This webquest introduces a scenario where students travel back in time to the Civil War era to research and learn about important events, people, battles, and causes of the war in order to prevent it from being forgotten in the future and share their knowledge with classmates. Students are divided into groups and take on roles to complete tasks like creating timelines, flags, maps, and reports to demonstrate their understanding of the key aspects of the Civil War.
Civil war unit lesson 1 - north vs south - power pointmontyhartfield
This document provides information about the social, cultural, and geographic differences between the North and South in the 1800s leading up to the Civil War. It notes that the North had a colder climate and focused on industry and manufacturing in cities, while the South had a warmer climate conducive to farming and plantations that relied on slave labor. Culturally, the North was more urban and had abolitionist movements, whereas the South was largely rural and sought to maintain slavery. The document uses examples and activities to teach students to identify whether characters mentioned would likely be from the North or South based on clues about urbanization, economies, and the acceptance of slavery.
Civil war unit lesson 1 - north vs south - power pointGAMagnolia
This document provides information about the social, cultural, and geographic differences between the North and South in the 1800s leading up to the Civil War. It notes that the North had a colder climate and focused on industry and manufacturing in cities, while the South had a warmer climate and relied on plantation agriculture and slavery. The North was more urban with factories and abolitionist movements, while the South was more rural with plantations that required large numbers of slaves to work the land.
General William T. Sherman's "Total War" campaign against the South during the U.S. Civil War involved burning cities, destroying infrastructure, and seizing or destroying Southern property and resources. This took a heavy toll on civilian populations, especially women left to care for their families. While Sherman believed this approach was necessary to break the Confederate spirit and force a surrender, Southern women like Mrs. Burgess and Mrs. Chesnut felt the suffering inflicted on innocent civilians was cruel and unnecessary. They maintained their resolve despite extreme hardship and poverty. The "Total War" strategy failed to achieve Sherman's goal of destroying morale, though it did help hasten the end of the war through economic devastation of the South.
The document provides historical context on the Civil War era including the start of the war in 1850 over disagreements about slavery, and the women's suffrage movement gaining support pre-Civil War. It also outlines the values and beliefs of Southerners who favored states' rights and slavery, versus Northerners who opposed slavery and favored saving the Union. Religious beliefs and racism are discussed, with some using scripture to support slavery and segregation. Genres from the era like slave narratives, spirituals, letters, diaries, poetry, and novels exploring realism are also summarized.
The document provides an overview of the chapter objectives and key topics about life during the Civil War. It discusses the roles women played in supporting the war effort through jobs, managing farms, and providing supplies. It also compares how the war had severe negative economic impacts on the South by destroying farmland and infrastructure and causing shortages through the blockade, while the North's economy grew rapidly during the war.
Zinn's A People's History of the United States provides a biased account that aims to correct the romanticized view of Columbus' discovery of America by portraying the negative impacts on Native Americans. Zinn shows bias against Columbus by largely viewing the story from the Native American perspective who saw Columbus initially as beautiful but were later betrayed. He also sides with the plight of Native Americans by portraying them as innocent and the colonizers as ominous strangers. The document analyzes Zinn's use of the "noble savage" myth to stereotype Native Americans.
Civil war unit lesson 1 - north vs south - power pointmontyhartfield
This document provides information about the social, cultural, and geographic differences between the North and South in the 1800s leading up to the Civil War. It notes that the North had a colder climate and focused on industry and manufacturing in cities, while the South had a warmer climate conducive to farming and plantations that relied on slave labor. Culturally, the North was more urban and had abolitionist movements, whereas the South was largely rural and sought to maintain slavery. The document uses examples and activities to teach students to identify whether characters mentioned would likely be from the North or South based on clues about urbanization, economies, and the acceptance of slavery.
Civil war unit lesson 1 - north vs south - power pointGAMagnolia
This document provides information about the social, cultural, and geographic differences between the North and South in the 1800s leading up to the Civil War. It notes that the North had a colder climate and focused on industry and manufacturing in cities, while the South had a warmer climate and relied on plantation agriculture and slavery. The North was more urban with factories and abolitionist movements, while the South was more rural with plantations that required large numbers of slaves to work the land.
