This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
Donnie isaacs - Historical Thinking Teacher
The History Teacher is a quarterly academic journal concerned with the teaching of history in schools, colleges, and universities.
Recent history illustrates that bullying is a growing problem among today’s youth in the United States. Amanda Todd, for example, was only fifteen (15) years old when she committed suicide after being bullied by her peers for over a year.
Watch the video titled “Amanda Todd’s Story: Struggling, Bullying, Suicidal, Self
Researching for Sources & Gathering Supporting Material for a Public SpeechWafi Badji
Communication Practices Presentation
Topic: How to search for sources and gather supporting material for different types of public speaking.
Presented by Adjabi D.R., Badji W., Brahmia R., and Zerdoudi R.
University of 8 Mai 1945 - Guelma
Department of English
Donnie isaacs - Historical Thinking Teacher
The History Teacher is a quarterly academic journal concerned with the teaching of history in schools, colleges, and universities.
Recent history illustrates that bullying is a growing problem among today’s youth in the United States. Amanda Todd, for example, was only fifteen (15) years old when she committed suicide after being bullied by her peers for over a year.
Watch the video titled “Amanda Todd’s Story: Struggling, Bullying, Suicidal, Self
Researching for Sources & Gathering Supporting Material for a Public SpeechWafi Badji
Communication Practices Presentation
Topic: How to search for sources and gather supporting material for different types of public speaking.
Presented by Adjabi D.R., Badji W., Brahmia R., and Zerdoudi R.
University of 8 Mai 1945 - Guelma
Department of English
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
Rev. 0319 General Education Common Graded Assignment His.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 112-History of the United States II
Primary Source Analysis
HIST 112 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about the
topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they occurred,
and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and creative
works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians nee ...
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
History 1302 Essay Assessment AssignmentGeneral Information and InLizbethQuinonez813
History 1302 Essay Assessment Assignment
General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
1. Select one of the essay topics below in the Essay Options section. There are a total of four possible research options, please read each one to decide which you feel you would like to pursue.
2. Create your specific historical question within the broader essay topic you select.
3. The examples under each essay option are by no means the only topics that you can write about, they are merely provided to help you think about how you might approach this topic. You should select your own topic, however you can choose one of the examples.
4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
Essay Options (select one of the following options):
Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years from Reconstruction until today that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country's history. Additionally, you will conclude this research project with a supposition of how history might have been shaped had this event never occurred or of another possible outcome could have been possible.
Examples: How did the new technology of WWI change modern warfare? What could have been the possible benefits and problems if the Freedman's Bureau continued beyond Reconstruction?
Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
· Why did you select this event?
· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
Research Option #2: Oral History and Historical Memory
General Overview: You will read two historical personal accounts in relation to life in the past or tied to a specific historical event. Then your research will compare these personal accounts with the "factual" or "documented" history of the era. Next, proceed to compare the personal account against the ...
2-3 pages, double spaced---For this project, students will acargillfilberto
2-3 pages, double spaced
---
For this project, students will access FIU's
dPanther Repository
(
http://dpanther.fiu.edu/dPanther/home
)to conduct a primary source examination and explain how these sources on South Florida's past relate to the general themes and topics discussed in this Modern American Civilization course.
The format for this project differs from a typical paper; the project focuses more on an in-depth analysis of sources rather than answering a question-based prompt. Students are expected to understand the purpose, the relevance, and the importance of the sources based on both a local and national level.
For this project, students are encouraged to explore the digital archives to find a topic that they find interesting. The years of investigation for these sources should range from 1877 to 2000. Try to use between 1 to 5 sources for the project. Students should look for sources that push them to re-evaluate the themes explored throughout the course and provides fascinating historical discussions for the writing portion of the project.
