. Polk, a slaveholder from Tennessee, because he vowed to annex Texas as a new slave state and take Oregon. Annexing Oregon was an important objective for U.S. foreign policy because it appeared to be an area rich in commercial possibilities. Northerners favored U.S. control of Oregon because ports in the Pacific Northwest would be gateways for trade with Asia. Southerners hoped that, in exchange for their support of expansion into the northwest, northerners would not oppose plans for expansion into the southwest. President Polk—whose campaign slogan in 1844 had been “Fifty-four forty or fight!”—asserted the United States’ right to gain full control of what was known as Oregon Country, from its southern border at 42° latitude (the current boundary with California) to its northern border at 54° 40′ latitude. According to an 1818 agreement, Great Britain and the United States held joint ownership of this territory, but the 1827 Treaty of Joint Occupation opened the land to settlement by both countries. Realizing that the British were not willing to cede all claims to the territory, Polk proposed the land be divided at 49° latitude (the current border between Washington and Canada). The British, however, denied U.S. claims to land north of the Columbia River (Oregon’s current northern border). Indeed, the British foreign secretary refused even to relay Polk’s proposal to London. However, reports of the difficulty Great Britain would face defending Oregon in the event of a U.S. attack, combined with concerns over affairs at home and elsewhere in its empire, quickly changed the minds of the British, and in June 1846, Queen Victoria’s government agreed to a division at the forty-ninth parallel. In contrast to the diplomatic solution with Great Britain over Oregon, when it came to Mexico, Polk and the American people proved willing to use force to wrest more land for the United States. In keeping with voters’ expectations, President Polk set his sights on the Mexican state of California. After the mistaken capture of Monterey, negotiations about purchasing the port of San Francisco from Mexico broke off until September 1845. Then, following a revolt in California that left it divided in two, Polk attempted to purchase Upper California and New Mexico as well. These efforts went nowhere. The Mexican government, angered by U.S. actions, refused to recognize the independence of Texas. Finally, after nearly a decade of public clamoring for the annexation of Texas, in December 1845 Polk officially agreed to the annexation of the former Mexican state, making the Lone Star Republic an additional slave state. Incensed that the United States had annexed Texas, however, the Mexican government refused to discuss the matter of selling land to the United States. Indeed, Mexico refused even to acknowledge Polk’s emissary, John Slidell, who had been sent to Mexico City to negotiate. Not to be deterred, Polk encouraged Thomas O. Larkin, the U.S. consul in Monterey, to assist any American settlers and any Californios, the Mexican residents of the state, who wished to proclaim their independence from Mexico. By the end of 1845, having broken diplomatic ties with the United States over Texas and having grown alarmed by American actions in California, the Mexican government warily anticipated the next move. It did not have long to wait. War with Mexico, 1846-1848 War with Mexico, 1846-1848 In 1845, when Texas joined the United States, Mexico insisted the United States had a right only to the territory northeast of the Nueces River. The United States argued in turn that it should have title to all land between the Nueces and the Rio Grande as well. Expansionistic fervor propelled the United States to war against Mexico in 1846. The United States had long argued that the Rio Grande was the border between Mexico and the United States, and at the end of the Texas war for independence Santa Anna had been pressured to agree. Mexico, however, refused to be bound by Santa Anna’s promises and insisted the border lay farther north, at the Nueces River. To set it at the Rio Grande would, in effect, allow the United States to control land it had never occupied. In Mexico’s eyes, therefore, President Polk violated its sovereign territory when he ordered U.S. troops into the disputed lands in 1846. From the Mexican perspective, it appeared the United States had invaded their nation. In January 1846, the U.S. force that was ordered to the banks of the Rio Grande to build a fort on the “American” side encountered a Mexican cavalry unit on patrol. Shots rang out, and sixteen U.S. soldiers were killed or wounded. Angrily declaring that Mexico “has invaded our territory and shed American blood upon American soil,” President Polk demanded the United States declare war on Mexico. On May 12, Congress obliged. The small but vocal antislavery faction decried the decision to go to war, arguing that Polk had deliberately provoked hostilities so the United States could annex more slave territory. Illinois representative Abraham Lincoln and other members of Congress issued the “Spot Resolutions” in which they demanded to know the precise spot on U.S. soil where American blood had been spilled. Many Whigs also denounced the war. Democrats, however, supported Polk’s decision, and volunteers for the army came forward in droves from every part of the country except New England, the seat of abolitionist activity. Enthusiasm for the war was aided by the widely held belief that Mexico was a weak, impoverished country and that the Mexican people, perceived as ignorant, lazy, and controlled by a corrupt Roman Catholic clergy, would be easy to defeat. U.S. military strategy had three main objectives: 1) Take control of northern Mexico, including New Mexico; 2) seize California; and 3) capture Mexico City. General Zachary Taylor and his Army of the Center were assigned to accomplish the first goal, and with superior weapons they soon captured the Mexican city of Monterrey. Taylor quickly became a hero in the eyes of the American people, and Polk appointed him commander of all U.S. forces. General Stephen Watts Kearny, commander of the Army of the West, accepted the surrender of Santa Fe, New Mexico, and moved on to take control of California, leaving Colonel Sterling Price in command. Despite Kearny’s assurances that New Mexicans need not fear for their lives or their property, and in fact the region’s residents rose in revolt in January 1847 in an effort to drive the Americans away. Although Price managed to put an end to the rebellion, tensions remained high. Kearny, meanwhile, arrived in California to find it already in American hands through the joint efforts of California settlers, U.S. naval commander John D. Sloat, and John C. Fremont, a former army captain and son-in-law of Missouri senator Thomas Benton. Sloat, at anchor off the coast of Mazatlan, learned that war had begun and quickly set sail for California. He seized the town of Monterey in July 1846, less than a month after a group of American settlers led by William B. Ide had taken control of Sonoma and declared California a republic. A week after the fall of Monterey, the navy took San Francisco with no resistance. Although some Californios staged a short-lived rebellion in September 1846, many others submitted to the U.S. takeover. Thus Kearny had little to do other than take command of California as its governor. Leading the Army of the South was General Winfield Scott. Both Taylor and Scott were potential competitors for the presidency, and believing—correctly—that whoever seized Mexico City would become a hero, Polk assigned Scott the campaign to avoid elevating the more popular Taylor, who was affectionately known as “Old Rough and Ready.” Scott captured Veracruz in March 1847, and moving in a northwesterly direction from there (much as Spanish conquistador Hernán Cortés had done in 1519), he slowly closed in on the capital. Every step of the way was a hard-fought victory, however, and Mexican soldiers and civilians both fought bravely to save their land from the American invaders. Mexico City’s defenders, including young military cadets, fought to the end. According to legend, cadet Juan Escutia’s last act was to save the Mexican flag, and he leapt from the city’s walls with it wrapped around his body. On September 14, 1847, Scott entered Mexico City’s central plaza; the city had fallen. While Polk and other expansionists called for “all Mexico,” the Mexican government and the United States negotiated for peace in 1848, resulting in the Treaty of Guadalupe Hidalgo. The Treaty of Guadalupe Hidalgo, signed in February 1848, was a triumph for American expansionism under which Mexico ceded nearly half its land to the United States. The Mexican Cession, as the conquest of land west of the Rio Grande was called, included the current states of California, New Mexico, Arizona, Nevada, Utah, and portions of Colorado and Wyoming. Mexico also recognized the Rio Grande as the border with the United States. Mexican citizens in the ceded territory were promised U.S. citizenship in the future when the territories they were living in became states. In exchange, the United States agreed to assume $3.35 million worth of Mexican debts owed to U.S. citizens, paid Mexico $15 million for the loss of its land, and promised to guard the residents of the Mexican Cession from Indian raids. As extensive as the Mexican Cession was, some argued the United States should not be satisfied until it had taken all of Mexico. Many who were opposed to this idea were southerners who, while desiring the annexation of more slave territory, did not want to make Mexico’s large mestizo (people of mixed Indian and European ancestry) population part of the United States. Others did not want to absorb a large group of Roman Catholics. These expansionists could not accept the idea of new U.S. territory filled with mixed-race, Catholic populations.	