The document discusses civic learning opportunities related to Black History Month and voting rights. It provides background on the establishment of voting rights for African Americans through amendments and acts, and the ongoing struggle for equal access. It then offers several learning activities focused on critical thinking, history, civic engagement, and effective communication that allow students to explore voting rights and civic participation through discussion, writing, and role-playing historical figures and events.
When students learn about how governments and communities work, they build skills for success. The document provides examples of integrating civic literacy into English/language arts and social studies curriculums from kindergarten through 12th grade. Civic topics are taught through reading informational texts, writing opinions, and discussing current events and history.
This document discusses techniques for teaching students to become global citizens. It notes that in the 21st century, the US is increasingly connected to the world through trade, travel, and technology, so young people must understand the concepts of citizenship, globalization, rights, and responsibilities. The document provides examples of experiential learning techniques that can make these abstract concepts more concrete for students, such as moot court, field trips, guest speakers, and cultural activities. It emphasizes helping students understand civic rights and duties both in the US and globally in an increasingly interconnected world.
For the 2015 National Student Leadership Congress hosted by the Council for Opportunity in Education in Washington D.C., over 150 students from TRIO programs participated in a week-long leadership experience. The agenda included cultural trips to D.C. landmarks, workshops on leadership skills and diversity, and a visit to the Supreme Court where Justice Sotomayor spoke to the students. On Capitol Hill, students met with members of Congress and later participated in a Mock Congress competition. The closing event featured a keynote speech from music industry leader Michael Muse, who encouraged the students to pursue higher education. The experience aimed to develop the students' leadership abilities and understanding of citizenship through diverse programming centered around exploring Washington D.C. and engaging with
This document discusses literacy and access to libraries for various racial and ethnic groups in the United States. It provides a brief history of library access for groups such as African Americans, Native Americans, and immigrants. It also discusses national organizations focused on literacy such as the ALA's Office for Literacy and Outreach Services and Committee on Literacy. Ethnic library associations that promote access to information for underrepresented groups are also mentioned.
Tsianina Lomawaima is a professor at the University of Arizona who has published extensively on Native American education and sovereignty. She argues that Native American children are better served by Native American teachers who can incorporate their languages and cultures. The document discusses the history of Native American education from boarding schools to the rise of community-controlled schools in the 1970s. However, budget cuts and policy changes have undermined the stability and success of Native-run schools.
This lesson plan outlines a multi-day activity for 7th grade students to learn about and debate the issue of illegal immigration to the United States. Students will conduct research into the perspectives of different groups (illegal immigrants, US citizens against immigration, employers hiring immigrants), role play these viewpoints, and write a letter arguing their own position on potential policy solutions. The lesson aims to help students understand varying viewpoints, support opinions with evidence, and address the issue from multiple perspectives.
This document outlines a podcast project for 4th or 5th grade students on family origins and immigration history. Students will interview family members to learn about their family's immigration story or a past generation. They will record and edit the interviews, write a narration, and publish the final podcast. The project aims to make history personally relevant while teaching students collaboration, critical thinking, and project-based learning skills through multiple phases including planning, drafting, editing, and publishing. It connects to curriculum on immigration and cultural identity in the US.
This document provides an overview of an American culture webinar for English language teachers. The webinar aims to provide information about U.S. culture and help teachers create lesson plans to incorporate this material in their classrooms. It discusses various topics related to freedom of expression in America such as the Constitution, freedom of speech, freedom of the press, and internet freedom. It also includes sample discussion questions, vocabulary words, and activities that teachers can use in their lessons.
When students learn about how governments and communities work, they build skills for success. The document provides examples of integrating civic literacy into English/language arts and social studies curriculums from kindergarten through 12th grade. Civic topics are taught through reading informational texts, writing opinions, and discussing current events and history.
This document discusses techniques for teaching students to become global citizens. It notes that in the 21st century, the US is increasingly connected to the world through trade, travel, and technology, so young people must understand the concepts of citizenship, globalization, rights, and responsibilities. The document provides examples of experiential learning techniques that can make these abstract concepts more concrete for students, such as moot court, field trips, guest speakers, and cultural activities. It emphasizes helping students understand civic rights and duties both in the US and globally in an increasingly interconnected world.