These are the digital collections that are acceptable for this project. These collections include documents, photographs, and videos:
City of Miami Beach (
http://dpanther.fiu.edu/dPanther/collections/imbda
)
Virginia Key Beach Park Trust (
http://dpanther.fiu.edu/dPanther/collections/vkt
)
Coral Gables Memory (
http://dpanther.fiu.edu/dPanther/collections/cgm
)
Everglades Digital Library: Reclaiming the Everglades (
http://dpanther.fiu.edu/dPanther/collections/rte
)
Miami Metropolitan Archive (
http://dpanther.fiu.edu/dPanther/collections/mca
)
Mile Markers: Linking Keys History (
http://dpanther.fiu.edu/dPanther/collections/mile
)
Greater North Miami Historical Society (
http://dpanther.fiu.edu/dPanther/collections/ignmhs
HistoryMiami Museum (
http://dpanther.fiu.edu/dPanther/collections/ihm
Miami Shores Village Archives at Brockway Memorial Library (
http://dpanther.fiu.edu/dPanther/collections/bml
Tequesta: the Journal of the Historical Association of Southern Florida (
http://dpanther.fiu.edu/dPanther/collections/teq
I want to see creativity about combining the sources and coursework for these reports. For example, there are several photos and videos about the history of African Americans of Miami in these collections. An idea for a project is to look at the Civil Rights movement in the United States and compare it to efforts in South Florida. Other ideas include looks into how the events like the Great Depression, early 20th-century immigration, Post WWII development of the Sun Belt, and Conservationism affected the development of the South Florida area. Please only focus on a single topic. Conciseness is key.
THINK ABOUT KEYWORDS FROM THE CLASS TO USE AS SEARCH TOOLS!
As for citations, the textbook should serve as the primary reference. Additionally, use the discussion boards and essays to explain the themes and topics of the project. ...
Webinar presentation TEACHING WITH PRIMARY SOURCEStabor1
Teaching with Primary Sources (not only in history lessons) with a lot of links to useful websites
A presentation by Scott Waring, University of Central Florida
Page 1 of 4 Controversial Issues in American Culture Rese.docxaryan532920
Page 1 of 4
Controversial Issues in American Culture Research Paper
Assignment:
Living in a diverse society, we are often trying to balance our personal experience and opinions agai nst a
backdrop of the large communal experience. What we think, feel, and believe can be in sharp contrast
with the people and the society around us. Thus, students need to learn how to research, structure, and
advance their opinions by providing evidence to support them. This assignment will help students
formulate their opinions on a controversial topic in an argumentative essay using evidence from primary
and secondary sources. Though nearly any topic will suffice for the purpose of this paper, all topics must
be open to dispute. Students will need to formulate their opinions on the topic but also concede and
refute the oppositional opinions through counte rarguments. We will use class time to discuss research
methods but the rest of your research will be your responsibility.
Decide On a Topic:
Deciding on a topic that is not too broad, nor too narrow will take some effort . In order to present a
convincing argument, consider the following:
1. Draw on the student’s personal experience. It is important to spend time and energy on a topic
that means something to you. Think about topics they may come up in your chosen career field,
in everyday life, or things that you think should be changed in society , but that there is no easy
answer or resolution.
2. Be sure to “resist binary thinking” (Greene and Lidinsky 88). Make sure that the topic chosen can
support several, if not many, different viewpoints.
3. Synthesize others’ views and find new ways to look at the issues.
4. When researching, read to “discover a writer’s frame” to see how his/her ideas and theories can
benefit your own, or if they can be used in counterarguments.
5. Decide whether the issue an issue of fact, value, or policy? Is it a combination of two or more?
Topics should present a position that has varying perspectives.
General Topics include:
Addiction/Alcohol/ Drugs
Bilingual Education
Birth Control
Body Image
Censorship
Eating Disorders
Ethnic Stereotypes
Family Values
Gay Rights
Gender Discrimination
Gun Control
Health
Homosexuality/
Sexual Orientation
Immigration
Interracial
Relationships
Legalized Gambling
Politics
Music/Art
Education
Religion
Role Models
Sexual Assaults
Sexual Relationships
Single Parents
Sports Industry
Stereotypes
Terrorism
Tobacco
Video Games
Violence
War
**For more topics, check out the folder in the Research Project folder
Students should come up with an issue-based question about their topic:
Think and try on different perspectives about the issue
Page 2 of 4
Discuss why the issue is important to the student, and then why this issue may be important to
other people.