oercommons	2025-03-18T00:39:39.874828	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26271/overview", "title": "Texas Government 1.0, Texas History and Culture, The Mexican-American War, 1846–1848", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26273/overview	Reconstruction Overview Reconstruction Learning Objectives By the end of this section, students will be able to: - Understand the history of Reconstruction in Texas - Understand the importance of Reconstruction to Texas By the end of this section, you will be able to: - Understand the history of Reconstruction in Texas - Understand the importance of Reconstruction to Texas The Civil War Ends and Slaves are Emancipated The Civil War Ends and Slaves are Emancipated The Confederacy had been defeated, and U.S. Army soldiers arrived in Texas on June 19, 1865 to take possession of the state, restore order, and enforce the emancipation of slaves. When the news arrived in Galveston that they had been set free, the freed slaves rejoiced, creating the celebration of Juneteenth. Unrest in the Immediate Aftermath Unrest in the Immediate Aftermath U.S. President Andrew Johnson appointed Union General Andrew J. Hamilton, a prominent politician before the war, as the provisional governor on June 17. Angry returning veterans seized state property and Texas went through a period of extensive violence and disorder. Most outrages took place in northern Texas and were committed by outlaws who had their headquarters in the Indian Territory and plundered and murdered without distinction of party. The State had suffered little during the War but trade and finance was disrupted. Angry returning veterans seized state property, and Texas went through a period of extensive violence and disorder. Most outrages took place in northern Texas; outlaws based in the Indian Territory plundered and murdered without distinction of party. The Question of Suffrage and Representation The Question of Suffrage and Representation Congress had to consider how to restore to full status and representation within the Union those southern states that had declared their independence from the United States and had withdrawn their representation. Suffrage for former Confederates was one of two main concerns. A decision needed to be made whether to allow just some or all former Confederates to vote (and to hold office). The moderates in Congress wanted virtually all of them to vote, but the Radicals resisted. They repeatedly imposed the ironclad oath, which would effectively have allowed no former Confederates to vote. Historian Harold Hyman says that in 1866 Congressmen "described the oath as the last bulwark against the return of ex-rebels to power, the barrier behind which Southern Unionists and Negroes protected themselves." Radical Republican leader Thaddeus Stevens proposed, unsuccessfully, that all former Confederates lose the right to vote for five years. The compromise that was reached disenfranchised many Confederate civil and military leaders. No one knows how many temporarily lost the vote, but one estimate was that it was as high as 10,000 to 15,000 out of a total white population of roughly eight million. Second, and closely related, was the issue of whether the roughly four million freedmen should be allowed to vote. The issue was how to receive the four million Freedmen as citizens. If they were to be fully counted as citizens, some sort of representation for apportionment of seats in Congress had to be determined. Before the war, the population of slaves had been counted as three-fifths of a corresponding number of free whites. By having four million freedmen counted as full citizens, the South would gain additional seats in Congress. If blacks were denied the vote and the right to hold office, then only whites would represent them. Many conservatives, including most white southerners, northern Democrats, and some northern Republicans, opposed black voting. Some northern states that had referenda on the subject limited the ability of their own small populations of blacks to vote. Redemption: The End of Reconstruction Redemption: The End of Reconstruction Provisional Governor Hamilton granted amnesty to ex-Confederates if they promised to support the Union in the future, appointing some to office. Many free blacks were able to become businessmen and leaders. Through the young Republican Party blacks rapidly gained political power. Indeed blacks comprised 90% of the Texas Republican Party during the 1880s. Norris Wright Cuney, an African American from Galveston, rose to the chairmanship of the Texas Republican Party and even the national committeeman. On March 30, 1870, the United States Congress readmitted Texas into the Union, although Texas did not meet all the formal requirements for readmission. Like other Southern states, by the late 1870s white Democrats regained control, often with a mix of intimidation and terrorism by paramilitary groups operating for the Democratic Party. They passed a new constitution in 1876 that segregated schools and established a poll tax to support them, but it was not originally required for voting.[2] In 1901 the Democratic-dominated legislature imposed a poll tax as a requirement for voting, and succeeded in disfranchising most blacks. The number of voters decreased from 100,000 in the 1890s to 5,000 by 1906.[3] Notes Notes - Clampit, Brad R. (April 2005). The Breakup: The Collapse of the Confederate Trans-Mississippi Army in Texas, 1865. Southwest Historical Quarterly. CVIII. ↵ - Constitution of 1876 from the Handbook of Texas Online, accessed April 12, 2008 ↵ - W. Marvin Dulaney, "AFRICAN AMERICANS," Handbook of Texas Online [1], accessed February 22, 2014. Uploaded on June 9, 2010. Modified on June 20, 2013. Published by the Texas State Historical Association. accessed 22 February 2014 ↵	oercommons	2025-03-18T00:39:39.895841	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26273/overview", "title": "Texas Government 1.0, Texas History and Culture, Reconstruction", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26276/overview	Texas’ Demographics Overview Texas’ Demographic Introduction Introduction Texas is the second most populous U.S. state, with an estimated 2017 population of 28.449 million.[1] In recent decades, it has experienced strong population growth. Texas has many major cities and metropolitan areas, along with many towns and rural areas. Much of the population is in the major cities of Houston, San Antonio, Dallas, Fort Worth, Austin, and El Paso. Learning Objectives and Introduction By the end of this section, students will be able to: - Understand the demographic makeup of Texas' population - Understand the demographic changes Texas is undergoing - Understand the importance of those demographic changes Learning Objectives By the end of this section, you will be able to: - Understand the demographic makeup of Texas' population - Understand the demographic changes Texas is undergoing - Understand the importance of those demographic changes Texas is the second most populous U.S. state, with an estimated 2017 population of 28.449 million.[1] In recent decades, it has experienced strong population growth. Texas has many major cities and metropolitan areas, along with many towns and rural areas. Much of the population is in the major cities of Houston, San Antonio, Dallas, Fort Worth, Austin, and El Paso. Population Population The 2010 US Census recorded Texas as having a population of 25.1 million—an increase of 4.3 million since the year 2000, involving an increase in population in all three subcategories of population growth: natural increase (births minus deaths), net immigration, and net migration. The state passed New York in the 1990s to become the second-largest U.S. state in population, after California. Texas’ population growth between 2000 and 2010 represents the highest population increase, by number of people, for any U.S. state during this time period. The large population increase can somewhat be attributed to Texas’ relative insulation from the US housing bubble. The state has a bigger population than that of Australia. As of 2012, the state has an estimated 4.1 million foreign-born residents, constituting approximately 15% of the state population.[2] An estimated 1.7 million people are undocumented immigrants.