For the 2015 National Student Leadership Congress hosted by the Council for Opportunity in Education in Washington D.C., over 150 students from TRIO programs participated in a week-long leadership experience. The agenda included cultural trips to D.C. landmarks, workshops on leadership skills and diversity, and a visit to the Supreme Court where Justice Sotomayor spoke to the students. On Capitol Hill, students met with members of Congress and later participated in a Mock Congress competition. The closing event featured a keynote speech from music industry leader Michael Muse, who encouraged the students to pursue higher education. The experience aimed to develop the students' leadership abilities and understanding of citizenship through diverse programming centered around exploring Washington D.C. and engaging with
This document discusses literacy and access to libraries for various racial and ethnic groups in the United States. It provides a brief history of library access for groups such as African Americans, Native Americans, and immigrants. It also discusses national organizations focused on literacy such as the ALA's Office for Literacy and Outreach Services and Committee on Literacy. Ethnic library associations that promote access to information for underrepresented groups are also mentioned.
Tsianina Lomawaima is a professor at the University of Arizona who has published extensively on Native American education and sovereignty. She argues that Native American children are better served by Native American teachers who can incorporate their languages and cultures. The document discusses the history of Native American education from boarding schools to the rise of community-controlled schools in the 1970s. However, budget cuts and policy changes have undermined the stability and success of Native-run schools.
This lesson plan outlines a multi-day activity for 7th grade students to learn about and debate the issue of illegal immigration to the United States. Students will conduct research into the perspectives of different groups (illegal immigrants, US citizens against immigration, employers hiring immigrants), role play these viewpoints, and write a letter arguing their own position on potential policy solutions. The lesson aims to help students understand varying viewpoints, support opinions with evidence, and address the issue from multiple perspectives.
This document outlines a podcast project for 4th or 5th grade students on family origins and immigration history. Students will interview family members to learn about their family's immigration story or a past generation. They will record and edit the interviews, write a narration, and publish the final podcast. The project aims to make history personally relevant while teaching students collaboration, critical thinking, and project-based learning skills through multiple phases including planning, drafting, editing, and publishing. It connects to curriculum on immigration and cultural identity in the US.
This document provides an overview of an American culture webinar for English language teachers. The webinar aims to provide information about U.S. culture and help teachers create lesson plans to incorporate this material in their classrooms. It discusses various topics related to freedom of expression in America such as the Constitution, freedom of speech, freedom of the press, and internet freedom. It also includes sample discussion questions, vocabulary words, and activities that teachers can use in their lessons.
Webinar presentation TEACHING WITH PRIMARY SOURCEStabor1
This document provides an overview of best practices for teaching history and developing students' historical thinking skills. It discusses the concept of developing students' "historic sense" or ability to understand events in context and discern key details and relationships. Some best practices outlined include using primary sources, considering multiple perspectives, understanding context, and allowing students to construct their own narratives. The document also discusses frameworks like the C3 Framework and concepts like historical habits of mind that can help move students towards more expert-level historical analysis. It provides examples of analyzing sources and presents the SOURCES framework for systematically exploring primary sources.
Chapter 4 barriers to intercultural communicationCCUCLASSA2017
This Presentation explain about the barriers to intercultural communication. this presentation is created by group 2 in Cross-Cultural Understanding Class, English Education Program, Yogyakarta State University.
Linguism, or an excessive bias towards a particular language group, can act as a barrier to national integration in India. The document discusses the various causes of linguism, including geographical, historical, psychological, political, economic, and social factors. It also outlines some of the problems that arise due to linguism, such as a lack of healthy self-development and narrow-minded beliefs. The document argues that education can play an important role in reducing linguism by advocating for the learning of multiple languages, developing love for other cultures, and focusing on universal values rather than differences.
This document discusses universal literacy. It begins by defining literacy and the universal literacy initiative launched in 2016. It then lists several objectives of the discussion, including defining literacy, explaining universal literacy, and identifying the importance of literacy and factors affecting it. Some key points made include that literacy is important for education, knowledge, and socioeconomic development, and is a fundamental human right. Factors affecting literacy are discussed, such as language, environment, poverty, and illiterate parents. The document concludes by stating that increasing literacy can help reduce social issues.
linguistic states problems and perspectivesHemant Gaikwad
The document discusses India's policy of creating linguistic states after independence to promote diversity and autonomy. It provides historical context starting from the Bengal Partition Resolution of 1905 up to the States Reorganisation Commission of 1955 which redrew state boundaries along linguistic lines. While linguistic states aimed to minimize conflict, they also led to issues like regionalism, tensions over resources, and demands for newer states. The creation of states based primarily on language was a pragmatic solution but not perfect, as demands for states like Telangana and Vidarbha show language alone cannot address all complexities.