Determine what is up for ...
My TA commentWhile this is an interesting topic, I think it fal.docxroushhsiu
My TA comment:
While this is an interesting topic, I think it falls outside the scope of the class. You need to be looking at a speech community and the resources you cite are looking at different aspects of the interaction between music and language. Crucially, all of the music perspectives reflect groups of people that do not necessarily share a linguistic dialect or register. Perhaps refocus to an ethnolect associated with a music genre (i.e. AAVE and Hip Hop). The question perhaps you can think about is whether Hip Hop is redefining language, or if the language usage in the African American community as well as their tradition of linguistic creativity filters into Hip Hop.
you may address include: What languages are now used in your chosen area? What educational opportunities are there (e.g., dual immersion, classes to support English language learning)? Are there language revitalization/maintenance efforts underway? What U.S. policies or cultural patterns have had a hand in the current state of the speech community?
TOPPIC:
Languages and Cultures of America Field Research Project: local communities and their language practices
For this assignment,1 you will leave the UCSD area to learn more about one of the topics or speech communities we’ve talked about in this class. This is a two-part research paper which will involve performing some research on your field visit (i.e., your visit to some area outside of the UCSD campus) as well as further research into the speech community you have chosen.
In our class, the focus is language and culture. The field visit will give you further insight into cultural and historical dimensions of an American community. The goal is to allow you to perform an in-depth exploration of a speech community that is of particular interest to you. By exploring San Diego County, you can situate the experiences we discuss in class within a more local perspective. Your additional research will then complement this with information on the sociolinguistic context of the community you have chosen. Some questions you may address include: What languages are now used in your chosen area? What educational opportunities are there (e.g., dual immersion, classes to support English language learning)? Are there language revitalization/maintenance efforts underway? What U.S. policies or cultural patterns have had a hand in the current state of the speech community?
For this assignment, you will need to do the following:
1. Visit a relevant place of interest (the topic of your paper should be tied to an American context; for a non-exhaustive list of places you could visit, see page 3 of this document)
2. Write a short research paper in which you:
a. Describe the location of your visit in detail (i.e. park, museum, etc.)
b. Discuss what you learned by visiting.
c. Explain how the place you visited is relevant to a course topic (incorporate course concepts)
d. Complement what you learned on your visit with further re ...
Info about my final project hw is not the final project. Homework LaticiaGrissomzz
Info about my final project hw is not the final project. Homework directions start on 3rd page.
My Final Project
My topic is a travel log about the renaissance.
My format will be travel diaries.
Final Project: Travel LogPurpose
Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.Description
Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.
Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.Details
1. Students must choose a minimum of 5 sites or events from a single culture or society.
A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.
B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.
2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.
A. Pay attention to descriptions and images of the monument or site
B. Be sure to understand the society that site, or event was relevant to
C. Consider who might visit such a site. What types of people might the traveler encounter?
D. Imagine what sounds, smells, conversations the traveler might overhear.
Acceptable Primary and Secondary Sources include but are not limited to:
· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
· Print secondary sources
· Scholarly journals
· Newspaper and other media and video archives
· Appropriate history-related websites and databases (not Wikipedia)
· Historical documentaries
· History textbooks
Please contact a NOVA librarian or your instructor if you have questions on locating sources.
3. Students will submit an annotated bibliography in Module 5
4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.
A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative
5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:
A. Google sites
B. Blogger
C. Wix
D. Weebly
E. WordPress
F. ...
kim woods Introduction & Concepts The very idea of the moder.docxsleeperfindley
kim woods
Introduction & Concepts:
The very idea of the “modern world” is complex; in fact, it is impossible to describe and fully comprehend the multitude of people, ideas, and events that defined modern world history. But, by channeling this multitude into broad categories and identifying themes or issues that different people, ideas, and events shared in common, we can make sense of an otherwise chaotic mass of information.