[3] U.S. Census data from 2010 indicate that 7.7% of Texas’ population is under 5 years old, 27.3% is under 18, and 10.3% is aged 65 and older. Females make up 50.4% of the population. Ethnicity Ethnicity As of the 2010 US Census, the racial distribution in Texas was as follows: 70.4% of the population of Texas was White American; 11.8% African American; 3.8%, Asian American; 0.7%, American Indian; 0.1%, native Hawaiian or Pacific islander only; 10.5% of the population were of some other race only; and 2.7% were of two or more races. Hispanics (of any race) were 37.6% of the population of the state, while Non-Hispanic Whites composed 45.3%. English Americans predominate in eastern, central, and northern Texas; German Americans, in central and western Texas. African Americans, who historically made up one-third of the state population, are concentrated in parts of northern, eastern and east central Texas as well as in the Dallas-Fort Worth, San Antonio and Houston metropolitan areas. As in other Southern states settled largely in the 19th century, the vast majority have European ancestry: Irish, English and German. Texas includes a diverse set of European ancestries, due both to historical patterns of settlement as well as contemporary dynamics. Frontier Texas saw settlements of Germans, particularly in Fredericksburg and New Braunfels. Many Romanians, Dutch, Germans from Switzerland and Austria, Poles, Russians, Swedes, Norwegians, Czechs, Slovaks, Italians, and French immigrated at least in part because of the European revolutions of 1848. This immigration continued until World War I and the 1920s. The influence of these diverse European immigrants survives in the town names, architectural styles, music, and cuisine in Texas. Hispanic Texans Hispanic Texans As of 2010, 37% of Texas residents had Hispanic ancestry; these include recent immigrants from Mexico, Central America, and South America, as well as Tejanos, whose ancestors have lived in Texas as early as the 1700s. Tejanos are the largest ancestry group in southern Duval County and amongst the largest in and around Bexar County, including San Antonio, where over one million Hispanics live. The state has the second largest Hispanic population in the United States, behind California. Hispanics dominate southern, south-central, and western Texas and form a significant portion of the residents in the cities of Dallas, Houston, and Austin. The Hispanic population contributes to Texas having a younger population than the American average, because Hispanic births have outnumbered non-Hispanic white births since the early 1990s. In 2007, for the first time since the early nineteenth century, Hispanics accounted for more than half of all births (50.2%), while non-Hispanic whites accounted for just 34%. In 2016 the state had 59,115 persons of Cuban origin. 6,157 of them lived in Travis County.[4] African American Texans African American Texans Texas has one of the largest African-American populations in the country. African Americans are concentrated in northern, eastern and east central Texas as well as the Dallas, Houston and San Antonio metropolitan areas. African Americans form 24 percent of both the cities of Dallas and Houston, 19% of Fort Worth, 8.1 percent of Austin, and 6.9 percent of San Antonio. They form a majority in sections of eastern San Antonio, southern Dallas, eastern Fort Worth, and southern Houston.[citation needed] A strong labor market between 1995 and 2000 contributed to Texas being one of three states in the South receiving the highest numbers of black college graduates in a New Great Migration.[5] Asian American Texans Asian American Texans In recent years, the Asian American population in Texas has grown, especially in west Houston, Fort Bend County southwest of Houston, the western and northern suburbs of Dallas, and Arlington near Fort Worth. Vietnamese Americans, South Asian Americans, Chinese Americans, Filipino Americans, Korean Americans, and Japanese Americans make up the largest Asian American groups in Texas. The Gulf Coast also has large numbers of Asian Americans, because the shrimp fishing industry attracted tens of thousands of Vietnamese, Filipinos, and Chinese from the coast of the South China Sea in the late 1970s and 1980s. Notes Notes - Texas Population 2017 Archived 2017-01-21 at the Wayback Machine. World Population Review ↵ - "United State Census Bureau". 2008-2012 American Community Survey 5-Year Estimates. Archived from the original on 2014-08-15. Retrieved Feb 28, 2014. ↵ - "Pew Research Center". Archived from the original on 2014-02-21. Retrieved Feb 28, 2014. ↵ - Bagden, Samantha. "Cubans in Texas see some hope in new relations" (Archive) Austin American-Statesman. Monday January 18, 2016. Retrieved on January 19, 2016. ↵ - William H. Frey, "The New Great Migration: Black Americans' Return to the South, 1965-2000", May 2004, The Brookings Institution, p.1 Archived April 28, 2008, at the Wayback Machine., accessed 19 Mar 2008 ↵	oercommons	2025-03-18T00:39:39.919379	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26276/overview", "title": "Texas Government 1.0, Texas History and Culture, Texas’ Demographics", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26275/overview	The Texas Oil Boom Overview By the end of this section, students will be able to: - Understand the history of Texas' oil boom - Understand the importance of Texas' oil boom Learning Objectives By the end of this section, students will be able to: - Undertand the history of Texas' oil boom - Understand the importance of Texas' oil boom By the end of this section, you will be able to: - Understand the history of Texas' oil boom - Understand the importance of Texas' oil boom The Gusher Age The Gusher Age The Texas oil boom, sometimes called the gusher age, was a period of dramatic change and economic growth in the U.S. state of Texas during the early 20th century that began with the discovery of a large petroleum reserve near Beaumont, Texas. The find was unprecedented in its size and ushered in an age of rapid regional development and industrialization that has few parallels in U.S. history. Texas quickly became one of the leading oil-producing states in the U.S., along with Oklahoma and California; soon the nation overtook the Russian Empire as the top producer of petroleum. By 1940 Texas had come to dominate U.S. production. Some historians even define the beginning of the world’s Oil Age as the beginning of this era in Texas.[1] The major petroleum strikes that began the rapid growth in petroleum exploration and speculation occurred in Southeast Texas, but soon reserves were found across Texas and wells were constructed in North Texas, East Texas, and the Permian Basin in West Texas. Although limited reserves of oil had been struck during the 19th century, the strike at Spindletop near Beaumont in 1901 gained national attention, spurring exploration and development that continued through the 1920s and beyond. Spindletop and the Joiner strike in East Texas, at the outset of the Great Depression, were the key strikes that launched this era of change in the state. The Importance of Oil to Texas' Development The Importance of Oil to Texas' Development This period had a transformative effect on Texas. At the turn of the century, the state was predominantly rural with no large cities.[2] By the end of World War II, the state was heavily industrialized, and the populations of Texas cities had broken into the top 20 nationally.[3]The city of Houston was among the greatest beneficiaries of the boom, and the Houston area became home to the largest concentration of refineries and petrochemical plants in the world.[4] The city grew from a small commercial center in 1900 to one of the largest cities in the United States during the decades following the era. This period, however, changed all of Texas’ commercial centers (and developed the Beaumont/Port Arthur area, where the boom began). H. Roy Cullen, H. L. Hunt, Sid W. Richardson, and Clint Murchison were the four most influential businessmen during this era. These men became among the wealthiest and most politically powerful in the state and the nation. Notes Notes - Olson, James Stuart (2001). Encyclopedia of the industrial revolution in America. Westport, CT: Greenwood Press. ISBN 978-0-313-30830-7. p.238. ↵ - "Population of the 100 Largest Urban Places: 1900". U.S. Census Bureau. Retrieved November 3, 2009. ↵ - "Population of the 100 Largest Urban Places: 1950". U.S. Census Bureau. Retrieved November 2, 2009. "Population of the 100 Largest Urban Places: 1940". U.S. Census Bureau. Retrieved November 2, 2009. ↵ - "Chapter Two: Galveston Bay" (PDF). Texas A&M University-Galveston: Galveston Bay Information Center (Galveston Bay Estuary Project). Archived from the original (PDF) on July 20, 2011. Retrieved September 8, 2009. ... it [Galveston Bay] is at the center of the state's petrochemical industry, with 30 percent of U.S. petroleum industry and nearly 50 percent of U.S. production of ethylene and propylene Occuring [sic] on its shores. Weisman (2008), p. 166, "The industrial megaplex that begins on the east side of Houston and continues uninterrupted to the Gulf of Mexico, 50 miles away, is the largest concentration of petroleum refineries, petrochemical companies, and storage structures on Earth." ↵	oercommons	2025-03-18T00:39:39.939250	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26275/overview", "title": "Texas