Evaluating messages or images of different types of texts reflecting differen...PhDEng Ruel Bongcansiso
1. The document discusses evaluating different types of texts and media messages reflecting various cultures. It addresses strategies for analyzing images, identifying cultural texts, and detecting bias in the media.
2. Key points include understanding the symbolism and communication styles of other cultures, asking questions to interpret images and identify their intended meanings and audiences, and recognizing how bias can occur through word choices, sources cited, and emphasis or omission of certain ideas.
3. Proper evaluation requires considering the context, origins, and implications of what is being communicated through both words and images.
The document discusses the linguistic states of India. It describes how after independence in 1947, the princely states were politically integrated into the Indian Union, with some merged into existing provinces and others organized into new provinces based on language or other cultural identities. The 1950 constitution established India as a sovereign democratic republic and a "Union of States." Many states have since been reorganized based on language, culture, and ethnicity to better represent linguistic identities and make administration easier, despite initial fears this could lead to disintegration. The experience has shown linguistic states have actually made India more united.
This lesson uses political cartoons from Mount Vernon to teach students about major issues during George Washington's presidency, including his title, the Jay Treaty, and the national bank. Students will analyze cartoons focusing on these topics, write captions, and create exhibit labels to develop understanding. The goal is for students to use political cartoons as historical sources and to critically examine different perspectives on events during Washington's administration.
Bcssta conference october 19, 2012 resources for historical thinkinglsgibson
Facts 1 and 3 help determine if J.E. Wright's views were typical or atypical. Fact 1 provides context that Woodrow Wilson, who supported the Treaty, was still president at the time. Fact 3 shows that the Treaty was ultimately rejected by the Senate, suggesting Wright's supportive views were in the minority and thus atypical for most Americans at the time.
Cultural Affairs Officer Melissa Schumi Jones and English Language Fellow Ryan Brux talk about Black History Month and Martin Luther King Jr.'s "I Have A Dream" speech.
Presidents Day is celebrated on the third Monday in February to honor U.S. presidents. Originally honoring George Washington's birthday, it now also recognizes Abraham Lincoln's birthday. The document provides information on the president's roles and responsibilities as defined by the Constitution, such as being at least 35 years old, a natural-born citizen, and having lived in the U.S. for 14 years. It also outlines civic learning activities for students to learn about presidential history, roles, and leadership skills through discussions, presentations, and analyzing presidential speeches and policies.
Civic education aims to develop informed and engaged citizens. It teaches students about their rights and responsibilities in a democracy as well as political systems and current issues. The goals are to impart democratic knowledge and values, encourage participation, and develop skills like critical thinking and communication. A good citizen respects others, helps the community, votes accountably, and protects the environment. Citizenship creates a shared identity and values within a society and state.
This interactive simulation places students in the role of a participant in the 1960s Civil Rights movement, taking on the perspective of either a civil rights leader, grassroots activist, or segregationist. Students research the historical context surrounding Jim Crow laws and the philosophies of the Civil Rights movement. They then create a primary document or debate presenting their assigned role's perspective on key issues of the time period. The goal is for students to gain understanding of the non-violent revolution and how the country has changed as a result of the Civil Rights movement.
GenerationNation provides K-12 resources and hands-on activities to educate students about civics and build civic literacy. They offer classroom resources aligned to educational standards, as well as opportunities for hands-on learning like a mock election where students vote. Their goal is to engage students in government and community issues to develop leadership skills from an early age.
The document describes a service-learning project aimed at raising political efficacy among high school sophomores. It involved three sections: introducing key concepts like political efficacy and the First Amendment, having students choose an issue and create a project using their rights, and sharing/reflecting. Initial surveys found most students did not believe they could make a difference, but after the project all did. It was successful in teaching students about their rights and how to create change, and the author recommends expanding it to more classes to inspire more youth civic engagement.
This document outlines the objectives and weekly lessons for a unit called "The Democracy Project". Over eight weeks, students will learn about democracy, government, and the US electoral process. They will define political terms, express opinions, and compare views. Students will conduct a voter registration campaign targeting 18-25 year olds, including creating a blog. They will research candidates' platforms and participate in a mock debate. A mock election will also be held at the school. The goal is for students to gain knowledge about politics and civic participation.
California History Social Science FrameworksCarla Piper
The document outlines the goals and curriculum strands of California's history-social science frameworks, which are designed to promote students' knowledge and cultural understanding, democratic understanding and civic values, and skills attainment. The frameworks aim to develop students' historical literacy, ethical literacy, cultural literacy, geographic literacy, economic literacy, sociopolitical literacy, and basic study and critical thinking skills to prepare them for effective citizenship. Key figures discussed include John Dewey, known as the father of progressivism, whose views emphasized democratic education and learning through experience.