General William T. Sherman's "Total War" campaign against the South during the U.S. Civil War involved burning cities, destroying infrastructure, and seizing or destroying Southern property and resources. This took a heavy toll on civilian populations, especially women left to care for their families. While Sherman believed this approach was necessary to break the Confederate spirit and force a surrender, Southern women like Mrs. Burgess and Mrs. Chesnut felt the suffering inflicted on innocent civilians was cruel and unnecessary. They maintained their resolve despite extreme hardship and poverty. The "Total War" strategy failed to achieve Sherman's goal of destroying morale, though it did help hasten the end of the war through economic devastation of the South.
The document provides historical context on the Civil War era including the start of the war in 1850 over disagreements about slavery, and the women's suffrage movement gaining support pre-Civil War. It also outlines the values and beliefs of Southerners who favored states' rights and slavery, versus Northerners who opposed slavery and favored saving the Union. Religious beliefs and racism are discussed, with some using scripture to support slavery and segregation. Genres from the era like slave narratives, spirituals, letters, diaries, poetry, and novels exploring realism are also summarized.
The document provides an overview of the chapter objectives and key topics about life during the Civil War. It discusses the roles women played in supporting the war effort through jobs, managing farms, and providing supplies. It also compares how the war had severe negative economic impacts on the South by destroying farmland and infrastructure and causing shortages through the blockade, while the North's economy grew rapidly during the war.
Zinn's A People's History of the United States provides a biased account that aims to correct the romanticized view of Columbus' discovery of America by portraying the negative impacts on Native Americans. Zinn shows bias against Columbus by largely viewing the story from the Native American perspective who saw Columbus initially as beautiful but were later betrayed. He also sides with the plight of Native Americans by portraying them as innocent and the colonizers as ominous strangers. The document analyzes Zinn's use of the "noble savage" myth to stereotype Native Americans.
This document was written by Amy Lou Buntin, Mason Daniels, and Braelon Brantley. It discusses the relationship between Lee and Grant during the Civil War, noting they were close but had not yet fully reconciled. It also examines the cruelty both the North and South showed each other during the war, as well as the uproar and irritation that often followed President Lincoln's speeches and the desire for revenge on both sides of the conflict.
This document provides a comparative analysis of two works about the Nigerian Civil War - Chinua Achebe's 1972 short story collection "Girls at War" and Leslie Ofoegbu's 1985 memoir "Blow the Fire". Both works tell stories of women's experiences during the war from different perspectives: Achebe focuses on ordinary Igbo citizens, while Ofoegbu shares her personal account as an expatriate wife and mother living in Biafra. The works illustrate the hardships of displacement, daily life struggling with shortages, and the impacts of war on families and social structures. While having different styles, the two works both provide intimate witness accounts of suffering during the conflict from a gendered perspective.
The American dream can be portrayed as the idea that through hard work, anyone in the US can succeed and lead a happy, successful life. The stereotypical American dream consists of marriage, two children, and owning a three-bedroom home. The concept of the American dream originated in the 1600s with hopes of African Americans owning land, having families, and operating decent businesses.
The document discusses the NAACP's "Double V for Victory" campaign during World War II which aimed to challenge racism and desegregate restaurants. It was most successful in Maryland and Delaware, where the NAACP organized pickets of small lunch counters that did much of their business between 11am-2pm. The well-dressed and polite picketers persuaded many white customers to eat elsewhere, pressuring the restaurants to desegregate. This campaign demonstrated that the NAACP could force systemic change by organizing large numbers to challenge aspects of the discriminatory system.
Lecture 02 - Off on a (Historical) TangentPatrick Mooney
Second lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Lyndon B. Johnson leveraged his 1964 landslide victory over Barry Goldwater to pursue an ambitious domestic agenda. As a former Senate leader, LBJ had unmatched skill in shepherding legislation through Congress. He pressured lawmakers to support his bills using relentless persuasion and political arm-twisting in his signature "Johnson Treatment." Johnson aimed to fulfill the legacy of John F. Kennedy and establish new anti-poverty programs, inspired by Michael Harrington's book The Other America, which brought widespread poverty to national attention.