Government 1.0, Texas History and Culture, The Texas Oil Boom", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26274/overview	Governor E.J. Davis Overview Governor E.J. Davis Introduction Introduction Edmund Jackson Davis (October 2, 1827 – February 24, 1883) was an American lawyer, soldier, and politician. He was a Southern Unionist and a general in the Union Army in the American Civil War. He also served for one term from 1870 to 1874 as the 14th Governor of Texas. Learning Objectives By the end of this section, students will be able to: - Understand the role and importance of Governor E.J. Davis in Texas' history By the end of this section, you will be able to: - Understand the role and importance of Governor E.J. Davis in Texas' history Civil War Years Civil War Years In early 1861, Edmund Davis supported Governor Sam Houston in their mutual stand against secession. Davis also urged Robert E. Lee not to violate his oath of allegiance to the United States. Davis ran to become a delegate to the Secession Convention but was defeated. He thereafter refused to take an oath of allegiance to the Confederate States of America[1] and was removed from his judgeship. He fled from Texas and took refuge in Union-occupied New Orleans, Louisiana. He next sailed to Washington, D.C., where President Abraham Lincoln issued him a colonel’s commission with the authority to recruit the 1st Texas Cavalry Regiment (Union).[2] Davis recruited his regiment from Union men who had fled from Texas to Louisiana. The regiment would see considerable action during the remainder of the war. On November 10, 1864, President Lincoln appointed Davis as a brigadier general of volunteers. Lincoln did not submit Davis’s nomination to this grade to the U.S. Senate until December 12, 1864.[3] The U.S. Senate confirmed the appointment on February 14, 1865.[4] Davis was among those present when General Edmund Kirby Smith surrendered the Confederate forces in Texas on June 2, 1865.[5] Davis was mustered out of the volunteers on August 24, 1865.[6] Post War Post War Following the end of the war, Davis became a member of the 1866 Texas Constitutional Convention. He supported the rights of freed slaves and urged the division of Texas into several Republican-controlled states. In 1869, he was narrowly elected governor against Andrew Jackson Hamilton, a Unionist Democrat. As a Radical Republican during Reconstruction, his term in office was controversial. On July 22, 1870, the Texas State Police came into being to combat crime statewide in Texas. It worked against racially-based crimes, and included black police officers, which caused protest from former slaveowners (and future segregationists). Davis created the “State Guard of Texas” and the “Reserve Militia,” which were forerunners of the Texas National Guard.[7] Davis’ government was marked by a commitment to the civil rights of African Americans. One of his protégés was Norris Wright Cuney of Galveston, who continued the struggle for equality until his own death in 1896 and is honored as one of the important figures in Texas and American black history. Though Davis was highly unpopular among former Confederates, and most material written about him for many years was unfavorable, he was considered to have been a hero for the Union Army. He also gained the respect and friendship of Spanish-speaking residents on the Rio Grande frontier.[8] In 1873, Davis was defeated for reelection by Democrat Richard Coke (42,633 votes to 85,549 votes) in an election marked by irregularities. Davis contested the results and refused to leave his office on the ground floor of the Capitol. Democratic lawmakers and Governor-elect Coke reportedly had to climb ladders to the Capitol’s second story where the legislature convened. When President Grant refused to send troops to the defeated governor’s rescue, Davis reluctantly left the capital in January 1874. He locked the door to the governor’s office and took the key, forcing Coke’s supporters to break in with an axe.[9] John Henninger Reagan helped to oust him after he tried to stay in office beyond the end of his term. Davis was the last Republican governor of Texas until Republican Bill Clements defeated the Democrat John Luke Hill in 1978 and assumed the governorship the following January, 105 years after Davis vacated the office. Following his defeat, Davis was nominated to be collector of customs at Galveston but declined the appointment because he disliked U.S. President Rutherford B. Hayes. He ran for governor again in 1880 but was soundly defeated. His name was placed in nomination for Vice President of the United States at the 1880 Republican National Convention, which met in Chicago and chose James A. Garfield as the standard-bearer. Had Davis succeeded, he might have wound up in the White House, as did Chester A. Arthur, the man who received the vice presidential nomination that year. Davis lost an election for the United States House of Representatives in 1882. After Democrats regained power in the state legislature, they passed laws making voter registration more difficult, such as requiring payment of poll taxes, which worked to disfranchise blacks, Mexican Americans and poor whites. They also instituted a white primary. In the 1890s, more than 100,000 blacks were voting but by 1906, only 5,000 managed to get through these barriers.[10] As Texas became essentially a one-party state, the white primary excluded minorities from the political competitive process. They did not fully recover their constitutional rights until after enforcement under the Voting Rights Act of 1965. Edmund J. Davis died in 1883 and was given a war hero’s burial at the Texas State Cemetery in Austin. A large gravestone was placed in Davis’ honor by a brother. Davis was survived by his wife, the former Anne Elizabeth Britton (whose father, Forbes Britton, had been chief of staff to Texas Governor Sam Houston), and two sons: Britton (a West Point graduate and military officer), and Waters (an attorney and merchant in El Paso).[11] Notes Notes - Odie Arambula, "Young lawyer Davis had big local role," Laredo Morning Times, May 6, 2012, p. 17A ↵ - Texas State Handbook Online. Moneyhon, Carl H. (30 May 2010). "Davis, Edmund Jackson". Texas State Historical Association. Retrieved 29 September 2010. ↵ - Eicher, John H., and David J. Eicher, Civil War High Commands. Stanford: Stanford University Press, 2001. ISBN 0-8047-3641-3. p. 720 ↵ - Eicher, John H., and David J. Eicher, Civil War High Commands. Stanford: Stanford University Press, 2001. ISBN 0-8047-3641-3. p. 720 ↵ - Texas State Handbook Online. Moneyhon, Carl H. (30 May 2010). "Davis, Edmund Jackson". Texas State Historical Association. Retrieved 29 September 2010. ↵ - Eicher, John H., and David J. Eicher, Civil War High Commands. Stanford: Stanford University Press, 2001. ISBN 0-8047-3641-3. p. 720 ↵ - Texas State Handbook Online. Olsen, Bruce A. (30 May 2010). "Texas National Guard". Texas State Historical Association. Retrieved 29 September 2010. ↵ - Odie Arambula, Visiting the Past column, "Radical Republican Davis had support", Laredo Morning Times, 20 May 2012, p. 15A ↵ - Brown, Lyle C., Langenegger, Joyce A., Garcia, Sonia R., et al. PRACTICING TEXAS POLITICS, Thirteenth Edition. Boston: Houghton Mifflin, 2006. (Page 67-68) ↵ - African-American Pioneers of Texas: From the Old West to the New Frontiers (Teacher’s Manual) (PDF). Museum of Texas Tech University: Education Division. p. 25. Archived from the original (PDF) on 2007-02-05. ↵ - Texas State Handbook Online. Moneyhon, Carl H. (30 May 2010). "Davis, Edmund Jackson". Texas State Historical Association. Retrieved 29 September 2010. ↵	oercommons	2025-03-18T00:39:39.961046	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26274/overview", "title": "Texas Government 1.0, Texas History and Culture, Governor E.J. Davis", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26280/overview	Constitution Of Coahuila And Texas (1827) Overview Constitution Of Coahuila And Texas (1827) Constitution Of Coahuila And Texas (1827) Constitution Of Coahuila And Texas (1827) The Constitution of 1824 of the Republic of Mexico provided that each state in the republic should frame its own constitution. The state of Coahuila and the former Spanish province of Texas were combined as the state of Coahuila and Texas. The legislature for the new state was organized at Saltillo in August 1824, with the Baron de Bastrop representing Texas. More than two years was spent on the framing of a constitution, which was finally published on March 11, 1827. The constitution divided the state into three departments, of which Texas, as the District of Bexar, was one. The Catholic religion was made the state religion; citizens were guaranteed liberty, security, property, and equality; slavery was forbidden after promulgation of the constitution, and there could be no import of slaves after six months. Citizenship was defined and its forfeiture outlined. Legislative power was delegated to a unicameral legislature composed of twelve deputies elected by popular vote; Texas was allowed two of the twelve. The body, which met annually from January through April and could be called in special