One main idea that many people in the modern world embraced was “freedom.” However, different people defined “freedom” in different ways in various times and places. Our job as historians is to understand what freedom meant to people in the past and to describe the ways they sought to gain or keep their liberty—or the ways in which some people or groups restricted the freedom of others. To aid you in this effort, think about the following four types of freedom and how the material from HIS 11 might relate to each one:
Freedom of Action (to do what you want)
Freedom of Conscience (to say or think what you want)
Freedom of Association (to have the friends or allies you want)
Economic Freedom (to choose how you work and what you buy)
Project Assignment:
Your project this semester is to trace the way
one (1)
of these four types of freedom developed, changed, and affected the lives of people and/or the shapes of societies over the span of the modern era. During the semester, you will write a series of essays (one short Response Paper and the Midterm Exam), which will help you develop your ideas about freedom and relate them to different historical examples. The last essay will be a
4-6 page paper
due by 11:59 PM
on December 4 2016
. All essays except the Midterm should be typed, double-spaced, in 12-point Times New Roman font, and turned in through SafeAssign on Blackboard.
Your semester project paper
must
contain the following elements:
A clear and concise thesis statement
Clearly identified sources of information (in footnotes or MLA citations)
Multiple historical examples that support your thesis
Your
thesis
will come from the following process:
Identify
one
of the four (4) types of freedom above that will be the theme of your project. (You will inform me of your choice in your first response paper.)
Choose three (3) major events, subjects, or historical figures covered in the course materials this semester that you think relate to your chosen type of freedom. Each historical example should come from a different one of the ten units listed on the syllabus. In other words,
each example should cover a different place and time
—
do not
draw all of your examples from a single historical period or location.
Select three (3) primary sources from the documents listed on the HIS 11 Syllabus—one related to
each
example you chose above.
Your
thesis
should then address the following questions:
Comparing and contrasting your historical examples and documents, do they show
change
or
continuity
in the .
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
1. Lesson Plan Template <br />based on Understanding by Design by Jay McTighe and Grant Wiggins<br />Title of Lesson: Immigration to the United StatesAuthor: Anthony GiordanoGrade Level: 11 School: North Haven High SchoolTime Estimated: 5 classes 82 Minutes each<br />Brief OverviewThis multi-day lesson is an inquiry based approach for students to be able to use primary source images and political cartoon in order to formulate a historical question to research.Historical Inquiry QuestionWhy have people regarded America as the “land of opportunity?”To what extent did “push” and “pull” factors have to do with migration to the U.S.?Content KnowledgeWhat specific content knowledge will students acquire as a result of this lesson?As a result of this lesson, students will know: The country of origin/what it was like to live in the native/original countryWhy people decided to move to the U.S.What their expectations were of the U.S. and the reality that they encountered The types of jobs that they workedThe places in which they settledAny discrimination/prejudice that they facedHow life and their social status changed over timeGender, age, and family rolesExamples of assimilation/cultural diffusionSocial, political, economic, and cultural experiences/influencesThe influence of the ethnic group today (conclusion)SkillsAs a result of this lesson, students will be able to:-Formulate research questions to investigate topics in history, identify possible answers, and use historical methods of inquiry and literacy skills to select, organize, analyze, synthesize, and interpret sources, and present findings. (National Standard Processes)-Research and analyze past periods, events, and recurring issues, using a variety of primary sources (e.g., documents, letters, artifacts, and testimony), as well as secondary sources; validate and weigh evidence for claims, check the usefulness and degree of reliability of sources, and evaluate different interpretations in order to develop their own interpretation supported by the evidence. (National Standard Processes)CT Standards Addressed1.6.31. Explain how environmental factors cause human movement (e.g., drought, disease, natural disasters).1.6.33. Analyze migration patterns within and among nations.1.6.34. Analyze human factors that cause migration (e.g., imperialism, discrimination, war, economic opportunity, genocide).1.6.35. Compare and contrast migration’s impact on the country of origin and country of settlement.2.1.1 Find relevant and accurate information from a variety of sources to answer a history/social studies question.2.2.2 Choose valid sources and provide evidence to answer a history/social studies question.2.2.3. Cite evidence from a source to determine an author’s purpose and intended audience.2.2.5 Interpret social/political messages of cartoons.2.2.6 Detect bias in data presented in various forms.Other CT standards can be found at: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/ssfrmwk_10-6-09.pdfPrior KnowledgeStudents need no prior knowledge other than the basic idea that almost all Americans’ ancestors have migrated here from another place in the world.Basic high school level reading and writing skills are also required.Resources needed-Images are contained in attached Power Point Presentation.