International perspective on information literacy: national frameworksSheila Webber
This presentation was given by Sheila Webber at the meeting held to plan for an Information Literacy Strategy for Wales, on 30 November 2009 at Gregynogg Hall in Wales. In it she identifies point’s from Woody Horton’s Information Literacy “primer”, gives her own perspective on the 4 areas identified in the UNESCO-sponsored discussions (governance/ citizenship; Education; Health; Business) and talks about visions for information literacy.
GenerationNation is a nonprofit that helps K-12 students build civic literacy and leadership skills. It provides classroom curriculum and resources, as well as hands-on learning opportunities like a youth council. The document outlines GenerationNation's programs and resources for educators, including standards-aligned lessons, tools to integrate civics into different subjects, and ways for students to get involved in their community and government. It also describes how GenerationNation works to engage more students in civic learning and narrow opportunity gaps.
Webinar presentation TEACHING WITH PRIMARY SOURCEStabor1
This document provides an overview of best practices for teaching history and developing students' historical thinking skills. It discusses the concept of developing students' "historic sense" or ability to understand events in context and discern key details and relationships. Some best practices outlined include using primary sources, considering multiple perspectives, understanding context, and allowing students to construct their own narratives. The document also discusses frameworks like the C3 Framework and concepts like historical habits of mind that can help move students towards more expert-level historical analysis. It provides examples of analyzing sources and presents the SOURCES framework for systematically exploring primary sources.
Chapter 4 barriers to intercultural communicationCCUCLASSA2017
This Presentation explain about the barriers to intercultural communication. this presentation is created by group 2 in Cross-Cultural Understanding Class, English Education Program, Yogyakarta State University.
Linguism, or an excessive bias towards a particular language group, can act as a barrier to national integration in India. The document discusses the various causes of linguism, including geographical, historical, psychological, political, economic, and social factors. It also outlines some of the problems that arise due to linguism, such as a lack of healthy self-development and narrow-minded beliefs. The document argues that education can play an important role in reducing linguism by advocating for the learning of multiple languages, developing love for other cultures, and focusing on universal values rather than differences.
This document discusses universal literacy. It begins by defining literacy and the universal literacy initiative launched in 2016. It then lists several objectives of the discussion, including defining literacy, explaining universal literacy, and identifying the importance of literacy and factors affecting it. Some key points made include that literacy is important for education, knowledge, and socioeconomic development, and is a fundamental human right. Factors affecting literacy are discussed, such as language, environment, poverty, and illiterate parents. The document concludes by stating that increasing literacy can help reduce social issues.
linguistic states problems and perspectivesHemant Gaikwad
The document discusses India's policy of creating linguistic states after independence to promote diversity and autonomy. It provides historical context starting from the Bengal Partition Resolution of 1905 up to the States Reorganisation Commission of 1955 which redrew state boundaries along linguistic lines. While linguistic states aimed to minimize conflict, they also led to issues like regionalism, tensions over resources, and demands for newer states. The creation of states based primarily on language was a pragmatic solution but not perfect, as demands for states like Telangana and Vidarbha show language alone cannot address all complexities.
Evaluating messages or images of different types of texts reflecting differen...PhDEng Ruel Bongcansiso
1. The document discusses evaluating different types of texts and media messages reflecting various cultures. It addresses strategies for analyzing images, identifying cultural texts, and detecting bias in the media.
2. Key points include understanding the symbolism and communication styles of other cultures, asking questions to interpret images and identify their intended meanings and audiences, and recognizing how bias can occur through word choices, sources cited, and emphasis or omission of certain ideas.
3. Proper evaluation requires considering the context, origins, and implications of what is being communicated through both words and images.
The document discusses the linguistic states of India. It describes how after independence in 1947, the princely states were politically integrated into the Indian Union, with some merged into existing provinces and others organized into new provinces based on language or other cultural identities. The 1950 constitution established India as a sovereign democratic republic and a "Union of States." Many states have since been reorganized based on language, culture, and ethnicity to better represent linguistic identities and make administration easier, despite initial fears this could lead to disintegration. The experience has shown linguistic states have actually made India more united.
This lesson uses political cartoons from Mount Vernon to teach students about major issues during George Washington's presidency, including his title, the Jay Treaty, and the national bank. Students will analyze cartoons focusing on these topics, write captions, and create exhibit labels to develop understanding. The goal is for students to use political cartoons as historical sources and to critically examine different perspectives on events during Washington's administration.