session, was given wide and diverse powers. In addition to legislative functions, it could elect state officials if no majority was shown in the regular voting, could serve as a grand jury in political and electoral matters, and could regulate the army and militia. It was instructed to promote education and protect the liberty of the press. Executive power was vested in a governor and vice governor, elected for four-year terms by popular vote. The governor could recommend legislation, grant pardons, lead the state militia, and see that the laws were obeyed. The vice governor presided over the council and served as police chief at the capital. The governor appointed for each department a chief of police, and an elaborate plan of local government was set up. Judicial authority was vested in state courts having charge of minor crimes and civil cases. The courts could try cases but could not interpret the law; misdemeanors were tried by the judge without a jury. Military men and ecclesiastics were subject to rules made by their own orders. Trial by jury, promised by the constitution, was never established, nor was the school system ever set up. The laws were published only in Spanish, which few Anglo-Texans could read. Because of widespread objections to government under this document, the Convention of 1833 proposed a new constitution to give Texas statehood separate from Coahuila. For More Information For More Information More information on the Constitution Of Coahuila And Texas (1827) may be found at the Texas Constitutions 1824-1876 project of the Tarlton Law Library, Jamail Center for Legal Research at the University of Texas School of Law, The University of Texas at Austin. The project includes digitized images and searchable text versions of the constitutions.	oercommons	2025-03-18T00:39:39.976683	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26280/overview", "title": "Texas Government 1.0, Texas' Constitution, Constitution Of Coahuila And Texas (1827)", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26314/overview	Fiscal Policy Overview Fiscal Policy Learning Objectives By the end of this section, students will be able to - Define fiscal policy By the end of this section, you will be able to - Define fiscal policy Fiscal Policy Fiscal Policy In economics and political science, fiscal policy is the use of government revenue collection (mainly taxes) and expenditure (spending) to influence the economy. The Texas Constitution requires that Texas operate under a balanced budget–Texas may spend not more than it collects. It may not deficit spend as national government does.	oercommons	2025-03-18T00:39:39.991114	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26314/overview", "title": "Texas Government 1.0, Texas Revenue and Budget, Fiscal Policy", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26307/overview	Sources and Hierarchy of Law Overview Sources of Law Learning Objectives By the end of this section, students will be able to - Distinguish between the various the sources of law - Understand the hierarchy of the various sources of law By the end of this section, you will be able to - Distinguish between the various the sources of law - Understand the hierarchy of the various sources of law Sources of Law Sources of Law Constitutional Law - National Constitution - Texas Constitution Statutory Law - National Laws (laws passed by Congress) - Texas State Statutes Administrative Regulations - National regulations - Texas State administrative code Court precedents Local codes and ordinances Hierarchy of law Hierarchy of law The hierarchy of law in our system is relatively simple: Constitutional Law overrules statutory law which in turn overrules administrative regulations which finally overrules local codes and ordinances.	oercommons	2025-03-18T00:39:40.007631	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26307/overview", "title": "Texas Government 1.0, The Judicial Branch, Sources and Hierarchy of Law", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/26308/overview	Types of Law and Jurisdiction Overview Types of Law and Jurisdiction Learning Objectives By the end of this section, students will be able to: - Discuss the different types of law - Discuss the different types of jurisdiction By the end of this section, you will be able to: - Discuss the different types of law - Discuss the different types of jurisdiction Types of Law Types of Law There are two basic types of law in any legal system- Civil and Criminal. Below is a table differentiating the two: Types Of Jurisdiction Types Of Jurisdiction Every court system has jurisdiction over certain cases, from enforcing traffic laws to hearing capital murder charges. There are three types of jurisdictions: - Original Jurisdiction– the court that gets to hear the case first. For example, Municipal courts typically have original jurisdiction over traffic offenses the occur within city limits. - Appellate Jurisdiction– the power for a higher court to review a lower courts decision. For example, the Texas Court of Appeals has appellate jurisdiction over the District Courts (See the hierarchy of Texas Court Structure in this Unit). - Exclusive Jurisdiction– only that court can hear a specific case. For example, only the Texas Court of Criminal Appeals Court can hear appeals for death penalty sentences. CC LICENSED CONTENT, ORIGINAL - Jurisdiction, Types of Law, and the Selection of Judges. Authored by: Daniel M. Regalado. License: CC BY: Attribution	oercommons	2025-03-18T00:39:40.024126	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26308/overview", "title": "Texas Government 1.0, The Judicial Branch, Types of Law and Jurisdiction", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/113267/overview	Introduction and the Rise of Fascism Overview Statewide Dual Credit Modern World History: Unit 13, Lesson 1 A discussion of the aftermath of World War I, focusing on the failure of Wilson's Fourteen Points and the Treaty of Versailles to secure lasting peace. This failure, exacerbated by economic hardship, led to the rise of Fascism in Europe, notably in Italy under Mussolini and the early stages of Hitler's rise in Germany. On December 13, 1918, U.S. President Woodrow Wilson (1856-1924) arrived in Paris to streets thronged with cheering crowds. Over the past 18 months, Wilson had provided manpower and supplies crucial to the victory of Entente forces in World War I. His Food Administration had likewise provided millions of tons of food for the starving populations of Britain and France. The first president ever to travel abroad to negotiate a peace treaty, Wilson had journeyed to Paris to participate in the 1919 Versailles Peace Conference. Encouraged by such a warm reception from ordinary Parisians, Wilson believed that if the conference delegates would follow his “Fourteen Points,” that future world wars could be prevented. Spotlight On \| WILSON’S FOURTEEN POINTS Woodrow Wilson’s proposed “Fourteen Points” represented a combination of progressive political thought, laissez-faire economics and old-fashioned power politics. They included open treaties, freedom of the seas, equal trade, a decrease in armaments among all nations, and an adjustment of the colonial claims of different countries. Wilson also insisted on the evacuation of all Central Powers forces from Russia, the restoration of the Belgium government, the return of Alsace and Lorraine to France, a readjustment of Italy’s border with Austria, national self-determination for the ethnic minorities of the Austro-Hungarian Empire, national self- determination for the peoples of the Balkans, and the creation of Turkey and Poland as independent nations. Lastly, Wilson suggested the creation of a League of Nations to maintain world peace and prevent future wars. The European delegates at the Paris Peace Conference were amazed at the boldness of Wilson’s proposal. French Prime Minister Georges Clemenceau reportedly stated, “God gave us the Ten Commandments, and we broke them. Wilson gives us the Fourteen Points. We shall see.” A product of American progressivism, Wilson failed to understand neither the deep-seated rivalries that had triggered World War I nor the anger and despair many Europeans grappled with in the wake of four years of bloody warfare. For Prime Ministers George Clemenceau of France (1841-1929), David Lloyd- George from Great Britain (1863-1945), and Vittorio Orlando of Italy (1860-1952), there was no question that the terms of the Versailles Peace Treaty upon the defeated Triple Alliance would be harsh. In the final version of the treaty, Germany was forced to reduce its military to the size of a police force, give up territory in the east to Poland and in the west to France, plus its overseas colonies. Section 233 of the document likewise laid the moral blame for the war entirely at Germany’s feet. Most controversial, a Reparations Committee set up by the Entente powers determined in 1921 that Germany would pay $31.5 billion (in U.S. dollars) in war reparations. As none of the Triple Alliance powers had representation at Versailles and were forced to accept either the treaty or military occupation, the war’s end left Germans embittered. They scornfully