미국섬유역사박물관에서 만든 자료다. 방문객 또는 아이들을 위해 나무가지, 종이상자, 프라스틱 바구니 등을 이용해서 간단히 직조의 기본 원리를 이해하고 체험할 수 있는 프로그램의 교안이라 할 수 있다. 평직, 능직에 대한 설명도 있다. 뒷편엔 용어사전도 포함되어 있다. 36쪽 정도의 간단한 자료지만 아동이나 처음 직조를 접하는 이들을 위한 프로그램 자료로 충분하다. 국내에선 이런 간단한 자료 하나 구하기 어렵다. 그뿐 아니라 공개하질 않는다.
Brittney OkaforSubject Social StudiesLesson TitleLesson # .docxrichardnorman90310
Brittney Okafor
Subject: Social Studies
Lesson Title/Lesson #: The History of North Carolina (Pre-Colonial to Reconstruction)
Grade Level: Fourth Grade
Content Standard(s)
State standards and/or Common Core Standards
Analyze the chronology of key historical events in
North Carolina history.
1. De Soto’s expedition for gold leading to exposing the natives to European illnesses and disease.
2. Roanoke colonization
3. Trade Establishment
4. The Tuscarora War
The learner will examine the importance of the role of native American groups and examine the multiple roles they have played in the development of North Carolina.
2. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the lesson
1. Summarize the 3 main changes in cultures, everyday life and status
of indigenous American Indian groups in North Carolina
once the Europeans arrived.
2. Explain how people, events and developments brought
about changes to communities in various regions of North
Carolina.
Academic Language
What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?
1. Students will be expected read passages written about native American children of the time and interpret their thoughts, feelings, and experiences in their own words.
2. They will also be responsible for these vocabulary words and definitions: Barter, Colonization, Archaeologist, artifact, Natural Resources (Raw), Settle, Great Britain/England, American Indians, Enclosure Act, Coastal Plain Region, Piedmont Region, Mountain Region, King George III, French and Indian War.
3. An understanding of these terms and how they apply to the colonization of North Carolina along with having the ability to compare and contrast the experiences of the first settlers and native Americans will demonstrate their understanding of the material.
Prior Knowledge
What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?
Prior to this lesson, the students should have a basic knowledge of what a native American is, who Christopher Columbus was, and have at least heard of the thirteen original colonies. The students should also have an understanding of trading or bartering, and why it is important.
Materials
What materials are needed for the teacher and students? Instructional resources?
1. Students will need their composition notebooks to add their journal entries.
2. We will also need access to computers on the day when we complete the virtual tours.
3. A smart board will be an excellent resource when it is time to play audio clips, watch video clips, and show maps of the locations in question.
4. A map of N.C. for each student.
5. The tools worksheet with the images of native American tools.
6. Questionnaire about the video.
7. Shoe boxes.
미국섬유역사박물관에서 만든 자료다. 방문객 또는 아이들을 위해 나무가지, 종이상자, 프라스틱 바구니 등을 이용해서 간단히 직조의 기본 원리를 이해하고 체험할 수 있는 프로그램의 교안이라 할 수 있다. 평직, 능직에 대한 설명도 있다. 뒷편엔 용어사전도 포함되어 있다. 36쪽 정도의 간단한 자료지만 아동이나 처음 직조를 접하는 이들을 위한 프로그램 자료로 충분하다. 국내에선 이런 간단한 자료 하나 구하기 어렵다. 그뿐 아니라 공개하질 않는다.
Brittney OkaforSubject Social StudiesLesson TitleLesson # .docxrichardnorman90310
Brittney Okafor
Subject: Social Studies
Lesson Title/Lesson #: The History of North Carolina (Pre-Colonial to Reconstruction)
Grade Level: Fourth Grade
Content Standard(s)
State standards and/or Common Core Standards
Analyze the chronology of key historical events in
North Carolina history.
1. De Soto’s expedition for gold leading to exposing the natives to European illnesses and disease.
2. Roanoke colonization
3. Trade Establishment
4. The Tuscarora War
The learner will examine the importance of the role of native American groups and examine the multiple roles they have played in the development of North Carolina.
2. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the lesson
1. Summarize the 3 main changes in cultures, everyday life and status
of indigenous American Indian groups in North Carolina
once the Europeans arrived.