Bcssta conference october 19, 2012 resources for historical thinkinglsgibson
Facts 1 and 3 help determine if J.E. Wright's views were typical or atypical. Fact 1 provides context that Woodrow Wilson, who supported the Treaty, was still president at the time. Fact 3 shows that the Treaty was ultimately rejected by the Senate, suggesting Wright's supportive views were in the minority and thus atypical for most Americans at the time.
Cultural Affairs Officer Melissa Schumi Jones and English Language Fellow Ryan Brux talk about Black History Month and Martin Luther King Jr.'s "I Have A Dream" speech.
Presidents Day is celebrated on the third Monday in February to honor U.S. presidents. Originally honoring George Washington's birthday, it now also recognizes Abraham Lincoln's birthday. The document provides information on the president's roles and responsibilities as defined by the Constitution, such as being at least 35 years old, a natural-born citizen, and having lived in the U.S. for 14 years. It also outlines civic learning activities for students to learn about presidential history, roles, and leadership skills through discussions, presentations, and analyzing presidential speeches and policies.
Civic education aims to develop informed and engaged citizens. It teaches students about their rights and responsibilities in a democracy as well as political systems and current issues. The goals are to impart democratic knowledge and values, encourage participation, and develop skills like critical thinking and communication. A good citizen respects others, helps the community, votes accountably, and protects the environment. Citizenship creates a shared identity and values within a society and state.
This interactive simulation places students in the role of a participant in the 1960s Civil Rights movement, taking on the perspective of either a civil rights leader, grassroots activist, or segregationist. Students research the historical context surrounding Jim Crow laws and the philosophies of the Civil Rights movement. They then create a primary document or debate presenting their assigned role's perspective on key issues of the time period. The goal is for students to gain understanding of the non-violent revolution and how the country has changed as a result of the Civil Rights movement.
GenerationNation provides K-12 resources and hands-on activities to educate students about civics and build civic literacy. They offer classroom resources aligned to educational standards, as well as opportunities for hands-on learning like a mock election where students vote. Their goal is to engage students in government and community issues to develop leadership skills from an early age.
The document describes a service-learning project aimed at raising political efficacy among high school sophomores. It involved three sections: introducing key concepts like political efficacy and the First Amendment, having students choose an issue and create a project using their rights, and sharing/reflecting. Initial surveys found most students did not believe they could make a difference, but after the project all did. It was successful in teaching students about their rights and how to create change, and the author recommends expanding it to more classes to inspire more youth civic engagement.
This document outlines the objectives and weekly lessons for a unit called "The Democracy Project". Over eight weeks, students will learn about democracy, government, and the US electoral process. They will define political terms, express opinions, and compare views. Students will conduct a voter registration campaign targeting 18-25 year olds, including creating a blog. They will research candidates' platforms and participate in a mock debate. A mock election will also be held at the school. The goal is for students to gain knowledge about politics and civic participation.
California History Social Science FrameworksCarla Piper
The document outlines the goals and curriculum strands of California's history-social science frameworks, which are designed to promote students' knowledge and cultural understanding, democratic understanding and civic values, and skills attainment. The frameworks aim to develop students' historical literacy, ethical literacy, cultural literacy, geographic literacy, economic literacy, sociopolitical literacy, and basic study and critical thinking skills to prepare them for effective citizenship. Key figures discussed include John Dewey, known as the father of progressivism, whose views emphasized democratic education and learning through experience.
International perspective on information literacy: national frameworksSheila Webber
This presentation was given by Sheila Webber at the meeting held to plan for an Information Literacy Strategy for Wales, on 30 November 2009 at Gregynogg Hall in Wales. In it she identifies point’s from Woody Horton’s Information Literacy “primer”, gives her own perspective on the 4 areas identified in the UNESCO-sponsored discussions (governance/ citizenship; Education; Health; Business) and talks about visions for information literacy.
GenerationNation is a nonprofit that helps K-12 students build civic literacy and leadership skills. It provides classroom curriculum and resources, as well as hands-on learning opportunities like a youth council. The document outlines GenerationNation's programs and resources for educators, including standards-aligned lessons, tools to integrate civics into different subjects, and ways for students to get involved in their community and government. It also describes how GenerationNation works to engage more students in civic learning and narrow opportunity gaps.
What reserach says about teaching Government Effectively CCSS 2011katiemoore01
The document discusses research on effective approaches to civic education. It summarizes findings from three reports on civic education. The Civic Mission of Schools report outlines goals for preparing students to be informed, participatory, and socially responsible citizens. The Paths to 21st Century Competencies report discusses teaching civic competencies like understanding media and working well with others. The Civics, Not Government report calls for civic education to emphasize meaning over memorization and inspire ownership rather than detachment. It also recommends starting civic education early and integrating it across subjects.