referred to the treaty as the Diktat (dictated peace) and repeatedly sought ways to work around it. One of the few Fourteen Points that the leaders of Britain and France did not object to was the final one, namely that “[a] general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike.” The delegates at the Versailles Conference established the Covenant of the League of Nations as part of the Versailles Peace Treaty signed in 1919. Consisting of a National Assembly, Executive Council and Secretariat, the League sought to provide a forum for resolving international disputes. Spotlight On \| U.S.A. RESISTS LEAGUE OF NATIONS 1919 Although Wilson received the 1919 Nobel Peace Prize for his efforts, a Republican-controlled Senate led by Senator Henry Cabot Lodge (1850-1924) blocked U.S. entry into the organization. Lodge was primarily angry because the Republican Party had been afforded no representation in the American delegation to the Paris Peace Conference. Furious at this blow to his plans, Wilson embarked on a national speaking tour to drum up support for American entry into the league. Suffering a stroke in Pueblo, Colorado in September 1919, Wilson would have diminished health for the remainder of his presidency. THE RISE OF FASCISM The United States, which did not sign the Versailles Peace Treaty, agreed to loan money to Germany to finance its reparation payments. However, the postwar Weimar government of Germany faced consistent economic stagnation and inflated currency throughout the 1920s. In 1929, the Great Depression undermined economies and governments on both sides of the Atlantic. Desperate Europeans began turning to radical political figures who promised solutions to their problems. In 1922, Italians elected journalist and World War I veteran Benito Mussolini (1883-1945) as Prime Minister. Spotlight On \| BENITO MUSSOLINI Born into a working-class family in Romagna, Italy in 1883, Benito Mussolini was named after Mexican revolutionary Benito Juárez (1806-1872). After serving two years in the Italian military, Mussolini became a journalist. Well-versed in the works of leftist European intellectuals, he became a leading Italian socialist. When the First World War broke out, Mussolini broke with socialism and became a corporal in the Italian army. In 1919, he founded the first Italian fascist party. Three years later, Mussolini and 20,000 fascist followers marched on Rome to demand the resignation of Italian Prime Minister Luigi Facta (1861-1930). Appointed as the new prime minister, Mussolini set out to remake Italian society in his image. A master of propaganda, Mussolini projected the image of a strong leader who dressed in military costumes, surrounded himself with his armed Black Shirt followers, and used parades and radio broadcast speeches to enhance his reputation. Taking on the moniker of El Duce (or leader), Mussolini dismantled Italy’s constitution to create a police state under his control. In doing so, Mussolini created the first fascist state in Europe. Fascism differed from traditional authoritarianism in that fascist leaders were often democratically elected, exalted nationalism above any other consideration, created cults of personality surrounding their leaders and concentrated political power in the hands of dictators and their followers. Germans watched events in Italy with much interest. In 1923, Adolph Hitler (1889-1945), a veteran of World War I and National Socialist German Workers’ Party (Nazi) leader, launched an armed coup against the Weimar Government. Defeated and thrown into prison, Hitler wrote a biography entitled, Mein Kampf (My Struggle). In this work, Hitler discussed his service as a corporal in the German Army during World War I, his disillusionment with the Kaiser’s surrender, and his brushes with poverty in the 1920s. Throughout his work, Hitler railed against Jews, whom he blamed for the rise of international communism and Germany’s defeat in the Great War. He also stressed that Germans had a “national destiny” in gaining lebensraum (or living room) in Eastern Europe.	oercommons	2025-03-18T00:39:40.042613	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113267/overview", "title": "Statewide Dual Credit Modern World History, Interwar Years and the Rise of Fascism, Introduction and the Rise of Fascism", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113325/overview	The Beginning of the End and Summary Overview Statewide Dual Credit Modern World History: Unit 15, Lesson 15 A discussion of the end of the Cold War, focusing on the United States' relations with China and the Soviet Union, touching on the impact of US presidents and their policies on the Cold War. The End of the Cold War For the rest of the 1970s, the United States remained preoccupied with domestic issues such as the decline of the steel belt, drastic increases in oil prices, stagflation, the Iranian hostage crisis, and the Soviet invasion of Afghanistan. The one diplomatic breakthrough during this period was the improvement of diplomatic relations between the United States and the People’s Republic of China. Following the success of Communist forces in the Chinese Civil War in 1949, the United States refused to recognize Mao Zedong’s regime. Chinese intervention in the Korean War and support for Ho Chi Minh’s Viet Cong forces in the Vietnam War likewise hobbled efforts at dialogue. In 1969, Sino-Soviet relations began to deteriorate. This was caused, in part, by a border dispute which, in 1969, led to Soviet and Chinese troops engaging in a brief shooting war over the ownership of Zhenbao Island on the Ussuri River near Manchuria. In the meantime, the Nixon administration’s desire for Chinese support for aiding America’s exit from Vietnam provided an opportunity for a thaw in Sino-U.S. relations. After several meetings between Chinese officials and Secretary of State Henry Kissinger, President Richard Nixon made a highly advertised goodwill trip to Beijing in 1972, meeting with Chinese Party Chairman Mao Zedong and Premier Zhou Enlai (1898-1976). During the trip, the parties discussed the possibility of diplomatic recognition and closer economic and cultural ties between China and the United States. When Mao died four years later, moderate reformer Deng Xiaoping (1904-1997) came to power. In 1978, President Jimmy Carter (b. 1924) and Deng established diplomatic relations. To reassure America’s Taiwanese allies, Congress passed the Taiwan Relations Act of 1979, which required the U.S. to defend Taiwan in case of invasion. The election of conservative Republican Ronald Reagan (1911-2004) in 1980 brought about a resurgence in Cold War tensions. Dismissing the Soviet Union as an “evil empire,” Reagan drastically increased military spending, provided additional military and economic aid to allies in the third world, and began a massive military build-up of both conventional and nuclear forces. SUMMARY The Cold War was a unique kind of conflict. Deeply ideological, the Cold War pitted supporters of democratic government, capitalism and individualism against proponents of one-party political systems, socialist economic planning and the collective good. On another level, the war represented a struggle between the world’s two most powerful nations. Although the Cold War did explode into real conflict— Korea and Vietnam for instance – it was largely a war carried out in the shadows, involving boycotts, propaganda and national reputations.	oercommons	2025-03-18T00:39:40.058803	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113325/overview", "title": "Statewide Dual Credit Modern World History, Cold War and Decolonization of the World from 1950, The Beginning of the End and Summary", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113255/overview	Japan as a World Power and Summary Overview Statewide Dual Credit Modern World History: Unit 11, Lesson 8 A discussion of the rise of Japan as an imperial power in the late 19th and early 20th centuries. Through successful wars against China and Russia, Japan expanded its territory and influence in East Asia, ultimately annexing Korea in 1910. One of the repercussions of the Meiji Restoration was that Japan became more imperialistic in its outlook. The Meiji government in Japan built a strong military to expand its influence in Asia; however, Meiji leaders believed that national security depended not only on a strong defense, but also on territorial expansion. This led to friction with China, especially over Taiwan and Korea. In 1894, Japan and China went to war largely over Korea in what is known as the First Sino-Japanese War (1894-1895). The war allowed both sides to test their modernizing efforts. The Japanese proved victorious and forced China to sign the Treaty of Shimonoseki to accept Korean independence and cede the Liaodong peninsula and Taiwan to Japan. China also had to open three ports to Japan and pay a large indemnity in silver. The First Sino-Japanese War proved that Japan’s modernizing efforts had worked and suggested that the Chinese approach to modernization had failed. By the end of the 19th century, Japan had started to become a regional power. Immediately after the terms of the treaty became public, Russia—with its own imperialistic