This unit plan aims to expose students to the history of slavery in the United States, particularly in New York, through studying primary documents and narratives. Students will analyze texts for rhetorical devices and strengthen argumentation skills. The summative assessment is an interdisciplinary performance where students write an essay comparing the effectiveness of two abolitionists' tactics in affecting change to illegalize slavery from 1800-1865. The unit utilizes lessons in language and literature on rhetorical techniques, and individuals and societies lessons on the abolitionist movement to develop understanding.
Heroes Collaboration and Inquiry-Based LearningKim Moore
Genre studies, inquiry-based learning, using primary sources....all tied up in a neat little package of theme-based learning and collaboration. The theme is heroes, and the learning is limitless.
Teacher's 6 Unit Lesson Plan for Integrating Holocaust History and Literature LRMdeGarcia
This 6 unit lesson plan is meant to be an implementation guide to supplement the use of the Webquest, A Brutal Arithmetic - Studying the Holocaust Using Jane Yolen's book, The Devil's Arithmetic. Both English Language Arts and History Social Science standards (California Department of Education) are imbedded in this presentation and companion Webquest. Both the lesson plans and the Webquest are primarily geared for inclusion in Writers Workshop and Literature Circle activities geared toward Grades 5-8.
Heroes Collaboration and Inquiry-Based LearningKim Moore
Genre studies, inquiry-based learning, using primary sources....all tied up in a neat little package of theme-based learning and collaboration. The theme is heroes, and the learning is limitless.
Teacher's 6 Unit Lesson Plan for Integrating Holocaust History and Literature LRMdeGarcia
This 6 unit lesson plan is meant to be an implementation guide to supplement the use of the Webquest, A Brutal Arithmetic - Studying the Holocaust Using Jane Yolen's book, The Devil's Arithmetic. Both English Language Arts and History Social Science standards (California Department of Education) are imbedded in this presentation and companion Webquest. Both the lesson plans and the Webquest are primarily geared for inclusion in Writers Workshop and Literature Circle activities geared toward Grades 5-8.
Disciplinary literacy, deep conversations about hard topicsKim Moore
A Look into teaching students generalizable skills and strategies while also engaging them in disciplinary literacy and shared inquiry. Using Ashley Bryan's book "Freedom OVer Me", this presentation takes a look at slavery--past, present, and future.
Disciplinary Literacy, Deep Conversations, and Lessons LearnedKim Moore
A Look into teaching students generalizable skills and strategies while also engaging them in disciplinary literacy and shared inquiry. Using Ashley Bryan's book "Freedom OVer Me", this presentation takes a look at slavery--past, present, and future.
Translingualism: Building a more Inclusive Writing CenterHaleyWilson22
This PowerPoint Presentation served as the outline for a workshop regarding inclusivity at the Gonzaga Writing Center which revolved around conversations based on complex ideas such as: the characterizations of language (English in particular), Eurocentric influences, and the role of the Writing Tutor in shaping not only architectural components of writing but individualism, voice, and opinion. This presentation started a greater conversation about the implementation of a solidarity statement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
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.
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.
1.4 modern child centered education - mahatma gandhi-2.pptx
Grade 7 Unit 4 - Douglass SY19-20
1. Teacher(s) Hannah Ticoras
Michael Langley
Sasha Fletcher
Subject groups &
disciplines
Language & Literature
Individuals and Societies
Unit title
Skeletons in our Closets
(And Below our Streets)
MYP year 2 Unit
duration
(hrs)
Approx. 50 hours
Inquiry: Establishing the purpose of the interdisciplinary unit
Purpose of Integration
The purpose of this unit is to expose students to the history of slavery not only in the South of the United States, but to
make them aware of the history of slavery in the North as well, particularly in New York. Through a study of primary
source documents, personal narratives, students will develop an understanding of the origins of slavery in America.
Students will analyze texts for their use of rhetorical devices, and strengthen their own argumentation skills
Key concept / related concept(s) Global context
Language & Literature
Communication (Self-expression, Genre)
Individuals & Societies
Time, Space, and Place (Power, Equity)
Fairness and Development
Statement of inquiry
The ways in which individuals respond to situations of inequity in power are dependent on their own identities and
place in time.
Inquiry questions
Factual— What is the history of slavery in the United States, and NY in particular? What was daily life like for
someone who was enslaved? Who was involved with the the Abolitionist movement?