U.S. Ambassador John W. Blaney faced a difficult decision in 2003 Liberia, which was under siege in a civil war. He could abandon the U.S. embassy mission or risk lives to continue diplomacy efforts. With the capital split by fighting between rebels and President Taylor's forces, the Ambassador made repeated crossings of the front lines to broker a local ceasefire, hoping to lift the siege and allow peace to take root. The book reconstructs these events through interviews and depicts the embassy's role in international efforts that helped end the war and depose the brutal Taylor regime.
The Civil War had widespread impacts on civilians across both the North and South. As men left for war, women took on new roles supporting the war effort through nursing, factory work, and managing households and farms. Life on the home front was difficult, with shortages of food and supplies, risk of injury from battles, and constant fear for loved ones at war. By the end of the war, over 600,000 soldiers had died and many families were left impoverished or orphaned by the conflict. The home front experience differed depending on location but all American civilians felt the effects of the war.
The document provides an overview of the Civil War, including:
1) It summarizes the key advantages and disadvantages of the North (Union) and South (Confederacy), with the North having a larger population, more factories, and stronger navy while the South had an open landscape and better trained soldiers.
2) It describes Abraham Lincoln's challenge in responding to Fort Sumter being fired upon by Confederate troops in South Carolina in April 1861, which marked the start of the Civil War.
3) It summarizes some of the major battles of the Civil War including Bull Run, Antietam, Chancellorsville, and Fredericksburg, highlighting the strategies and outcomes of each.
This document provides a comparison of the films The Birth of a Nation, Gone with the Wind, and Glory and their portrayal of the Civil War and issues of race. It argues that Birth of a Nation and Gone with the Wind presented inaccurate and distorted views of history that negatively impacted Americans' understanding of slavery and race relations. In contrast, Glory was praised for being the most historically accurate film about the war and the first to properly depict the role of black soldiers. While all three films had large cultural impacts, Birth of a Nation and Gone with the Wind spread misinformation, while Glory helped correct previous misrepresentations.
Mark Twain drew inspiration for his writing from tragic events he witnessed in his childhood, including multiple murders. He was motivated to become financially successful to support his family after his father struggled economically. Twain's experiences with slavery as a boy in Missouri, which he did not initially recognize as wrong, inspired him to write the novels Tom Sawyer and Huckleberry Finn to depict the injustices and hardships faced by African Americans at the time. Twain further developed ideas for his writing by traveling extensively, producing works inspired by his journeys like The Innocents Abroad and Life on the Mississippi.
This document discusses the need to critically examine historical figures rather than blindly worshipping them as heroes. It argues that views of individuals and their significance can change over time as society's understanding evolves. Specifically, it analyzes several prominent Filipino figures from history like Rizal, Aguinaldo, Bonifacio and others, pointing out aspects of their actions and legacies that do not deserve uncritical honor. The document advocates rediscovering other heroes from the past who have been overshadowed and recognizing present-day heroes working for current needs, rather than limiting views of heroism to figures of the past.
Imperialism, The Spanish-American War, and Yellow JournalismCArndt13
This document discusses sensationalism in media. Sensationalism is a type of editorial bias where events are overhyped to increase viewership through strategies like omitting information, appealing to emotions, and exaggerating details. Studies have shown that people are susceptible to believing sensationalized media. The document uses examples of sensationalized headlines to illustrate how information can be skewed.
Che Guevara - The Motorcycle Diaries vs his storyAimee H
Ernesto "Che" Guevara was born into an upper-middle class family in Argentina in 1928. As a young man, he embarked on a motorcycle trip through South America with a friend that opened his eyes to poverty and colonialism. This experience led him to embrace revolutionary ideals and join Fidel Castro's rebel forces in Cuba. As a key leader of the Cuban Revolution, he helped overthrow the Batista regime. However, he later left Cuba due to disagreements over foreign policy and attempted to spark revolutions in other countries, which led to his capture and execution in Bolivia in 1967. His legacy remains highly controversial, with some viewing him as a hero and others as a terrorist.
