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The fourth step in planning a unit plan is to research and decide on the necessary materials and resources that create engagement through anticipatory sets and help to develop confidence as competent users of technology. Part 1: Materials, Resources, and Technology Complete the “Materials, Resources, and Technology" sections of the "Science Unit Plan.” Include appropriate and relevant materials, resources, and technology that successfully: Support students in chosen content, development of relevant skills, and encourage student engagement. Support diverse student needs and learning advancement. The details of the "Science Unit Plan" will continue to be fully developed and revised throughout the duration of the course, culminating in a complete unit plan due in Topic 5. Part 2: Reflection In 250-500 words, summarize and reflect on how planning for materials, resources, and technology can create engagement and motivation during a lesson. How can you utilize informational resources to engage students and help develop their confidence as competent users of technology? How will you evaluate curriculum materials, school/district resources, student data to make sure you are using appropriate and relevant materials? Support your reflection with at least two scholarly resources. Submit the "Science Unit Plan" and reflection as one deliverable. .

The fourth step in planning a unit plan is to research and decide
on the necessary materials and resources that create engagement
through anticipatory sets and help to develop confidence as
competent users of technology.
Part 1: Materials, Resources, and Technology
Complete the “Materials, Resources, and Technology" sections
of the "Science Unit Plan.” Include appropriate and relevant
materials, resources, and technology that successfully:
Support students in chosen content, development of relevant
skills, and encourage student engagement.
Support diverse student needs and learning advancement.
The details of the "Science Unit Plan" will continue to be fully
developed and revised throughout the duration of the course,
culminating in a complete unit plan due in Topic 5.
Part 2: Reflection
In 250-500 words, summarize and reflect on how planning for
materials, resources, and technology can create engagement and
motivation during a lesson. How can you utilize informational
resources to engage students and help develop their confidence
as competent users of technology? How will you evaluate
curriculum materials, school/district resources, student data to
make sure you are using appropriate and relevant materials?

Support your reflection with at least two scholarly resources.
Submit the "Science Unit Plan" and reflection as one
deliverable.

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The freedom of the press was included in the First Amendment to guarantee citizens’ access to news and information. Americans largely rely on the mass media to learn about what is going on in government and in the wider world. Throughout American history, the public’s access to objective reporting has been threatened by partisan bias in the press, sensationalism, and attempts by the government to regulate the media. Additionally, political campaigns and politicians have long attempted to circumvent and control media coverage. And, in the contemporary era, new trends such as narrowcasting and media consolidation are seen by some as threats to the public’s ability to become informed. Your essay must contain the following information: What about today’s media environment do you believe is the greatest obstacle to an enlightened public? Why? Provide a definition of this obstacle. Use references from the text. Provide two (2) recent examples of this threat. Describe how it impeded the public from becoming informed. Paper requirements You must have a very clear thesis statement . · You must provide support for your thesis that is based on evidence (Legal, Empirical, Moral, Political) · You must use a minimum of two outside sources . You must use APSA/ APA or MLA formatting in your citations. You will be required to use in-text citations as well as providing a works cited at the end of your essay. *Any thought that is not your own, must be cited. · Your essay must be written in the format of a research paper which outlines a proposed policy. · You must use complete sentences and present coherent thoughts in your argument. · You must include a works cited · The essay must be 2 to 3 pages in length · Font size should be 12 point font · Font style should be Times New Roman · The essay must be double spaced .

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The fourth mission of the Department of Homeland Security is to safeguard and secure cyberspace (Links to an external site.)Links to an external site. . The first goal supporting this mission is “Strengthen the security and resilience of critical infrastructure against cyber-attacks and other hazards.” A review of our nation’s critical infrastructure (Links to an external site.)Links to an external site. quickly highlights that much of our infrastructure is privately owned and operated, or it is a joint venture between public and private enterprise. Review the DHS Critical Infrastructure Sector Chart as you read the Introduction to Part 7 and Chapters 31, 32, and 34 in the primary text. Initial Post In a free and open economy, how does the Department of Homeland Security ensure our critical infrastructure is protected, especially when it is owned or operated by a private entity? For example, your post could deal with private airlines, airports, and port authorities; private power stations, dams, and electrical companies; transportation systems, cargo movement, and ports; or the Internet and the cyber world. What are the special considerations that must be taken into account? Write your post from the perspective of the Department of Homeland Security. Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources. Use APA format to cite your sources in text as well as at the end of your post in the list of references. .

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The Fracturing of the New Deal Coalition The “credibility” issue: Many will increasingly distrust what their government tells them. The Vietnam War will indicate to many that their government cannot be trusted. In the 1950s, many regarded the government as the engine of growth. Between the 1950s and 1960s, however, many began to grow suspicious of government action. Rather than providing for an improved McCarthyism Student Activism Students for a More Democratic Society “The Port Huron Statement,” 1962 “We are people of this generation, bred in at least modest comfort, housed now in universities, looking uncomfortably to the world we inherit.” Answering a Question on the Review Sheet!!! How did fear of foreign communism help to shape post-war American culture? Why were many concerned that the effort to fight communism overseas my have a negative impact on Freedom and democracy at home? The Civil Rights Era or the Black Freedom Movement Historians have had a tendency to isolate the events of the late 1950s and the 1960s from the broader chronology of African Americans pushing for civil rights. The Life of Ella Baker Ella Baker’s life demonstrates the difficulty of limiting the civil rights era to the 1950s and 1960s. Brown vs. Board of Education of Topeka From Chief Justice Earl Warren’s decision: “We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factors may be equal deprive the children of the minority group of equal educational opportunities? We believe that it does.” The Actions of Civil Rights Activists also helped to build momentum for Civil Rights Montgomery Bus Boycotts, 1955 -- largely failed to get national attention. Violence in other places around the South, however, provided powerful images for the national media. Little Rock, Arkansas In 1957, President Eisenhower sent the 101 Airborne division to enforce a court order forcing integration of Central High School in Little Rock, Arkansas. Woolworth Sit Ins In 1960, four black college students from North Carolina A&T in Greensboro decided to sit at the “whites only” counter in their local F.W. Woolworth and order coffee and doughnuts. For the Michigan students who would organize the SDS in 1962, it seemed like an advance for democracy and were excited about joining the movement to topple Jim Crow in the United States. Answering a Question on the Review Sheet!!! How was the “sit-in” movement of 1960 an outgrowth of earlier protests? What major differences divided the various groups—SNCC, SCLC, NAACP, CORE, and others—that were active in protesting against white supremacy in the 1960s? Violence in Birmingham Growing Pressures on the Democratic Party In the 1960s, the Democratic Party would suffer the impossible challenge of defeating communism, satisfying the concerns of student activists, meeting the demands o.

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