interests and sphere of influence in China—expressed concern about the Japanese acquisition of the Liaodong Peninsula and the possible impact of the terms of the treaty on the stability of China. This led to a tense standoff between the two nations. Russia persuaded France and Germany to apply diplomatic pressure on Japan to return the Liaodong peninsula territory to China. To counter Russia's influence, Japan signed the Anglo-Japanese Alliance Treaty with Britain. The British recognized Japanese interests in Korea and Manchuria and assured Japan they would remain neutral in case of a Russo-Japanese war but would become more actively involved if another power entered the war as a Russian ally. In response to this alliance, Russia sought to form alliances with western powers. In 1902, a mutual pact was signed between France and Russia. In 1904, the tension between Russia and Japan escalated into a full-out war. The nature of the Anglo-Japanese alliance meant that, although France and Russia had strong economic ties, France was unable to come to Russia’s aid as this would mean war with Britain. The Russo-Japanese War broke out with Japanese surprise attacks on Russian warships. With tremendous loss of life on both sides, the Japanese won a series of land battles and then decisively defeated Russia’s Baltic Sea Fleet (renamed the Second Pacific Squadron) at the Battle of Tsushima Strait in 1905. Japanese and Russian representatives negotiated the 1905 Treaty of Portsmouth marked by terms favorable to Japanese imperial interests in northeast Asia and had significant implications for the balance of power in the region. Japan gained control of the Liaodong Peninsula, Southern Manchuria, and the territory on the disputed Sakhalin Island. This marked a significant shift in the geopolitical landscape of East Asia. Although Japan had forced China to recognize Korean independence after the First Sino-Japanese War, in 1910 Japan annexed Korea for itself. The annexation of Korea was a major turning point in Japan's imperial history. It not only expanded Japan's territory and influence but also marked a shift in its foreign policy. From a nation that had once supported Korean independence, Japan had become a colonial power. This annexation would have lasting consequences for both Japan and Korea, and it would continue to shape the region's politics and history for decades to come. SUMMARY By 1900, most of Africa and Asia lay under the direct or indirect control of an imperialist power. In just a few centuries, the divided nations of Western Europe had become powerful empires with modern militaries, governments and economies. While Britain reigned over the largest number of territories, other nations like France, Germany and Italy held sizable empires. Although designed to enrich the home countries, imperialism had the effect of spreading European politics, science, technology, economic beliefs, religion and even popular sports across much of the developing world. This era also witnessed the origins of local independence movements, which in time would lead to nationalist movements across the world and would also set into motion geographical disputes that would, in turn, pave the way for the First and Second World Wars of the 20th century.	oercommons	2025-03-18T00:39:40.075410	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113255/overview", "title": "Statewide Dual Credit Modern World History, The Second Wave of Imperialism 1700-1900, Japan as a World Power and Summary", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113308/overview	War in the Pacific and the Big Three Conferences Overview Statewide Dual Credit Modern World History: Unit 14, Lesson 10 A discussion of the War in the Pacific highlights key battles and the involvement of the United States, Australia, and China, and a summary of the Big Three Conferences, where leaders from Great Britain, the United States, and the Soviet Union met to strategize and shape the postwar world. War In The Pacific In April 1942, the United States launched a risky bombing raid against Japan. Led by Lieutenant Colonel James Doolittle (1896-1993), 16 Mitchell bombers launched from the USS Hornet dropped bombs on Tokyo and other targets throughout the island of Honshu. Forced to abandon their aircraft in China, Japanese forces captured many of the U.S. pilots involved in the raid. The following month, American and Australian forces defeated a Japanese invasion fleet off the coast of New Guinea. In June, U.S. Admiral Chester Nimitz (1885-1966) led a fleet of three aircraft carriers, seven heavy cruisers and 15 destroyers against a large Japanese fleet led by Admiral Yamamoto. U.S. forces forestalled future Japanese raids on Hawaii by sinking four Japanese aircraft carriers. At the grueling Battle of Guadalcanal, fought from August 1942 to February 1943, 60,000 U.S. marines and sailors defeated 36,000 entrenched Japanese defenders determined to fight to the death (less than a 1,000 of the Japanese soldiers surrendered). By securing Guadalcanal’s airfield, the United States could now conduct direct bombing of the Japanese home islands. While the United States engaged in an “island hopping campaign” across the Pacific, Chinese forces under the command of Generalissimo Chiang Kai-Shek (1887- 1975) continued to tie down half a million Japanese troops. Isolated by Japanese armies that controlled the eastern Coast of China and large areas of Burma and French Indochina, Chiang’s forces, headquartered in Chongqing, relied on Allied supplies flown in by air over the “hump” of the Himalaya Mountains from British-controlled India for survival. Chiang also contended with a growing Chinese communist movement led by former schoolteacher turned revolutionary Mao Zedong (1893-1976). In fact, Chiang considered wiping out his communist rivals as more important than fighting the Japanese. Although treated as an equal by President Franklin Delano Roosevelt at the 1943 Cairo Conference, Chiang was, in reality, relegated to the status of a junior partner in the overall Allied war effort. Big Three Conferences While German and Russian forces engaged in bloody combat along the Eastern Front and Chinese and American forces battled the Japanese in Asia and the Pacific, the leaders of the three strongest Allied powers— Great Britain, the United States and the Soviet Union— held a series of conferences to plan war strategy as well as determine the map of the postwar world. In November 1943, Franklin Roosevelt, Winston Churchill and Joseph Stalin met in Tehran, Iran. In addition to discussing the date for a cross-channel invasion from Britain and the willingness of the United States to supply military aid to the USSR, the three leaders issued the Tehran Declaration, which called for Poland and other Eastern European countries to enjoy the right of self-determination once the war was over. At the subsequent Yalta Conference in February 1945, Roosevelt, Churchill and Stalin agreed to divide control of Germany and Austria between their nations and France, establish a coalition government in Poland, and lend their support to creating a United Nations. At the third and final conference, held in Potsdam, Germany, in July and August 1945, Harry S. Truman (1884-1972), Clement Attlee (1883-1967) and Joseph Stalin demanded the unconditional surrender of Japan, planned to divide Germany and Berlin, discussed the donation of American money to rebuild Europe, and promised to hold free and fair elections in Eastern Europe.	oercommons	2025-03-18T00:39:40.091725	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113308/overview", "title": "Statewide Dual Credit Modern World History, World War II, War in the Pacific and the Big Three Conferences", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/113306/overview	Battle of Stalingrad and the D-Day Campaign Overview Statewide Dual Credit Modern World History: Unit 14, Lesson 8 A discussion of the Battle of Stalingrad and the D-Day Campaign highlights the brutal fighting and losses on both the German and Russian sides, which ultimately turned the tide of the war in Russia's favor. and the Allied forces' contributions to the war effort. Battle Of Stalingrad In the meantime, as German forces advanced deeper into Russian territory, they faced increasingly stiff resistance plus exposure from the brutal Russian winter. German armies failed to take either Leningrad or Moscow. Over the opposition of his generals, Hitler ordered an all-out assault on the city of Stalingrad. Beginning in August 1942, General Friedrich von Paulus (1890-1957) led a combined army of 270,000 soldiers armed with 500 Panzers and 600 Junker and Stuka bombers against 187,000 Russian defenders armed with 400 outdated T-34 tanks and only 200 IL-2 monoplanes and Yakovlev single-engine fighters. For six months, German and Russian forces waged a bloody campaign for the city involving block-by-block fighting, carpet bombing, sniper attacks, psychological warfare and starvation. With Allied military aid and their brutal “not one step backward policy,” Russian forces regained control of the city at the loss of over a million casualties. With their own losses at nearly a million men, the Germans were forced to