The document summarizes events in the 1970s related to the energy crisis, environmental protection efforts, Richard Nixon's presidency and resignation, and the women's rights movement. It discusses the gas lines and rationing during the energy crisis. It shows photos from the EPA's early efforts to document pollution problems. It outlines Nixon's struggles over the White House tapes and eventual resignation. It also describes the push for the Equal Rights Amendment and growing feminist movement in the later 1970s.
This document provides information about editorial cartoons and their history. It discusses how editorial cartoons use techniques like caricatures, symbols, and humor to express a point of view. The summary highlights some key editorial cartoonists and their works, including Benjamin Franklin's 1754 snake cartoon, Thomas Nast's cartoons attacking Boss Tweed in the 1870s, and Herblock's political cartoons in the 1920s-1940s period. The document also outlines the origins of editorial cartoons in 16th century Germany during the Protestant Reformation.
The document provides instructions for a group assignment on the American Civil War. Students are directed to research various topics on multiple websites, answering questions and analyzing sources. They are to compile their findings into a single document to hand in. The assignment aims to help students understand the key events and causes of the Civil War through an interactive webquest.
This summary provides the essential information about the unit plan in 3 sentences:
The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.
The document summarizes the author's visit to the Frazier Art Museum's Civil War exhibit. The exhibit contained many artifacts from the war, including weapons, clothing, letters, and family photos. It also provided information about how the war impacted states like Kentucky and tore families apart. The author learned that the South was greatly outnumbered and under-equipped in their fight against the North. Visiting the exhibit gave the author a new appreciation for the devastation of the Civil War and how important it is to continue teaching future generations about its impact and lessons.
This document was written by Amy Lou Buntin, Mason Daniels, and Braelon Brantley. It discusses the relationship between Lee and Grant during the Civil War, noting they were close but had not yet fully reconciled. It also examines the cruelty both the North and South showed each other during the war, as well as the uproar and irritation that often followed President Lincoln's speeches and the desire for revenge on both sides of the conflict.
This document provides a comparative analysis of two works about the Nigerian Civil War - Chinua Achebe's 1972 short story collection "Girls at War" and Leslie Ofoegbu's 1985 memoir "Blow the Fire". Both works tell stories of women's experiences during the war from different perspectives: Achebe focuses on ordinary Igbo citizens, while Ofoegbu shares her personal account as an expatriate wife and mother living in Biafra. The works illustrate the hardships of displacement, daily life struggling with shortages, and the impacts of war on families and social structures. While having different styles, the two works both provide intimate witness accounts of suffering during the conflict from a gendered perspective.
The American dream can be portrayed as the idea that through hard work, anyone in the US can succeed and lead a happy, successful life. The stereotypical American dream consists of marriage, two children, and owning a three-bedroom home. The concept of the American dream originated in the 1600s with hopes of African Americans owning land, having families, and operating decent businesses.
The document discusses the NAACP's "Double V for Victory" campaign during World War II which aimed to challenge racism and desegregate restaurants. It was most successful in Maryland and Delaware, where the NAACP organized pickets of small lunch counters that did much of their business between 11am-2pm. The well-dressed and polite picketers persuaded many white customers to eat elsewhere, pressuring the restaurants to desegregate. This campaign demonstrated that the NAACP could force systemic change by organizing large numbers to challenge aspects of the discriminatory system.
Lecture 02 - Off on a (Historical) TangentPatrick Mooney
Second lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Lyndon B. Johnson leveraged his 1964 landslide victory over Barry Goldwater to pursue an ambitious domestic agenda. As a former Senate leader, LBJ had unmatched skill in shepherding legislation through Congress. He pressured lawmakers to support his bills using relentless persuasion and political arm-twisting in his signature "Johnson Treatment." Johnson aimed to fulfill the legacy of John F. Kennedy and establish new anti-poverty programs, inspired by Michael Harrington's book The Other America, which brought widespread poverty to national attention.
