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In 1790, Samuel Slater built the first factory in America, based on the secrets of textile manufacturing he brought from England. He built a cotton-spinning mill in Pawtucket, Rhode Island, soon run by water-power. Over the next decade textiles was the dominant industry in the country, with hundreds of companies created.
Farmers faced tough times. While most Americans enjoyed relative prosperity for most of the 1920s, the Great Depression for the American farmer really began after World War I. Much of the Roaring '20s was a continual cycle of debt for the American farmer, stemming from falling farm prices and the need to purchase expensive machinery. When the stock market crashed in 1929 sending prices in an even more downward cycle, many American farmers wondered if their hardscrabble lives would ever improve.
This unit was created for 7th/8th grade students in a Resource Room /Guided Studies classroom. It is a unit for self-reflection, career exploration, and career skills for success. It is intended to be completed in 8 days and includes time for concluding presentations and post assessments.
This curriculum builds upon many years of educating students in the garden and scales up content across grades and lessons for instructional scaffolding. It is designed as an interactive teaching tool to be co-taught with classroom teachers and garden instructors as leads. Each lesson connects directly to standards: Next Generation Science, Common Core State, Physical Education, and Environmental and Health Education. The concise and easy to-follow lessons are a packed 45 minutes for preschool through fifth grade. Flexibility is important, so some lessons include several activities that teachers can choose from to accommodate their lesson plans. Consistency is also important, so lessons follow themes and structures found in the Curriculum Map. 360 pages.
The curriculum section provides over one hundred garden-based lessons to create, expand, and sustain garden-based learning experiences. It offers practical ideas and resources for every level of garden-based learning from sprouting seeds to understanding the food system.
This curriculum section was compiled by the University of California Division of Agriculture and Natural Resources Garden-Based Learning Workgroup. The content for this section was borrowed, with permission, from various resources. It was our goal to use existing resources as not to “recreate the wheel” and to give a broad example of the garden-based learning resources that are currently in print.
The section is divided into 12 theme areas with applications for primary and upper grade level students.
The broadcast Radio Sales job includes marketing and sales as well as managing the accounts. College is helpful but not essential. Beginning salary is discussed. Positive aspects are the flexible hours and the opportunity to meet new people. The job includes lots of paper work. Internships are a helpful to getting started option.
This book was written by two artist educators who teach digital art and design studio foundation classes. While teaching classes that take place in software laboratories, we noticed that many of our students expected to learn to use software, but gave little consideration to aesthetics or art and design history. A typical first day question is, "Are we going to learn Photoshop in this class?" This book is a mash-up of the Bauhaus Basic Course and open source software such as Inkscape, Gimp, Firefox, and Processing. We have taken some of the visual principles and exercises from the Bauhaus Basic Course and adapted them into exercises for these applications.
This unit takes teachers and administrators through the steps of the Collaborative and Proactive Solutions developed by Dr. Ross Greene. It is a new and innovotaive approach to discipline in our schools.
In this book, you will examine the moral and ethical issues that exist within law enforcement. This book will also familiarize you with the basic history, principles, and theories of ethics. These concepts will then be applied to the major components of the criminal justice system: policing, the courts, and corrections. Discussion will focus on personal values, individual responsibility, decision making, discretion, and the structure of accountability. Specific topics covered will include core values, codes of conduct, ethical dilemmas, organizational consequences, liability, and the importance of critical thinking. By the end of this book, you will be able to distinguish and critically debate contemporary ethical issues in law enforcement.
Exploring Movie Construction & Production contains eight chapters of the major areas of film construction and production. The discussion covers theme, genre, narrative structure, character portrayal, story, plot, directing style, cinematography, and editing. Important terminology is defined and types of analysis are discussed and demonstrated. An extended example of how a movie description reflects the setting, narrative structure, or directing style is used throughout the book to illustrate building blocks of each theme. This approach to film instruction and analysis has proved beneficial to increasing students’ learning, while enhancing the creativity and critical thinking of the student.
Exploring Movie Construction and Production contains eight chapters of the major areas of film construction and production. The discussion covers theme, genre, narrative structure, character portrayal, story, plot, directing style, cinematography, and editing. Important terminology is defined and types of analysis are discussed and demonstrated. An extended example of how a movie description reflects the setting, narrative structure, or directing style is used throughout the book to illustrate building blocks of each theme. This approach to film instruction and analysis has proved beneficial to increasing students’ learning, while enhancing the creativity and critical thinking of the student.
Introduction and use of multiple tools in Seesaw in order to improve expressive language and intelligibility skills for speech and language students.
Sixth grade students in Chula Vista, CA created a professional-quality, whimsical and useful cookbook of healthy foods, with recipes and photographs. The project was a culmination of scientific and social studies, including visiting a community garden, growing and harvesting food, and cooking. Illuminates Mexican Science standard: “Students should be able to connect scientific knowledge with other disciplines in order for them to understand scientific phenomena and natural processes. They should also be able to apply this knowledge in different contexts for it to be socially and environmentally relevant.”
Designing the school garden will require Math, ELA, and Science skills with Scientific Method being used as a foundation. Students will create a school garden as a result of the work they preloaded into the activity. Finally, students will decide if the school garden has an improvements needed for future growth or more growth.
- Material Type:
- Lesson Plan
- North Carolina State University
- Provider Set:
- Kenan Fellows Program for Curriculum and Leadership Development
- Natosha Brinkley
- Date Added:
This textbook -- written by a group of select experts with a focus on different aspects of the design process, from creation to production -- addresses the many steps of creating and then producing physical, printed, or other imaged products that people interact with on a daily basis. It covers the concept that, while most modern graphic design is created on computers using design software, the ideas and concepts don’t stay on the computer. The ideas need to be completed in the computer software, then progress to an imaging (traditionally referred to as printing) process. Keywords are highlighted throughout and summarized in a Glossary at the end of the book, and each chapter includes exercises and suggested readings.
Students will define, explore, and learn how to embody grit in various aspects within and outside of schools. The process of of how famous figures (Will Smith, Usain Bolt, and others) have put in a lot of work in order to make what they do look easy. Like the growth mindset unit, this unit will focus on a non-cognitive skill, grit, for half of each class and then students will apply what they have learned while filling math gaps using Khan Academy.
This mini-unit is a designed for a middle school environment, teaching students about having a growth mindset and not a fixed mindset. The unit discusses the difference between a growth and a fixed mindset and allows students to explore these ideas through a variety of individual, partner, and group activities. Students will take a self-assessment on their current mindset at the beginning and the end of the unit, reflecting on their changing or lack there of in overall mindset.