-Analyzing Primary Source Lesson handout-Teacher computer access, LCD Projector-Library and Computer Access for studentshttp://www.loc.gov/topics/americanhistory.phpProcess of LessonHook/Warm Up: The images are powerful and interesting enough to capture the students’ attention. Students should be slightly confused as to what they are looking at as they walk into the classroom with the slide show running. They will be asked to take their seat and follow the instructions on their desk. On their desk will be the Analyzing Primary Source Handout.Inquiry Activity: Students will record their observations, reflections and questions on the handout. They will develop essential questions to research with guidance from the teacher. They should naturally arrive at the historical inquiry questions above. This discussion will establish the basis for students to choose one ethic group to research.The remaining class periods should be utilized assisting students researching in the library and using primary documents from the Library of Congress.Application Activity: Students will create a formal research paper to be submitted after the 5 class meetings.EvaluationRubric attachedPossibilities for DifferentiationQuestions and Rubrics may be varied according to individual student needs. See modified rubric attached.<br />Name _______________________________ Date____________ Class ______ U.S. History <br />Research Paper: Immigration<br />Essential Questions: <br />Why have people regarded America as the “land of opportunity?”<br />To what extent did “push” and “pull” factors have to do with migration to the U.S.?<br />Why did your chosen ethnic group migrate to the United States?<br />Task: <br />Using your research on your chosen ethnic group, write a 4-5 page paper (minimum) explaining why they came to America. You need to focus on one country/nation during a time of mass immigration. In both research and writing, you should use a chronological approach and work in stages. <br />A. The first stage of your paper would be to explain what conditions (political, economic, social) were like in the “old” country. <br />B. After “framing” the situation facing your chosen group, then reveal your research as to how and why those factors “pushed” people out. Why did they leave their homeland behind? <br />C. Understanding that these emigrants could have gone anywhere, the next stage would be to explain why they chose to come to the United States. What factors “pulled” people into America? <br />D. And finally, you should explore what life was like for immigrants in this “new” country.<br /> Be sure to include the following elements in your paper:<br />The country of origin/what it was like to live in the native/original country<br />Why people decided to move to the U.S.<br />What their expectations were of the U.S. and the reality that they encountered <br />The types of jobs that they worked<br />The places in which they settled<br />Any discrimination/prejudice that they faced<br />How life and their social status changed over time<br />Gender, age, and family roles<br />Examples of assimilation/cultural diffusion<br />Social, political, economic, and cultural experiences/influences<br />The influence of the ethnic group today (conclusion)<br />Grading:<br />This paper will count as a test grade. Review the rubric on the back for specific areas of assessment.<br />Format:<br />Proper MLA format must be used. This includes both format for internal and bibliographic citations, as well as the overall format of your research paper. There are style guides located in the library and online. <br />Sources: A minimum of three book sources must be used. There are books on reserve in the school library for this project. You should also visit local town libraries where you can take books out. You must also use primary resources from the Library of Congress. http://www.loc.gov/topics/americanhistory.php. Be careful of internet research as you must only use credible websites. Ask your instructor if you have a question about a potential website. And of course, be sure to cite all sources that you use.