U.S. Ambassador John W. Blaney faced a difficult decision in 2003 Liberia, which was under siege in a civil war. He could abandon the U.S. embassy mission or risk lives to continue diplomacy efforts. With the capital split by fighting between rebels and President Taylor's forces, the Ambassador made repeated crossings of the front lines to broker a local ceasefire, hoping to lift the siege and allow peace to take root. The book reconstructs these events through interviews and depicts the embassy's role in international efforts that helped end the war and depose the brutal Taylor regime.
The Civil War had widespread impacts on civilians across both the North and South. As men left for war, women took on new roles supporting the war effort through nursing, factory work, and managing households and farms. Life on the home front was difficult, with shortages of food and supplies, risk of injury from battles, and constant fear for loved ones at war. By the end of the war, over 600,000 soldiers had died and many families were left impoverished or orphaned by the conflict. The home front experience differed depending on location but all American civilians felt the effects of the war.
The document provides an overview of the Civil War, including:
1) It summarizes the key advantages and disadvantages of the North (Union) and South (Confederacy), with the North having a larger population, more factories, and stronger navy while the South had an open landscape and better trained soldiers.
2) It describes Abraham Lincoln's challenge in responding to Fort Sumter being fired upon by Confederate troops in South Carolina in April 1861, which marked the start of the Civil War.
3) It summarizes some of the major battles of the Civil War including Bull Run, Antietam, Chancellorsville, and Fredericksburg, highlighting the strategies and outcomes of each.
This document provides a comparison of the films The Birth of a Nation, Gone with the Wind, and Glory and their portrayal of the Civil War and issues of race. It argues that Birth of a Nation and Gone with the Wind presented inaccurate and distorted views of history that negatively impacted Americans' understanding of slavery and race relations. In contrast, Glory was praised for being the most historically accurate film about the war and the first to properly depict the role of black soldiers. While all three films had large cultural impacts, Birth of a Nation and Gone with the Wind spread misinformation, while Glory helped correct previous misrepresentations.
Mark Twain drew inspiration for his writing from tragic events he witnessed in his childhood, including multiple murders. He was motivated to become financially successful to support his family after his father struggled economically. Twain's experiences with slavery as a boy in Missouri, which he did not initially recognize as wrong, inspired him to write the novels Tom Sawyer and Huckleberry Finn to depict the injustices and hardships faced by African Americans at the time. Twain further developed ideas for his writing by traveling extensively, producing works inspired by his journeys like The Innocents Abroad and Life on the Mississippi.
This document discusses the need to critically examine historical figures rather than blindly worshipping them as heroes. It argues that views of individuals and their significance can change over time as society's understanding evolves. Specifically, it analyzes several prominent Filipino figures from history like Rizal, Aguinaldo, Bonifacio and others, pointing out aspects of their actions and legacies that do not deserve uncritical honor. The document advocates rediscovering other heroes from the past who have been overshadowed and recognizing present-day heroes working for current needs, rather than limiting views of heroism to figures of the past.
Imperialism, The Spanish-American War, and Yellow JournalismCArndt13
This document discusses sensationalism in media. Sensationalism is a type of editorial bias where events are overhyped to increase viewership through strategies like omitting information, appealing to emotions, and exaggerating details. Studies have shown that people are susceptible to believing sensationalized media. The document uses examples of sensationalized headlines to illustrate how information can be skewed.
Che Guevara - The Motorcycle Diaries vs his storyAimee H
Ernesto "Che" Guevara was born into an upper-middle class family in Argentina in 1928. As a young man, he embarked on a motorcycle trip through South America with a friend that opened his eyes to poverty and colonialism. This experience led him to embrace revolutionary ideals and join Fidel Castro's rebel forces in Cuba. As a key leader of the Cuban Revolution, he helped overthrow the Batista regime. However, he later left Cuba due to disagreements over foreign policy and attempted to spark revolutions in other countries, which led to his capture and execution in Bolivia in 1967. His legacy remains highly controversial, with some viewing him as a hero and others as a terrorist.