2. Explain how people, events and developments brought
about changes to communities in various regions of North
Carolina.
Academic Language
What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?
1. Students will be expected read passages written about native American children of the time and interpret their thoughts, feelings, and experiences in their own words.
2. They will also be responsible for these vocabulary words and definitions: Barter, Colonization, Archaeologist, artifact, Natural Resources (Raw), Settle, Great Britain/England, American Indians, Enclosure Act, Coastal Plain Region, Piedmont Region, Mountain Region, King George III, French and Indian War.
3. An understanding of these terms and how they apply to the colonization of North Carolina along with having the ability to compare and contrast the experiences of the first settlers and native Americans will demonstrate their understanding of the material.
Prior Knowledge
What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?
Prior to this lesson, the students should have a basic knowledge of what a native American is, who Christopher Columbus was, and have at least heard of the thirteen original colonies. The students should also have an understanding of trading or bartering, and why it is important.
Materials
What materials are needed for the teacher and students? Instructional resources?
1. Students will need their composition notebooks to add their journal entries.
2. We will also need access to computers on the day when we complete the virtual tours.
3. A smart board will be an excellent resource when it is time to play audio clips, watch video clips, and show maps of the locations in question.
4. A map of N.C. for each student.
5. The tools worksheet with the images of native American tools.
6. Questionnaire about the video.
7. Shoe boxes.
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docxherminaprocter
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
How to Make a Field invisible in Odoo 17Celine George
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. My Unit Plan was written for students in a 4th grade classroom. The students would be between 9 and 10 years old. My goal is to cover who and when each part of North America was discovered, when the first colonies were established, and how colonists created a life for themselves in the different colonies.
3. State Objectives http://wveis.k12.wv.us/Teach21/public/cso/cso.cfm
4. SS. O. 4. 5. 1 Create timelines to sequence and infer connections between events in major historical periods in U.S. history (e.g., discovery, colonization, revolution).
5. SS. O. 4. 5. 5 List the European explorers of the 15th and 16th centuries, explain their reasons for exploration and the information gained from their journeys and then show how their travels in North America affected both North America and the rest of the world.
6. SS. O. 4. 5. 12 Select, analyze, interpret and use information from various sources for reconstructing the past (e.g., documents, letters, maps, photos, newspaper articles) and prepare short reports that explain who, what, when, where, how and why events occurred as they did.
7. SS. O. 4. 3. 5 Summarize how slavery and indentured servitude influenced the early economy of the United States.
8. SS. O. 4. 5. 6 Compare and contrast community life and family roles in various regions and social classes of colonial America.
9. SS. O. 4. 5. 11 Explain the similarities and differences in backgrounds, motivations and occupational skills between people in the English settlements and those in the French and Spanish settlements.
10. SS. O. 4. 4. 2 Analyze and assess the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of water) on the following:
29. This website is geared toward students where they can learn about how the first colonists came over to America and what they saw when they landed in the foreign land.
31. This website is geared toward the students where they can interact with the website. Students can take quizzes to see if they would survive in Colonial America, become a captain of a voyage across the Atlantic, and dress up a colonist in their clothing of the time.
33. This website is geared toward the students where they can choose link that directs them to a description of some of the major events that happened during Colonial America. These links include: The Boston Tea Party, Jamestown, and the Thirteen Colonies.
35. This website is for students where they can click on the different links and find out about the explorers, and there are also interactive sites that can be visited.
41. This website is geared toward teachers and is whole page of different links that can be chosen for different events of Colonial America and the history of Colonial America.
43. This website is geared toward teachers and is a resource page. Here teachers can find different arts and crafts, articles from personal accounts, and biographies of colonists.
46. The first day European Exploration will be introduced to the students. Students will be taught about the different explorers from each country and what their contribution to exploration was. After the lesson plan is over students will receive the Age of Exploration worksheet which will be completed at the end of the class. Students will work on this worksheet by themselves for the first 10 minutes to test their knowledge then they can get into groups and compare answers. Students will be assigned to read the chapter on exploration for homework and write down any facts they think are important.
