11th Annual Summit for a Healthier America
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The document summarizes a two-day event in Washington DC where attendees engaged in panel discussions on health and fitness issues, met with members of Congress to advocate for policies promoting health clubs, and took a one-mile walk with the US Surgeon General through Capitol Hill. Photos from the event were shared on Flickr.
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PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared.
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HY 1120, American History II 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Describe the impact of industrial expansion on the evolution of big business in the United States.
5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign
policy, and trade.
5.1 Identify the key figures who challenged traditional thoughts on American Imperialism,
expansionism, foreign policy, and trade.
5.2 Recall key figures in domestic reforms.
5.3 Examine multiple theories and perspectives surrounding American Imperialism.
6. Explain the United States’ role as a superpower during the world wars.
6.1 Identify key figures who pushed America towards intervention.
6.2 Explain how intervention and isolation led to the United States becoming a superpower.
Reading Assignment
American Social History Project, & the Roy Rosenzweig Center for History and New Media. (n.d.). "Cast
Down Your Bucket Where You Are": Booker T. Washington's Atlanta Compromise Speech. Retrieved
from http://historymatters.gmu.edu/d/88/
Friedel, F., & Sidey, H. (2006). Theodore Roosevelt. Retrieved from
http://www.whitehouse.gov/about/presidents/theodoreroosevelt
Theodore Roosevelt's corollary to the Monroe Doctrine. (1908). Retrieved from
http://www.ourdocuments.gov/doc.php?flash=true&doc=56
Guilford County Veterans Memorial Committee. (n.d.). World War II. Retrieved from
http://www.gcveteransmemorial.org/ph ...
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PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared.
PS 1010, American Government 1 Course Learning Out.docx
This document outlines the learning outcomes for Unit I of a course on American government. Upon completing the unit, students should be able to: 1) summarize the origins of American political thought by identifying how philosophers like John Locke influenced the founding fathers and indicating the major goals of the founding fathers; and 2) list the events preceding the creation of the Articles of Confederation and the weaknesses that led to its demise. The unit will address these outcomes through lessons, readings, and assignments related to the colonial experience, the Declaration of Independence, and the Articles of Confederation.
Pol 2301, united states government 1 course learni
This document outlines the learning outcomes and activities for a unit on civil rights and civil liberties in a college course on US Government. The unit focuses on identifying the attributes of the US Constitution and Bill of Rights, defining civil liberties and rights, discussing landmark Supreme Court cases related to these topics, and summarizing movements to achieve equal rights in the US. Students will engage in lessons, readings from two textbook chapters, and a unit assessment to meet the learning outcomes, which include understanding privacy rights, reproductive rights, and communications privacy as they relate to civil liberties.
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Business Ethics Professor Assignment
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A. Shareholders
B. Employees
C. Wholesalers
D. Retailers
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F. Consumers
G. People in the profession
H. Media
What type of things will the future students need to know about being successful business students? What type of things will students need to know about being successful individuals? What about morals? What about ethics? Is ethics truly situational? What about developing a personal worldview is that important? Should ethics be taught in the home, in society, or both? Would you utilize any of the ethical theories that you learned in class or would you utilize another ethical theory? Why or why not? Looking 10 years into the future what do you see as the state of business ethics in America? In the Western World? Throughout the rest of the world? What about globalization? Is there a place for it? What about whistleblowing will it still be needed? Is it important? Please address these questions as well as anything that you feel that I have missed. I will love to see your ideas about teaching a Business Ethics class.
HY 1120, American History II 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Describe the impact of industrial expansion on the evolution of big business in the United States.
5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign
policy, and trade.
5.1 Identify the key figures who challenged traditional thoughts on American Imperialism,
expansionism, foreign policy, and trade.
5.2 Recall key figures in domestic reforms.
5.3 Examine multiple theories and perspectives surrounding American Imperialism.
6. Explain the United States’ role as a superpower during the world wars.
6.1 Identify key figures who pushed America towards intervention.
6.2 Explain how intervention and isolation led to the United States becoming a superpower.
Reading Assignment
American Social History Project, & the Roy Rosenzweig Center for History and New Media. (n.d.). "Cast
Down Your Bucket Where You Are": Booker T. Washington's Atlanta Compromise Speech. Retrieved
from http://historymatters.gmu.edu/d/88/
Friedel, F., & Sidey, H. (2006). Theodore Roosevelt. Retrieved from
http://www.whitehouse.gov/about/presidents/theodoreroosevelt
Theodore Roosevelt's corollary to the Monroe Doctrine. (1908). Retrieved from
http://www.ourdocuments.gov/doc.php?flash=true&doc=56
Guilford County Veterans Memorial Committee. (n.d.). World War II. Retrieved from
http://www.gcveteransmemorial.org/ph ...
Regulation Through the Years by Chenoa Musillo Olson and Sarah Wieking
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PS 1010, American Government 1 Course Learning Out.docx
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11th Annual Summit for a Healthier America
- 1. There were plenty of historic sites to see in Washington, DC, including the U.S. Capitol Building.
- 2. The Russell Senate Office Building.
- 3. Attendees spent the first day engaged in panel discussions and presentations from a diverse group of speakers.
- 4. The panels included breakout sessions that provided great opportunities for attendees to get to know each other and discuss the issues.
- 5. Attendees spent the second day meeting with their members of Congress and advocating for policies that promote America’s health clubs as solutions to the inactivity and obesity crises. Here, members meet with Congressman Jim Moran of Virginia.
- 6. Attendees walked the walk alongside US Surgeon General Dr. Regina Benjamin (shown in next photo on right) on a one-mile walk through Capitol Hill.
- 7. IHRSA member Allison Flatley, of L&T Health and Fitness, smiles with US Surgeon General Dr. Regina Benjamin before the one- mile walk.
- 8. See more photos of the 11th Annual Summit for a Healthier America on Flickr: flickr.com/photos/ihrsa/