ECH/435 v4 Art Resources Chart ECH/435 v4 Page 2 of 2 Art Resources Chart Complete the chart below by providing the following information for resources that may be used for integrated arts instruction: · Community resources include libraries, guest artists, museums, theaters, galleries, art boards, art education associations, and philanthropic organizations. · Electronic resources include websites, virtual tours, online tutorials, and streaming videos. · Print resources include compact discs, journals, magazines, music manuscripts, art prints, and art books. Include a total of 9 resources (3 community, 3 electronic, and 3 print). Type of Resource Resource Location Information Cost and Dates, or Hours of Availability Description of Resource Effective Use and Integration Strategies Target Ages or Grade Levels Accommodations for Diverse Learners Community Community Community Electronic Electronic Electronic Print Print Print Copyright 2020 by University of Phoenix. All rights reserved. Copyright© 2020 by University of Phoenix. All rights reserved. UNTEST ASSIGNMENT INFORMATION This is an open note/material/resource assignment. You may discuss all you want about the history under discussion through participation activities, but this assignment is to be your own original work. All unit Untests will utilize the following format. See the “Untest Helpful Hints” document for an example untest. To prepare for the untest, we suggest the following: · Participate in the Connections Discussion and History Jam · Pay attention to the Guiding Questions and Geographical Awareness information in each lesson; make sure that you have a good understanding of the importance of each before leaving a lesson · Take notes and write up IDs as you cover each lesson. As you make connections going through the materials, jot those down as well. · Be sure to review Unit 0 skills before completing. PART I. KEY IDs – 10 points each In this section, you must create 3 IDS for the untest. IDs are key people, places, events, or concepts (so “George Washington” or “trickle-down economics” for example). For each ID you will provide a sample answer (explaining the who/what, where, when, and why it is important). After providing your ID and sample answer, you will then need to explain why you chose this ID for the list, what makes it so key that it should appear on your imaginary test? II. CONNECTIONS – 20 points This is a critical thinking exercise. You have an example in Unit 0 and there is a “Connections Discussion” in each substantive unit. A connection is just that, an explanation of how two or more historical facts fit together. It contains the facts in addition to your analysis/explanation with evidence. For this part of the Untest, you are to make ONE connection from the time period covered in the unit. The facts should be different facts (not two sides of an issue, battle, debate, etc.) that may not seemingly ...

1. ECH/435 v4
Art Resources Chart
ECH/435 v4
Page 2 of 2
Art Resources Chart
Complete the chart below by providing the following
information for resources that may be used for integrated arts
instruction:
· Community resources include libraries, guest artists,
museums, theaters, galleries, art boards, art education
associations, and philanthropic organizations.
· Electronic resources include websites, virtual tours, online
tutorials, and streaming videos.
· Print resources include compact discs, journals, magazines,
music manuscripts, art prints, and art books.
Include a total of 9 resources (3 community, 3 electronic, and 3
print).
Type of Resource
Resource Location Information
Cost and Dates, or Hours of Availability
Description of Resource
Effective Use and Integration Strategies
Target Ages or Grade Levels
Accommodations for Diverse Learners
Community
Community

2. Community
Electronic
Electronic
Electronic
Print

3. Print
Print
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright© 2020 by University of Phoenix. All rights reserved.
UNTEST ASSIGNMENT INFORMATION
This is an open note/material/resource assignment. You may
discuss all you want about the history under discussion through
participation activities, but this assignment is to be your own
original work. All unit Untests will utilize the following format.
See the “Untest Helpful Hints” document for an example untest.
To prepare for the untest, we suggest the following:
· Participate in the Connections Discussion and History Jam
· Pay attention to the Guiding Questions and Geographical
Awareness information in each lesson; make sure that you have
a good understanding of the importance of each before leaving a
lesson

4. · Take notes and write up IDs as you cover each lesson. As you
make connections going through the materials, jot those down
as well.
· Be sure to review Unit 0 skills before completing.
PART I. KEY IDs – 10 points each
In this section, you must create 3 IDS for the untest. IDs are
key people, places, events, or concepts (so “George
Washington” or “trickle-down economics” for example).
For each ID you will provide a sample answer (explaining the
who/what, where, when, and why it is important). After
providing your ID and sample answer, you will then need to
explain why you chose this ID for the list, what makes it so key
that it should appear on your imaginary test?
II. CONNECTIONS – 20 points
This is a critical thinking exercise. You have an example in
Unit 0 and there is a “Connections Discussion” in each
substantive unit.
A connection is just that, an explanation of how two or more
historical facts fit together. It contains the facts in addition to
your analysis/explanation with evidence.
For this part of the Untest, you are to make ONE connection
from the time period covered in the unit. The facts should be
different facts (not two sides of an issue, battle, debate, etc.)
that may not seemingly be connected, but are. List the two
historical facts and then explain the connection.
III. Geographic Connections – 20 points
A geographic connection is similar to the connection above,
except that at least one of the facts is related to geography,
climate, or environment. (Remember the discussion of how
geography and history are related in Unit 0). You need to make
1 geographic connection using the same formatting as above.
V. Overall Takeaway – 20 points

5. This is an “un-essay.” Instead of giving you a prompt and
having you write a full-length essay, I want you to sit back and
think about the unit as a whole. What are your three key
takeaways (these are the most important overall themes in the
history covered in the unit – they may span more than one
lesson or period). How would you explain these most important
“big picture” concepts of American history? How would you
explain this in a paragraph (think of this as a two-minute
elevator speech on US History to someone who knows nothing
about the subject).
Note that your paragraph (which should be 200-250 words)
should follow rule of three formatting and contain a thesis
statement as the first sentence. This is followed by your
description of the first key takeaway, its importance, and your
detailed supporting evidence. Continue this pattern with the
second and third key points from the thesis statement and then
have a one sentence conclusion.
Review the Rule of Three information in Unit 0 before
completing.
Topics covered:
Lesson 4.1 The Affluent Society
Lesson 4.2 The sixties
· Lesson 4.2: Lectures/Media - Society, Politics, and Culture in
the 1960s
Lesson 4.2: Lectures/Media - The Culture of MAD (Mutual
Assured Destruction)
Lesson 4.3 The Limits of Power
Lesson 4.3: Readings
Lesson 4.3: Lectures/Media - Slides
Lesson 4.3: Lectures/Media - The Limits of Power
Lesson 4.3: Media Ford and Carter

6. Lesson 4.4 The Civil Rights Movements
Lesson 4.4 The Civil Rights Movements
· Lesson 4.4: Lectures
Lesson 4.4: Important note
Lesson 4.4: Media 1
Lesson 4.4: Media 2
Lesson 4.4: Lectures/Media
Lesson 4.4: Media 3
Lesson 4.4 Fannie Lou Hamer Discussion
· Lesson 4.5 The Conservative Resurgence
Lesson 4.5 Participation Points
Lesson 4.5 The Conservative Resurgence
Lesson 4.5: Guiding Questions and Geographic Awareness
Lesson 4.5: Readings
Lesson 4.5 Berlin Wall Discussion
Lesson 4.6 The New World Order
Lesson 4.6 Participation Points
Lesson 4.6 The New World Order
Lesson 4.6: Guiding Questions and Geographic Awareness
Lesson 4.6: Readings
Lesson 4.6: Lectures/Media
Lesson 4.6 History Jam Discussion