Conceptual— How do individuals respond to inequity to affect change? How does who you are as a person
impact what you do (your actions)?
Debatable— In what ways do issues of power, wealth, and morality influence national policy? What does it
mean to be revolutionary?
Summative assessment – interdisciplinary performance(s) of understanding
Interdisciplinary Criteria
AT A LEVEL 7, STUDENTS WILL BE ABLE
TO…
LANGUAGE & LITERATURE
A. ANALYSING:
i. provides perceptive identification and
explanation of the content, context,
language, structure, technique and style,
and explains the relationship among texts
thoroughly
ii. provides perceptive identification and
explanation of the effects of the creator’s
choices on an audience
Outline of summative task / GRASPS
You are a historian looking back on the history of
changemaking through the Abolitionist movement in America
from the years of 1800-1865.
Consider the tactics and methods used by abolitionists to
attempt to illegalize slavery in America. Which of the
abolitionists do you think were most effective, and why?
Write an essay for submission to the historical journal Rising
Phoenix comparing and contrasting the methods of 2
abolitionists of your choosing.
Evaluate the effectiveness of the abolitionists’ tactics by:
Middle Years Programme Unit planner
1
2. D. USING LANGUAGE
iii. uses grammar, syntax and punctuation
with a high degree of accuracy; errors are
minor and communication is effective.
AT A LEVEL 7 STUDENTS WILL BE ABLE
TO…
INDIVIDUALS & SOCIETIES
A. KNOWING AND UNDERSTANDING
ii. demonstrate excellent knowledge and
understanding of content and concepts
through developed and accurate
descriptions, explanations and examples.
B. INVESTIGATING
iii. use methods to collect and record
appropriate and varied relevant
information
D. THINKING CRITICALLY
iv. clearly recognize different perspectives
and consistently explains their
implications.
● Introducing two abolitionists and explaining where their
tactics exist on the chart below using evidence from
their lives. If their position on the chart changed over
time, explain how.
● Comparing & contrasting at least 2 of the tactics
● Explaining which is the most effective, using both
evidence and personal opinions
Formatting Expectations: 500-750 words, double-spaced
12pt font, Times New Roman (or some other boring font)
To help you plan for your writing…
Which
abolitionists will
you compare?
William Lloyd
Garrison
Frederick
Douglass
Angelina Grimke
John Brown
Gabriel Prosser
Nat Turner
Denmark Vessey
Harriet Beecher
Stowe
Harriet Tubman
Which
persuasive
techniques will
you use in your
writing?
Pathos
Ethos
Logos
What sources
will you use?
● The
Narrative
of the Life
of
Frederick
Douglass
● The
Abolitioni
sts
document
ary
● Who was
Frederick
Douglass
?
Other places you
can use for
evidence
include:
https://kids.brita
nnica.com/
https://www.gale.
com/
Please ensure
the websites you
use are reliable
and contain
accurate
information.
Approaches to learning (ATL)
Information literacy skills: Identify primary and secondary sources
Middle Years Programme Unit planner
2
3. Organization skills: Understand and use sensory learning preferences (learning styles)
Action: Teaching and learning through interdisciplinary inquiry
Disciplinary Grounding
Subject: Language and Literature Subject: Individuals & Societies
Related concepts:
Self-expression, Genre
Related concepts:
Power, Equity
Content
Frederick Douglass’ Narrative of the Life of Frederick
Douglass, Summarizing non-fiction texts, Rhetorical
Techniques including Pathos, Ethos and Logos,
Persuasive writing techniques
Content
Practicing note-taking with PBS documentary “The
Abolitionists,” Primary source documents/accounts
of interaction between slaves, Secondary sources
about other abolitionists
Disciplinary learning engagements and teaching
strategies
● Lesson: Learning about the Abolitionists
○ Skill: Reciprocal Teaching &
Annotation Strategies
○ Formative: Abolitionists Poster…
● Pathos Lessons
○ Skill: Identifying Pathos, Using
Pathos
○ Formative: FD Chs 1-5 CER
● Ethos Lesson
○ Skill: Identifying Ethos, Using Ethos
○ Discussion: Where do you see Ethos
used today? How does that appear
in the Frederick Douglass narrative?