The document summarizes events in the 1970s related to the energy crisis, environmental protection efforts, Richard Nixon's presidency and resignation, and the women's rights movement. It discusses the gas lines and rationing during the energy crisis. It shows photos from the EPA's early efforts to document pollution problems. It outlines Nixon's struggles over the White House tapes and eventual resignation. It also describes the push for the Equal Rights Amendment and growing feminist movement in the later 1970s.
This document provides information about editorial cartoons and their history. It discusses how editorial cartoons use techniques like caricatures, symbols, and humor to express a point of view. The summary highlights some key editorial cartoonists and their works, including Benjamin Franklin's 1754 snake cartoon, Thomas Nast's cartoons attacking Boss Tweed in the 1870s, and Herblock's political cartoons in the 1920s-1940s period. The document also outlines the origins of editorial cartoons in 16th century Germany during the Protestant Reformation.
The document provides instructions for a group assignment on the American Civil War. Students are directed to research various topics on multiple websites, answering questions and analyzing sources. They are to compile their findings into a single document to hand in. The assignment aims to help students understand the key events and causes of the Civil War through an interactive webquest.
This summary provides the essential information about the unit plan in 3 sentences:
The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.
The document summarizes the author's visit to the Frazier Art Museum's Civil War exhibit. The exhibit contained many artifacts from the war, including weapons, clothing, letters, and family photos. It also provided information about how the war impacted states like Kentucky and tore families apart. The author learned that the South was greatly outnumbered and under-equipped in their fight against the North. Visiting the exhibit gave the author a new appreciation for the devastation of the Civil War and how important it is to continue teaching future generations about its impact and lessons.
This document provides instructions for students to research and write a first-person diary from the perspective of a participant in the American Civil War between 1861-1865. Students must choose from one of 11 roles including soldier, general, slave, nurse and select 7 days to describe from that character's experience, using details found through online research. The diary entries should correlate with actual events from the Civil War and include resources used. The goal is to understand life during that time period from different points of view to appreciate the defining and complex nature of the Civil War in American history.
The document instructs students to research and write a first-person diary from the perspective of a participant in the American Civil War by choosing from a list of roles such as soldier, slave, or nurse. Students are directed to research their chosen role using provided web resources and match diary entries to specific events from the Civil War. The goal is for students to experience life during the Civil War from the point of view of different participants.
The document summarizes a book titled "In Conflict: Iraq War Veterans Speak Out on Duty, Loss, and the Fight to Stay Alive" by Yvonne Latty. The book contains first-person accounts from over two dozen Iraq War veterans from different military branches about their experiences in the war and how it has impacted their lives. It details their stories of sacrifice during service and their struggles after returning from war. The document provides information on the book's publication details, marketing strategy, and promotion plan.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
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.
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
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.
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.
2. THE NORTH VS. THE SOUTH
1861 - 1865
...but one of them would make war
rather than let the nation survive,
General and the other would accept war General
Ulysses S. rather than let Robert E. Lee
Grant it perish, and the war Confederate
Union General, came…Abraham Lincoln, March 4, General,
North 1865 South
3. Introduction Task Process Resources Evaluation Conclusion
INTRODUCTION
It is 3:30 a.m. and you have just awakened from your sleep. You have been learning about the Civil War in school,
and on this night you dreamt that you were fighting in Civil War battles, talking to soldiers, and listening to
President Lincoln give an Address at Gettysburg.. Suddenly, you hear a knock outside of your window. You open
your window and see a boy peering in at you. You ask him who he is and want he wants. "My name is Little
Johnny" he replies. “I am the Child Guardian of History and I need your help."
You ask him how he got here and he replies that he has been traveling through time warps for years. He tells you
that he just came back from the year 2095. You are amazed to find out that something terrible has happened in the
future. Nobody in the year 2095 remembers anything about the Civil War. He is afraid that if something isn't done
about it, this important event in history will be forgotten forever. "What can I do to help?" you ask.
"You can help me by gathering up 3 classmates, coming with me through the time warp, learning more about the
Civil War, and then sharing it with your fellow classmates. It is important that they learn all about it so that they can
share it with others, who will share it with others, who will share it with others, and so on."
You are amazed at what you are hearing.
"Well," he says, "are you going to accept this mission?"