48. The first half of class will be dedicated to going over the chapter on exploration and comparing each student’s facts that they thought were interesting. The second half of the class will be focused on using maps and photos of the different explorers and the routes they traveled. The student will be separated into groups and will be given an explorer. Students will be given a blank map of the world and will need to draw the travel route of their explorer. The students will also need to provide what year the exploration took place, where the explorer was headed, and where the explorer ended up. Students will also have to put the photo of their explorer on the map (which will be provided) and provide a 2-3 sentence paragraph about the explorer. This group project will take up the whole rest of the class and half of the next so students will not have homework.
50. Each group project will present in front of the class while the other groups take notes of the information that is being given. After the projects are finished timelines will be passed out of the all the exploration dates and the class will be introduced to Colonial America by the timeline worksheet. Students will be challenged by having a knowledge quiz on Colonial America through the Student Response System; students will not be graded on this but will be awarded participation points for doing the quiz. After each students answers the correct answer will appear on the screen. I will also hand out the Thirteen Colonies worksheet; this is strictly to test the student’s knowledge and will not be graded. After the quiz and the Colonial America worksheet we will go over the worksheet as a class and students may answer if they think they know the right answer or have an answer.
52. Students will be introduced to the New England, Middle, and Southern colonies, along with names and founding dates of each of the states. The interactive bulletin board will be used for this and students will match the name of the colony with the state on the map. Interactions between the colonies will also be introduced like what they used for transportation, which the colonists interacted with each other, and what the colonist did for jobs, food, and clothing. After seeing the bulletin board and learning about the colonies students will be quizzed on the Smart Board. For homework students must read the chapter in the text and highlight or take notes. This reading will be discussed during the next class and students will be able to earn participation points.
54. The chapter on colonies will be discussed and notes will be compared between the students and here they will be able to earn participation points. Students will be introduced to the different family roles and social classes in each of the different sections of the colonies. The class will be split into three groups and each will be assigned a section of the Thirteen Colonies (i.e. New England, Middle, and Southern). Each group will create a podcast of their section of the colonies including family roles and social classes of each of the colonies. Each team member must talk at least 3 times and they podcast needs to be creative; if the student wish to they may take it home and work on it if it is not finished in class.
56. Each podcast will be listened to and students are expected to take notes from what they hear. Next slavery in the colonies will be introduced to the students and how it affected the colonies. In order to get the full effect of what slaves’ endured students will read excerpts of personal experiences by slaves and write a short response on what they thought (i.e. whether or not they felt sympathy for them or if they what was being done to the slaves was right). This exercise will be done on blogger and at the end of the Unit Plan students will write a reflection paper on what they learned during the Unit Plan and what they liked/disliked. This will all be done in class then peer reviewed and turned into the teacher.
58. The last day of the class English, French, and Spanish settlements will be compared with each other. A PowerPoint will be provided on this and discussed during the first part of the class. Students will once again be separated into groups and assigned a country. Students are expected to create a poster describing their countries settlement and will be documented by camera. Students will have to interact and speak to get full credit. A study guide for the whole unit will also be handed out and worked on in groups. This will help the students prepare for the assessment to come. There will be sometime left in class to work on the study guide and students may use their fellow classmates for help.
60. During this class period students will go to the computer lab and explore the different websites about the unit. Worksheets will be provided with the websites on them and students have to choose at least two websites to explore and do two activities on each website. After the student has completed the activities they are to be printed out and turned into the teacher. For extra credit students can visit all four sites and do two activities for each, this can be taken home and done if class time does not permit. Students may work with a partner for this assignment. Here the students will write their reflection paper on blogger of what they thought about the unit.
62. To keep the learners attention I will provide many hands on activities to keep the class fun and interesting. There will be many hand outs and worksheets that will allow the students to work in groups of 2 or sometimes 4 and collaborate with each other. For one day of the lesson plan a board game will be provided for each group of students to play for half of class. Student will also interact with the interactive bulletin board on the smart board. One arts and crafts project will also be provided for the class for half of the period. For extra credit students can dress up as a colonist for one day and state to the class which colony they are from and why they chose this colony.
64. Students will not just be evaluated at the end of the unit but also during the unit with worksheets, group projects, and quizzes. Students will also be tested through the Student Response System and the Smart Board. As one big last project students will create their own colony (i.e. name of colony, where it will be, religion if any, crops, trade, etc). This project will be presented to the class and will be documented by camera. One big assessment will be administered at the end of the unit which will include matching, true or false questions, multiple choice, and one short answer question. A bonus question will also be added to the test of one interesting fact that was taught over the unit.