● Logos Lesson
○ Skill: Identifying Logos, Using Logos
○ Discussion: Where do you see Logos
used today? How does that appear
in the Frederick Douglass narrative?
● Persuasive Writing -- putting them all
together
○ Discussion: Which persuasive
technique do you use the most in
your daily life? Why?
● Lesson: Essay Writing
○ Discussion: What are some ways to
conclude an essay without saying “In
conclusion…?”
○ Formative: 5 paragraph essay about
anything
● Summative Intro & Pointers
○ Summative: Tactics essay
Disciplinary learning engagements and teaching
strategies
● Lesson: Learning about the Abolitionists
○ Skill: Reciprocal Teaching &
Annotation Strategies
○ Formative: Abolitionists Poster…
● Pathos Lessons
○ Skill: Identifying Pathos, Using Pathos
○ Formative: FD Chs 1-5 CER
● Ethos Lesson
○ Skill: Identifying Ethos, Using Ethos
○ Discussion: Where do you see Ethos
used today? How does that appear in
the Frederick Douglass narrative?
● Logos Lesson
○ Skill: Identifying Logos, Using Logos
○ Discussion: Where do you see Logos
used today? How does that appear in
the Frederick Douglass narrative?
● Persuasive Writing -- putting them all
together
○ Discussion: Which persuasive
technique do you use the most in your
daily life? Why?
● Lesson: Essay Writing
○ Discussion: What are some ways to
conclude an essay without saying “In
conclusion…?”
○ Formative: 5 paragraph essay about
anything
● Summative Intro & Pointers
○ Summative: Tactics essay
Middle Years Programme Unit planner
3
4. Interdisciplinary learning process
Interdisciplinary learning
experiences and teaching
strategies:
Formative assessments:
● FD Chs 1-5 CER
○ Evaluating use of Pathos in Douglass’ narrative
○ Extension for H: Looking at FD speech
● Ethos formative
○ Analyzing Ethos in advertisements
○ Evaluating Douglass’ ethos using quotes from other
abolitionists about Douglass
○ Practicing using ethos in speech writing
● Logos formative
○ Analyzing Logos in advertisements
○ Practicing using logos in speech writing
● FD Chs 6-9 + CER
○ Summarizing text
○ Analyzing use of ethos by Douglass
Differentiation:
Scaffolding specific to writing a thesis:
● Fill-in-the-blank walk-through.
● Lists of transition words to connect claims and reasons
● Models
● List of words to complicate (deepen, specify) thesis
● Prompts to deepen thinking (Can you explain… What is the effect of… etc)
● Lists of dead words
● Provide summaries of evidence to be used
Resources
● Primary sources Frederick Douglass’ newspaper The North Star
https://www.loc.gov/collections/frederick-douglass-newspapers/about-this-collection
● PBS Documentary “The Abolitionists”
● The Narrative of the Life of Frederick Douglass by Frederick Douglass
●
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
New summative: Literary
essay? (4-5 pages)
(Real world extension… 10
tweets, 10 IG posts, who would
be tagged)
How can we use NYTimes 1619
Project?
We want to make connections
Ideas for formatives next year: Google
Black History Month commercial (How
does the BHM commercial use
pathos, ethos, and logos to persuade)
The speeches that students are
writing are incredibly powerful. This
needs to be a focus of next year.
Need to allow for more time for
teaching essay writing skills (we ran
Middle Years Programme Unit planner
4
5. to modern-day. How does
slavery still have effect today?
How can we implement Black
History Month - presentations?
Could students write op - eds?
Symposium ?
Skills we want to address:
Research
Lit Analysis (word choice,
Ethos-Pathos-Logos) (teaching
students to categorize different
types of arguments and to
generate arguments of their
own)
Informational Text Analysis
(identifying “main idea,”...)
Argumentative Writing
Letter Writing
Understanding Author’s
Message
Understanding Author’s
Purpose
More specific skills. What will
kids be able to do specifically?
Annotating a novel -- using doc
cam
Answering comprehension
questions
Finding specific textual
evidence
out of time because of the switch to
remote learning this year).
Continuing to use The Abolitionists to
start the unit, but beginning with
teaching note-taking skills. We did
that halfway through the viewing this
time, and assessing that as a skill
resulted in much higher engagement
and retention.
Including more contemporary texts …
Middle Years Programme Unit planner
5