"Absolutely!" you state. " I can't believe I am going to travel through time and see all of these famous events,
people, and places. I have always wondered what it would be like to live during the time of the Civil War. But what
should I tell my folks?"
“We will travel while their asleep and I will make sure your safe and that you return to your bed unnoticed”!
4. BACKGROUND
The Civil War was a war between the states of the North against the states of the South. It was the
greatest war in American history. 3 million soldiers fought - 600,000 died, making this war the heaviest
of casualties in all of history.
The southern states wanted to have their own nation and be able to decide what laws to have. The
north did not want the country to be broken apart. In the election of 1860 Abraham Lincoln stated that
he wanted to stop the spread of slavery. The southern states said that if Lincoln won, they would
secede (leave) the union.
When Abraham Lincoln, a known opponent of slavery, was elected president, the South Carolina
legislature perceived a threat. Calling a state convention, the delegates voted to remove the state of
South Carolina from the union known as the United States of America. The secession of South
Carolina was followed by the secession of six more states -- Mississippi, Florida, Alabama, Georgia,
Louisiana, and Texas -- and the threat of secession by four more -- Virginia, Arkansas, Tennessee, and
North Carolina. These eleven states eventually formed the Confederate States of America.
The Civil War began. It was the only war fought on American soil by Americans, and for that
reason we have always been fascinated with The Civil War. Click to go back to top
5. Task
YO U R T I M E T R AV E L T E A M W I L L N E E D TO R E S E A RC H A N D
R E P O R T O N M A N Y I M P O R TA N T A S P E C T S O F T H E C I V I L W A R .
YOUR TEAM WILL BE :
* M A K I N G A M A P O F S O U T H E R N A N D N O R T H E R N S TA T E S
*CREATING A TIMELINE
*REPORTING ON BATTLES
*REPORTING ON EVENTS AND PEOPLE
*RETRIEVING WRITTEN LETTERS FROM CIVIL WAR SOLDIERS
*MAKING NORTHERN AND SOUTHERN FLAGS
* C O M PA R I N G A D V A N TA G E S A N D D I S A D V A N TA G E S O F T H E
NORTH AND SOUTH DURING THE WAR .
CLICK TO GO BACK TO TOP
6. PROCESS
*The four roles of your group members will be a reporter,
historian, illustrator, and an editor.
*Each person will have a specific task.
*Each time traveler will be required to keep a journal to record
all findings while in the time warp.
Upon arriving back at the present time, each member will then
need to organize their findings into a clear, neat, and creative
form that can be presented to classmate.
Click to go back to top
7. RESOURCES
CIVIL WAR RESOURCES
The Civil War Overview
Diaries and letters written by soldiers
Pictures and images of the war
Information on many aspects of the Civil War
Battles
Battle of Gettysburg
Surrender at Appomattox Court House
History of the Battle of Gettysburg
Monitor vs. the Merrimack
Click to go back to top
8. RESOURCES
EVENTS PEOPLE
Harriet Tubman
The Gettysburg Address
Abraham Lincoln Research Site
Emancipation Proclamation
A site about all the many people associated
History of the Drinking Gourd
with the Civil War
The Drinking Gourd
Choose from a list of people at this site
Restoration
Choose from a list of women of the Civil War
Battle of Gettysburg
General Sherman and his “March to the Sea”
Fredricksburg
African Americans of the Civil War
Click to go back to top
9. RESOURCES
UNIFORMS, MONEY & MEDICINE COST & CASUALTIES OF THE WAR
Uniforms during the Civil War Civil War statistics
Flags of the Civil War
Money during the Civil War
Medicine during the Civil War
Pictures of Union &
Confederate money during the Click to go back to top
Civil War
10. EVALUATION
Each time traveler will be evaluated on grammar,
punctuation, and spelling of written or typed work.
Neatness, creativity, and completion of tasks will also
be considered when grading the projects. It is also
important that while traveling through time, all travelers
work cooperatively. In addition to handing in your
journal, the following rubric will be used to assess your
work. Click on YOUR JOB.