<br />Due Date:_________________________<br />Name______________________________ Date________________ Class_______ U.S. History <br />Historical Research Paper Rubric <br />InadequateNeeds ImprovementAcceptableExcellentPoints25%50%75%100%Introduction-does not establish topic -little background information-unclear topic or significance-limited background information-establishes topic and historical significance -presents some background information-clearly establishes topic and historical significance -presents necessary background information/8Thesis-communication’s purpose is unknown -is unrelated to topic- communication’s purpose is unclear-offers limited explorability-needs better focus-somewhat defines the communication’s purpose -is explorable and based in inquiry-clearly defines the communication’s purpose -is insightful, explorable and grounded in inquiry/12Organization-paper lacks clear and logical development of ideas with weak/no transitions between ideas/paragraphs-somewhat clear and logical development of subtopics with some transitions between ideas/paragraphs-clear and logical subtopic order that supports thesis with good transitions between ideas/paragraphs-ideas and evidence develop logically throughout -smooth transitions between paragraphs-excellent structure/8Support-limited information on topic with lack of research, details or historically accurate evidence-some aspects of paper is researched with some accuracy from limited sources-paper is well researched in detail with accurate and critical evidence from a variety of sources-is exceptionally researched, extremely detailed with critical evidence from a wide variety of sources/16Analysis-limited connections made between evidence, subtopics, and thesis/topic-lack of analysis-some connections made between evidence, subtopics, and thesis/topic-attempts at analysis made-connections made between evidence, subtopics, and thesis/topic-good analysis-successfully integrates writer’s ideas with ideas from the sources. -clear connections made between evidence, subtopics, and thesis. /16Grammar-inconsistent grammar, poor proofreading, does not follow correct format-some errors in grammar, better proofreading needed, some correct format -mostly proper grammar, proofread, follows correct format-good usage of standard English-clear, fluent sentences contain correct spelling and punctuation usage. -excellent usage of standard English/8Internal Citations -inconsistent use of citations with limited details and improper format-sometimes inconsistent use of citations with limited details-consistent and correct format of citations with good details-proper format and good details used throughout, all sources shown with wide variety /12Conclusion-unclear paragraph with no main ideas and no “afterthought”-incomplete paragraph with limited main ideas and leaves some “afterthought”-paragraph restates main ideas and leaves the reader with a relevant “afterthought-paragraph creatively rewords main ideas and leaves the reader with a significant “afterthought”/8Works Cited-complete lack of correct number and type of sources-few or unacceptable sources used-consistent lack of proper format-Minimum number and type of sources used-mostly proper MLA format-Excellent number and type of sources used-proper MLA format/12Comments:Total /100<br />Name______________________________ Date________________ Class_______ U.S. History <br />Historical Research Paper Rubric for ELL or Special Education Students<br />Needs ImprovementAcceptableExcellentPoints0-74%75-84%85-100%Introduction-does not establish topic -little background information-unclear topic or significance-limited background information-establishes topic and historical significance -presents some background information/8Thesis-communication’s purpose is unknown -is unrelated to topic- communication’s purpose is unclear-needs better focus-somewhat defines the communication’s purpose -is explorable and based in inquiry/12Organization-paper lacks clear and logical development of ideas with weak/no transitions between ideas/paragraphs-somewhat clear and logical development of subtopics with some transitions between ideas/paragraphs-clear and logical subtopic order that supports thesis with good transitions between ideas/paragraphs/8Support-limited information on topic with lack of research, details or historically accurate evidence-some aspects of paper is researched with some accuracy from limited sources-paper is well researched in detail with accurate and critical evidence from a variety of sources/16Analysis-limited connections made between evidence, subtopics, and thesis/topic-lack of analysis-some connections made between evidence, subtopics, and thesis/topic-attempts at analysis -connections made between evidence, subtopics, and thesis/topic-good analysis/16Grammar-inconsistent grammar, poor proofreading, incorrect format-some errors in grammar, better proofreading needed, some correct format -mostly proper grammar, proofread, follows correct format-good usage of English/8Internal Citations -inconsistent use of citations with limited details and improper format-sometimes inconsistent use of citations with limited details-consistent and correct format of citations with good details/12Conclusion-unclear paragraph with no main ideas and no “afterthought”-incomplete paragraph with limited main ideas and leaves some “afterthought”-paragraph restates main ideas and leaves the reader with a relevant “afterthought/8Works Cited-complete lack of correct number and type of sources-few or unacceptable sources used-consistent lack of proper format-Minimum number and type of sources used-mostly proper MLA format/12Comments:Total /100<br />