retreat. Operation Barbarossa was a defeat, and Germany now lay open to invasion. Spotlight On \| LIBERATION OF STALINGRAD Following the launch of Operation Barbarossa, Stalingrad and the oil fields it defended remained a tempting military target. Throughout summer 1942, General Friedrich von Paulus (1890-1957) and the German 6th Army advanced deep into Ukraine. By October, German Junker bombers had pummeled much of Stalingrad into dust, although Russian forces clung desperately to the city’s western edge. Ordering Russian troops to hold Stalingrad at all costs, Stalin had fresh reinforcements constantly ferried into the city across the Volga River. Raw Russian recruits, many unarmed, were forced by their officers to advance on German forces under pain of death if they retreated. While Russian snipers such as Vasily Zaitsev (1915- 1991) pinned down German troops inside the city, Soviet Marshall Georgi Zhukov (1896-1974) surrounded Paulus’s army with two large Soviet forces. Although Hitler insisted that his troops fight to the death, Paulus surrendered his remaining 91,000 soldiers to Russian forces on February 2, 1943. While Russian forces carried out the vast majority of fighting against the Axis powers, Great Britain and American troops launched a campaign to defeat German and Italian forces in Africa and thus defend the Suez Canal. British forces under General Bernard Montgomery (1887-1976) decisively defeated German General Erwin Rommel’s Afrika corps at the Battle of El Alamein in November. Having secured North Africa, British and American forces launched a successful invasion of Sicily in July 1943. In September, Allied forces landed at Salerno. Following heavy losses to entrenched German and Italian forces, Allied divisions captured Naples, Monte Cassino, and Rome. Mussolini’s fascist government collapsed, and the new regime held the former dictator prisoner. Although rescued by German commandos, he was recaptured and executed in April 1945. D-Day Campaign After the Italian campaign reached a stalemate in late 1943, Allied commanders prepared plans to launch a cross-channel invasion from Britain. On June 6, 1944, 156,000 British, American, Canadian, Polish and French troops under Supreme Allied Commander General Dwight D. Eisenhower (1890- 1969) stormed the beaches of Normandy, France. Despite high casualties and 10,000 Allied losses by the end of the day, the Allied forces had secured a beachhead and opened a second front in the war. Allied forces made rapid strides across northern France using their own combinations of massive ariel bombardments and rapid tank attacks. In late December 1944, German forces pushed back Allied troops at the bloody “Battle of the Bulge.” Although Axis forces were almost spent, the Allies enjoyed constant infusions of new soldiers and material and were soon on the offensive again. On August 25, 1945, Allied forces liberated Paris, with German forces agreeing to leave without destroying the city. Fighting would further intensify as British and American armies advanced toward the German border. Spotlight On \| US HOMEFRONT DURING WWII Back home, the Second World War took its toll on virtually all aspects of American society. Factories were recalibrated to churn out weapons, ammunition, tanks, planes, ships and uniforms. The federal government contracted with large agricultural corporations and small family farms to procure food for the troops. As millions of men enlisted in the military, women, African Americans, Latinos and Asian Americans found employment in America’s burgeoning wartime industrial sector. Iconic figures such as “Rosie the Riveter” became popular symbols of wartime production. Taking advantage of wartime labor conditions, labor organizer A. Philip Randolph (1889-1979) planned a “March on Washington” to occur in 1941. On the personal appeal of President Roosevelt, who reminded Randolph of the need to defeat fascism abroad before dealing with civil rights at home, Randolph called off the march. In return, Roosevelt supported the creation of the Fair Employment Relations Act, which called for an end to job discrimination. Randolph’s plan for a March on Washington would come to fruition during the civil rights movement of the 1960s. While British and American forces pushed eastward, the Red Army invaded East Prussia. Russian forces advanced upon Berlin by taking the German city of Konigsberg in April 1945. For two weeks, two million Soviet and Allied forces fought Berlin’s defenders, many of whom were Hitler Youth or elderly civilians with little military training. On April 30, Adolf Hitler, his wife Eva Braun (1912-1945), and a few of his commanders committed suicide in their command bunker. Two days later, Russian forces raised the flag of the Soviet Union over the burned-out remains of the German Reichstag building. The remaining German troops surrendered. The war in Europe was now over.	oercommons	2025-03-18T00:39:40.110231	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113306/overview", "title": "Statewide Dual Credit Modern World History, World War II, Battle of Stalingrad and the D-Day Campaign", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/105184/overview	Portfolio Assessment Overview As we embark on this journey into the world of portfolio assessment, we invite you to discover the power it holds to revolutionize learning and evaluation. Through its multifaceted approach, longitudinal perspective, promotion of transferable skills, and integration of technology, portfolio assessment has emerged as a catalyst for student-centered education. Join us as we explore its principles, benefits, challenges, and best practices, and unlock the potential for deeper, more meaningful learning experiences. Ed 227 Assessment in Learning 2 with Emphasis in Trainer Methodology I & II Portfolio assessment goes beyond the confines of conventional assessment methods, such as quizzes and standardized exams, by providing a holistic view of students' capabilities. It enables individuals to assemble a collection of their best work, demonstrating proficiency across various disciplines and allowing for self-expression. Through this multifaceted approach, learners gain a greater sense of ownership and agency in their education, fostering intrinsic motivation and cultivating lifelong learning skills. Moreover, portfolio assessment promotes the cultivation of transferable skills essential for success in the real world. By engaging in the curation and reflection on their work, students develop critical thinking, communication, and self-evaluation skills—qualities highly valued by employers and higher education institutions alike. Through the process of selecting and organizing artifacts, students become active participants in shaping their educational narrative, allowing them to highlight their unique strengths and abilities.	oercommons	2025-03-18T00:39:40.128122	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105184/overview", "title": "Portfolio Assessment", "author": "Kent Rodriguez" }
https://oercommons.org/courseware/lesson/69695/overview	Complete Lecture Videos for OpenStax Astronomy (1e) Overview This resource describes the full set of lecture videos available at this YouTube channel. The videos are based on OpenStax Astronomy and are designed for a 14-week course. Lecture Slides that are used in these videos will be available as a separate posted resource. Lecture Videos for OpenStax Astronomy (L. Woolsey, CC BY-SA 4.0) I have created a comprehensive set of lecture videos designed for a one-semester non-majors introductory astronomy college course. The material is broken up into seven modules, which are designed to take two weeks each during a regular semester or one week each for accelerated course structures. Images used in the lecture videos come from OpenStax Astronomy and the wider web of Creative Commons media. The playlists for each Module can be found at my YouTube channel linked here. This link is a Google Drive spreadsheet, which lists the YouTube URLs for all 61 videos that I have created, and includes information about: - Module number (which correspond with slide sets also available in OER Commons) - OpenStax chapters/sections covered (so that you can connect useful videos into whatever sequence you use) - Type of video (some of the videos in this list I created but do not use the lecture slides) - Length of video (they range from 7 minutes to 29 minutes) If you have difficulty accessing the material, please contact me directly at laurenwoolsey@grcc.edu. If you use these slides, please credit me (Dr. Lauren Woolsey) and my home institution (Grand Rapids Community College). You are welcome to link to or embed these videos in your Learning Management System. There is a separate OER Commons resource that contains information about the lecture slides and how to access them. Please note: as of August 2024, I have made a second edition set of videos, slides, and notes available on OER Commons.	oercommons	2025-03-18T00:39:40.147202	Lauren Woolsey	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/69695/overview", "title": "Complete Lecture Videos for OpenStax Astronomy (1e)", "author": "Lecture" }

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