The objective of this module is to show the many ways you can quickly and easily find OER materials in OER Commons. This module, “Finding OER Materials,” is activity-based; you'll be guided through the process of finding OER materials you can start using in your teaching and learning.
This short video and interactive assessment activity is designed to teach fifth graders about finding time using multiple steps - word problems.
This video is part of the Learn and Grow with WHRO TV series. Watch Alystra Barefoot teach about setting up a learning journal.
This collection uses primary sources to explore The Fire Next Time by James Baldwin. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
In the summer that followed Parliament's attempt to punish Boston, sentiment for the patriot cause increased dramatically. The printing presses at the Committees of Correspondence were churning out volumes.
Students will be involved in a group research of "How to" books and videos. Then, they will create their own "How to" writing using See Saw as their on-line creation "house". Students will work in collaborative groups during the entire process and learn how to complete the task as a team. Students will be given daily feedback from their teacher as well as final peer and teacher feedback.
Students enter our classrooms with their own background experiences and knowledge, this unit allows them to dig deeper in one area of expertise to teach the reader "How To" perform a task.
People of the Stone Age did not have the luxury of turning on the TV and watching Tim "Rock" Taylor host "Tool Time" or Bob Vilastone giving home-building tips in "This Old Cave." Nor could they dial 911 when a fire threatened them. Rather, they had to invent tools and harness the power of fire. But it was their experiments in tool-making that ultimately led to TV, cell phones, and computers.
The poster linked below identifies and defines five types of misinformation: Satire, False context, Imposter content, Manipulated content, and Fabricated content.
Students create a set of online flashcards from a Google spreadsheet. Flashcards are a great way for students to practice vocabulary, memorize the U.S. capitals, and much more on their own or with others.
This is a travel itinerary featuring 13 historic shipwrecks in waters near Florida, a convergence point for maritime trade routes. Learn about the historical significance of these 13 shipwrecks. See photos and an essay on Florida maritime history.
Students read literary and informational texts about knowledge and intelligence to understand what happens when humans try to manipulate the minds of others and how our understanding of intelligence has evolved over time. Students express their understanding of these ideas by exploring how authors draw on traditional stories and develop characters and themes to teach us about ourselves and others.
Students who use the computer need to realize that no matter how old they are, they are leaving digital footprints behind. Unlike footprints in the sand, it is very difficult to delete digital footprints. So if your kindergarten students are using the computer at school or at home, they need to learn what a digital footprint is.
The Food Science, Dietetics, and Nutrition Pathway focuses on three specializations centered on the science of food in food prepartation and development and its relationship to the health and well-being of individuals. Students pursuing this career pathway learn observational and analytical skills in food safety and sanitation; the chemistry of food; chemical and biological processes; functional and nutritional components of food; sensory evaluation; guidelines for a healthy diet; the psychology of food and eating; specialized diet planning; food production and processing; and packaging and product development.
Major narrative texts from diverse Western cultures, beginning with Homer and concluding with at least one film. Emphasis on literary and cultural issues: on the artistic significance of the chosen texts and on their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Syllabus varies, but always includes a sampling of popular culture (folk tales, ballads) as well as some landmark narratives such as the Iliad or the Odyssey, Don Quixote, Anna Karenina, Ulysses, and a classic film. This class will investigate the ways in which the formal aspects of Western storytelling in various media have shaped both fantasies and perceptions, making certain understandings of experience possible through the selection, arrangement, and processing of narrative material. Surveying the field chronologically across the major narrative genres and sub-genres from Homeric epic through the novel and across media to include live performance, film, and video games, we will be examining the ways in which new ideologies and psychological insights become available through the development of various narrative techniques and new technologies. Emphasis will be placed on the generic conventions of story-telling as well as on literary and cultural issues, the role of media and modes of transmission, the artistic significance of the chosen texts and their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Authors will include: Homer, Sophocles, Herodotus, Christian evangelists, Marie de France, Cervantes, La Clos, Poe, Lang, Cocteau, Disney-Pixar, and Maxis-Electronic Arts, with theoretical readings in Propp, Bakhtin, Girard, Freud, and Marx.
Complementary to 21L.001. A broad survey of texts; literary, philosophical, sociological; studied to trace the growth of secular humanism, the loss of a supernatural perspective upon human events, and changing conceptions of individual, social, and communal purpose. Stresses appreciation and analysis of texts that came to represent the common cultural possession of our time.
This course covers French politics, culture, and society from Louis XIV to Napoleon Bonaparte. Attention is given to the growth of the central state, the beginnings of a modern consumer society, the Enlightenment, the French Revolution, including its origins, and the rise and fall of Napoleon.
This unit asks students to consider the permissible restrictions schools can place on students’ freedom of speech, as they learn about the (fictional, but realistic) case of Davis v. Ann Arbor School Board. Students will either conduct a mock negotiation in which they will try to resolve a First Amendment-related conflict between a student and his public high school, or a mock argument in which they will argue for one side in front of a panel of student judges.
This Unit contains 9 lessons:
Lesson 1: Are schools permitted to limit students’ First Amendment freedom of speech?
Lesson 2: Under what circumstances may a school punish student speech?
Lesson 3: How does the law apply to our case?
Lesson 4: What are the key elements of negotiation?
Lesson 5: How can parties use negotiation to achieve the best solution?
Lesson 6: Is negotiation an effective tool in the legal process?
Lesson 7: What is a mock argument?
Lesson 8: How do I prepare for a mock argument?
Lesson 9: How do attorneys conduct oral arguments to advocate for their clients?
The American civil rights movement incorporated a variety of cultural elements in their pursuit of political and legal equality under law. This lesson will highlight the role of music as a major influence through the use of audio recordings, photographs, and primary documents. Students will participate in their own oral history, examine lyrics, and work with case studies such as the Freedom Rides to gain an appreciation of how music influenced the early 1960s.
Nowhere was the victory at Saratoga more noted than in France, which had been tentative in its efforts to assist the Americans. France's interest in the American fight for independence stemmed from France's humiliating defeat during the Seven Years War at the hands of its ancient enemy, England.