The document discusses research on effective approaches to civic education. It summarizes findings from three reports on civic education. The Civic Mission of Schools report outlines goals for preparing students to be informed, participatory, and socially responsible citizens. The Paths to 21st Century Competencies report discusses skills like media literacy, collaboration, and work ethic. The Civics, Not Government report calls for civic education to emphasize meaning over memorization and inspire ownership. It also recommends starting civic education early and integrating it across subjects.
The document discusses various topics related to civic engagement, education, and the arts in Kentucky. It mentions that civic participation in the US is learned through actual participation in civic organizations. It also discusses that definitions of literacy and text have expanded over time. Several issues in Kentucky education are mentioned, including a perceived lack of basic skills and decreased parental involvement. The document outlines a project to promote civic engagement among early adolescents through writing, new media, and the arts.
The document discusses various topics related to civic engagement, education, and the arts in Kentucky. It mentions that civic participation in the US is learned through actual participation in civic organizations. It also discusses how definitions of literacy and text have expanded over time. The document outlines a plan to promote civic engagement among students through projects focusing on community issues, public policy, and the arts.
This document outlines a presentation about teaching critical approaches for teaching about the Occupy movements. It begins with discussing the objectives of examining examples from the 1964 Mississippi Freedom School curriculum and applying its lessons to current issues related to political and economic power, civil rights, and citizenship education. It then provides an overview of examining the Occupy Wall Street and Occupy the Hood movements through a critical lens to complicate mainstream media narratives. Finally, it proposes bringing together the ideals of the Freedom Schools and Occupy the Hood to develop curriculum that critically examines historical and contemporary social justice issues relevant to students.
The Pursuit of Happiness
Research Project
Choosing
your person...
Choose a person who has
achieved a form of happiness.
This person could be a
humanitarian who has done
something for the greater
good, an athlete, a politician,
an actor/actress, a service
member, etc.
*Your person does not necessarily
have to be famous or well known,
however it may make your research
process a bit easier if they are.
Paper structure
�Introduction with thesis
�Body: Section 1- Introduce and discuss the person you chose as your focus. Provide background
information about them prior to them achieving their happiness. What lead them to the point where they
embarked on their road to success/happiness?
�Body: Section 2- Discuss their achievement of happiness. What did they do, how has it affected them
or other people in their lives? Has it affected society in any way?
�Conclusion
Checklist of research supports
____ A. 1 quote from a 1 piece of literature or text that reflects the aspect of
happiness
____ B. 2 quotes from these multi-media sources (news source articles,
personal internet blog, Tedtalk, database or professional journal)
____ C. 1 quotes from the person you chose as the focus of your paper
Sample Introductory Paragraph
“I have noticed that most people in this world are about as happy as they have made
up their minds to be” (Marden 74). This famous quote, said by former president Abraham
Lincoln, still holds true in today’s society. While happiness is not necessarily a conscious
choice, orientation of the mind and one's surroundings are influential on this cornerstone
of the human condition. Happiness in general is an elusive subject, as it is subjective. It
seems relatively impossible to gauge something so fluid, but through social
experimentation and research, scientists have made some progress about possible
motivations. Achieving a form of happiness can have many positive effects on the mind,
body, and overall quality of life; however, the journey to happiness can often include many
trials and tribulations as it did for insert person’s name here as he pursued his own form
of happiness.
Health of Democracy Essay Rubric
Due Week 2 Friday at 12 p.m. (noon)
What is a democracy? Describe 2-3 qualities of a healthy democracy. And, assess the health of
our democracy. In your essay, use your digital artifact, reference at least one of your peers'
artifacts, and at least two readings from Weeks 1 and 2.
Grading Criteria Grade
Organization, Use of Digital Artifact Post(s) and Course Readings
• Organized and well-structured essay with a beginning, a body, and a conclusion.
• Includes a thesis statement that presents the argument of your paper;
thesis/main argument is defended throughout the paper.
• Claims/arguments are backed by evidence from reading(s).
• Transitions between paragrap.
The document discusses different approaches to literacy including functional literacy and critical literacy. Functional literacy focuses on teaching skills to achieve social goals within existing systems, while critical literacy questions dominant institutions and aims to develop critical thinking. The author argues that literacy programs in Colombia have likely focused on functional models that do not empower learners to question power structures. Statistics show 98% youth literacy but lower secondary school attendance, suggesting programs have emphasized basic skills over critical analysis.