REPORTER ILLUSTRATOR
HISTORIAN EDITOR
11. CONCLUSION
"With your help and dedication to the Civil
War, I am confident that this team of
travelers will do well at saving the future,"
says Little Johnny the Child Guardian of
History. "The future of students
everywhere depends on you!“
"We will do our best, " you reply.
"Good luck," says Little Johnny.
And with that he is gone. Click to go back to the top
12. RUBRIC FOR REPORTER
ROLE YOUR JOB RESOURCE IDEAS
REPORTER Find 2 letters from Civil Type up reports in Word.
War Soldiers. Print them
out & paste them in your Use a Venn Diagram to
journal. show how the North and
South were alike, different
Report on what the and the same. You can
Underground Railroad was. create this in Word or
Power Point.
Compare advantages and
disadvantages of the north
and south. Include each
side of the issues causing
the war.
Click on the flag to go Report on the meaning of
back to abolition and secession.
the introduction page.
13. RUBRIC FOR HISTORIAN
ROLES YOUR JOB RESOURCE
IDEAS
HISTORIAN Create a timeline Create timeline
of 10 important with pictures and
events/battles descriptions as
during the war. slides in Power
Each event or Point.
battle should have
a detailed Use Chart Wizard
description of the in Excel to create
important graphs showing
information and costs and
Click on the flag pictures. causalities.
to go back to
the introduction Create a graph
page. comparing war
costs and
causalities.
14. RUBRIC FOR
ILLUSTRATOR
ROLE YOUR JOB RESOURCE
IDEAS
ILLUSTRATOR Create replicas of Kid Pix may be
the Union and used to create
Confederate flags. flags.
Identify states of Insert pictures of
the Union and the Northern and
Confederacy. Use Southern states
a visual aid to into Word.
show the states of Document and
each side. label states.
Click on the flag Show examples of Find pictures of
to go back to uniforms worn by currency and copy
the introduction soldiers and into a word
page. money used document.
during the war.
15. RUBRIC FOR EDITOR
ROLE YOUR JOB RESOURCE
IDEAS
EDITOR Write an article on the Use Microsoft
causes of the civil war.
Publisher or Word
Create a newsletter in to create news
word and identify and articles about your
write about 2 important assigned topics.
women and 2 important
African Americans
during the Civil War. Find pictures on
(You can copy and paste the Internet and
this assignment ONLY)
copy into articles.
Click on the flag Identify and write about
to go back to 3 important people from
the introduction each side of the war.
This may include
page. generals, presidents,
etc.
16. C U R R I C U L U M S TA N D A R D S
( T E A C H E R ’ S PA G E 1 )
Identify causes of the Civil War from the northern and southern viewpoints.
Use a range of strategies, including drawing conclusions such as opinions about
characters based on their actions and summarizing passages, to comprehend
fifth-grade recreational reading materials in a variety of genres.
Use a wide range of strategies and skills, including using text features to gain
meaning, summarizing passages, and drawing conclusions, to comprehend
fifth-grade informational and functional reading materials.
Use text features, including indexes, tables, and appendixes, to guide
interpretation of expository/informational texts.
Express meaning through writing varied sentence structure, detailed
paragraphs, and multi-paragraph compositions in an organized manner.
Compose texts using an introductory paragraph that includes a main idea;
supporting paragraphs with a minimum of three reasons, explanations, or steps
in a process; and a conclusion.
Use text features, including indexes, tables, and appendixes, to guide
interpretation of expository/informational texts.
Use search strategies in the research process to identify reliable current
resources and computer technology to locate information.
Use various technology applications, including word processing and multimedia
software.
Use technology tools to organize, interpret, and display data.
17. NETS-S Standards (TEACHER’S PAGE 2)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively to support
individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
d. contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
18. LEARNING OBJECTIVES
( T E A C H E R ’ S PA G E 3 )
The student groups will:
Research the events that led to the civil war, the
events during the war, and the events after the war.
Complete artifacts to guide and organize the
information that they find on those /people events.
Students will communicate effectively.
Students will demonstrate knowledge of Civil War &
important figures of era.
Students will work cooperatively in groups.