California history social science frameworksCarla Piper
This document outlines California's social studies curriculum framework. It identifies three main curriculum strands: knowledge and cultural understanding, democratic understanding and civic values, and skills attainment and social participation. It then defines key literacy goals within each strand, such as historical literacy, ethical literacy, and economic literacy. It also discusses goals around developing students' basic study skills, critical thinking skills, and participation skills to prepare them for citizenship. Additionally, it references John Dewey's progressive teaching philosophy of learning through experience and group activities to solve real-world problems.
Students are divided into parliamentary groups through a drawing of lots. Over the course of 5 lessons, the groups will discuss and debate solutions to different social problems facing their community. These include addressing the needs of children with few financial resources who cannot afford books, promoting environmental sustainability, and fundraising to pay for an end-of-school trip in light of limited school financial resources. The students will role play as politicians debating these issues in a mock parliamentary setting.
The document outlines an 8-week curriculum to teach students about democracy and the US electoral process. In week 1, students will learn about democracy, the three branches of government, and how the president is elected. They will create a voter registration campaign targeting 18-25 year olds. In weeks 2-3, students will plan and execute their voter drive. In weeks 4-5, students will research candidates' platforms and have a mock debate between political parties. Weeks 6-7 include continuing to track the election, making campaign videos, and holding a mock school election. Finally, in week 8 students will analyze the real election results and their implications.
GenerationNation is an organization that provides educational resources and programs to promote civic literacy and youth leadership. It offers smart and engaging programs tied to educational standards that combine classroom learning with hands-on experiences. The organization provides curriculum, lesson plans, videos, and other resources on topics like government, citizenship, current events, and leadership. It also organizes learning opportunities such as mock elections, speaker events, and programs to connect students with local leaders and government. The goal is to help students understand how government works and gain skills to make a positive impact.
The document provides information about GenerationNation, a non-profit organization that aims to educate students in Charlotte, North Carolina on civic engagement and leadership. It summarizes that GenerationNation works with schools to provide programs and resources to help students build skills in civic literacy, leadership, and engaging with their community from a young age. In the past year, nearly 50,000 local students participated in GenerationNation activities and programs. The organization seeks community volunteers and investments to expand its initiatives and support more students.
Rickey Levon Burch and Jason Kerman addressed the City Council to summarize the work of the Charlotte-Mecklenburg Youth Council over the past year. The Youth Council, comprised of diverse high school students from across the city, works to educate emerging leaders through interactions with community leaders and experiences with local government. Over the past year, the Youth Council invested nearly 3,000 hours learning about issues facing the community, participating in civic events, and advising local leaders. They highlighted key issues of economic opportunity, educational opportunities, race relations, and student voice that impact the youth of Charlotte-Mecklenburg.
The document provides an overview and summary of the 2014-15 activities of the Charlotte-Mecklenburg Youth Council. It discusses that the Youth Council involved 120 student leaders from 38 high schools across Mecklenburg County who contributed over 3,000 hours to community education, leadership, and service. They engaged with city, county, and school district leaders on key issues like education, economic opportunity, race relations, and student voice. Through their involvement, students gained experience with civic processes, explored careers, and provided informed youth perspectives to community leaders.
Charlotte-Mecklenburg Youth Council report 2014-15GenerationNation
This document outlines the goals and structure of a youth advisory board for local government in Charlotte, North Carolina. The board aims to educate over 100 high school students about civic issues, engage them in policymaking, and develop their leadership skills. Students from 38 diverse schools participate in activities like mock trials, budgeting, and public speaking to learn how local government works and explore issues like economic opportunity and education. The board also aims to build a pipeline of future civic leaders and increase youth civic engagement in the community.
1. GenerationNation provides programs to build civic literacy and leadership in K-12 students through classroom education and hands-on experiences that combine learning about civics and leadership.
2. In recent years, they have engaged over 50,000 local students in activities and provided over 15,000 hours of programming focused on civic education.
3. Studies show 100% of youth participants interacted with community leaders to discuss issues and solutions, learned about local government, and collaborated with other students, building skills for life after high school.
GenerationNation hosted the first annual event - Celebrate Youth Leadership - on May 13 honoring Charlotte-Mecklenburg's young civic leaders. It was an opportunity to meet, and learn from, students who are transforming our schools, neighborhoods, and community for the better.
Students explored the city and leadership - here's what they learned! From GenerationNation's Youth Leadership Charlotte-Mecklenburg Class of 2015's Team 6.
Students explored the city and leadership - here's what they learned! From GenerationNation's Youth Leadership Charlotte-Mecklenburg Class of 2015's Team 1.
Students explored the city and leadership - here's what they learned! From GenerationNation's Youth Leadership Charlotte-Mecklenburg Class of 2015's Team 3
The Charlotte-Mecklenburg Schools district serves over 145,000 students across 164 schools with an annual operating budget of $1.3 billion. The district is overseen by the North Carolina Board of Education and Department of Public Instruction and governed locally by an elected school board. The school board oversees the superintendent, establishes policies, approves budgets and determines student assignment boundaries. The superintendent manages daily operations and implements board policies. The district's budget is funded 57% by the state, 30% by Mecklenburg County property taxes, and 13% by federal and other sources.
The document provides information about the city government of Charlotte, North Carolina, including that it has a council-manager form of government where the city council sets policy and appoints a city manager to oversee daily operations. It describes the roles and responsibilities of the mayor, city council members, and city manager. Key services provided by the city are also outlined such as public safety, transportation, infrastructure, and planning/development.
Mecklenburg County is located in North Carolina and contains the city of Charlotte. It has a population of over 1 million people and covers 530 square miles. The county commission governs Mecklenburg County - it is made up of 9 elected commissioners and oversees the annual budget, property taxes, and county policies. The county budget for fiscal year 2015 was over $1.5 billion, with the largest sources of funds being property taxes and payments from other governments. The majority of the budget goes to education through Charlotte-Mecklenburg Schools and Central Piedmont Community College, as well as health and safety services. Citizens are encouraged to get involved in their county government by attending commission meetings, following social media
The document provides information about the town of Pineville, North Carolina. Pineville is a town of 7,500 residents located in Mecklenburg County. It was settled in the 1700s and incorporated in 1873. Pineville has a mayor, town council and town manager form of government. The town provides services like public works, parks and recreation, public safety, and planning. In fiscal year 2015, Pineville had a budget of $10.165 million funded by taxes, fees and other sources.
The document provides information about the Town of Matthews, North Carolina. Matthews was incorporated in 1879 and is located in Mecklenburg County. It has grown from 191 citizens in 1880 to over 30,000 today. The town is governed by a mayor and town council who are elected every two years, and a professional town manager administers policies. Key services provided by the town include planning, public works, parks and recreation, public safety, and town government operations. The town's annual budget for fiscal year 2015 was $21 million, with the largest portions going to police and public safety, and general government.
The document summarizes information about the Town of Cornelius, North Carolina. It describes Cornelius as a town incorporated in 1905 that is now home to around 25,000 residents within its 15 square mile area. It also outlines Cornelius' council-manager form of government led by a mayor and town board, which oversees a $20 million budget and provides services like public safety, parks and recreation, and public works. The town board meets twice monthly and meetings are open to the public.
Huntersville is a town located in Mecklenburg County, North Carolina with a population of over 40,000. It was settled in the 1700s and incorporated in 1873, with early industries including cotton, farms, and railroads. Huntersville has a council-manager form of government led by a mayor and town board of commissioners who set policies. A town manager is responsible for daily administration and operations. Key services provided by the town include planning, public works, parks and recreation, public safety, and town government operations. The town's annual budget for fiscal year 2015 was $31.4 million.
The document provides information about the Town of Davidson, North Carolina. Davidson is a town located in Mecklenburg County, settled in the mid-1800s around Davidson College. It was incorporated in 1879 and has a current population of over 9,000 citizens within its 5 square mile area. The town has a council-manager form of government led by a mayor and town board of commissioners, with a professional town manager administering policies. Key services provided by the town include planning, public works, parks and recreation, public safety, and town government operations. The town's annual budget for fiscal year 2015 was $10.6 million, with property taxes set at 35 cents per $100 of assessed value.
The document provides information about the town of Mint Hill, North Carolina. It details that Mint Hill was incorporated in 1971 and has grown from a population of 3,000 to 22,000 currently. It operates under a council-manager form of government led by a mayor, town board, and professional town manager. The town provides typical municipal services to residents and has an annual budget of approximately $11 million funded mostly by property taxes.
This document provides information on local government structures in Charlotte, North Carolina and Mecklenburg County. It outlines the services, elected officials, and appointed positions for the City of Charlotte, towns in Mecklenburg County, Mecklenburg County government, Charlotte-Mecklenburg Schools, and the North Carolina General Assembly. Key information includes the roles of mayors, city/town councils, county commissioners, school boards, and how they interact with city/county managers and superintendents.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.