Mini-Unit Rationale:In this unit, the content to be covered will all fall under the subheading of early Muslim Civilizations. Previously the students have studied early river valley civilizations such as in the Fertile Crescent, the Indus River Valley, the Americas, the Huang River Valley and the Nile River Valley. The students will be able to use their previous knowledge of the basic constructs of a civilization to build upon the content in this chapter (10) that outlines the creation, spread and division of the Muslim political and religious empires of the Middle East. This mini-unit will lead students to the next mini-unit, which covered the spread of Islam into South and Southeast Asia through religious, cultural and political diffusion among other varying factors.This mini-unit will consist of five 45-minute lessons to be taught to a college-prep level freshman World Studies course in a private, co-educational Catholic high school classroom. There are sixteen students in the class, of varying academic abilities. Some students in the general education class have 504 accommodation plans and two have IEP’s, but they are grouped heterogeneously into this social studies course with all college-prep level students. The school is a 1 to 1 school, and all students have iPads with Ebook textbooks, internet capability, QR code readers and the whole slate of Google Apps downloaded onto their tablets. The students will all have multiple new applications downloaded onto their iPads prior to this mini-unit, and will learn how to use them during tutorial portions within this mini-unit.Overall Goal:This mini-unit is designed to help students develop as historical thinkers, critical thinkers, and digital citizens through the lens of analyzing the origins, division and spread of early Muslim civilizations.Overall Objectives:1. Students will be able to... identify the prophet of Islam, Muhammad, and explain how his teachings spread the Islamic beliefs throughout the Middle East and eventually, the world.2. Students will be able to... explain how Islam affected all aspects of religious and secular society for Muslims, and how this led to advancements and innovation in many parts of the world.3. Students will be able to... explain the divisions that emerged within Islam and the differences between their major beliefs.4. Students will be able to... explain the rise of the Umayyad and Abbasid caliphates and how those empires affected the Middle East and the surrounding lands.5. Students will be able to… read and understand detailed maps and virtual reality images of the important historical sites of Mecca and Medina, and explain their significance to the rise and spread of Islam.Overall Standards:NCSS Standards Strands:Time, Continuity and Change: Evaluate the impact of the institutions, values, and beliefs of people in the past on important historical decisions and developments, and compare different interpretations of the causes and consequences of these decisions and developments.Individuals, Groups and Institutions: Evaluate different interpretations of the influence of groups and institutions on people and events in historical and contemporary settings.Individuals, Groups and Institutions: Analyze examples of tensions between belief systems and governmental actions and policies.Power, Authority and Governance: Examine persistent issues involving the rights, responsibilities, roles, and status of individuals and groups in relation to the general welfare.Global Connections: Describe and explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.CSDE Common Core Social Studies Standards:GEO 6–7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.GEO 6–7.3 Explain how cultural patterns and economic decisions influence environments and the daily lives of people.GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another.GEO 6–7.5 Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.CIV 6–7.1 Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and officeholders).CIV 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.HIST 6–8.1 Use questions about historically significant people or events to explain the impact on a region.INQ 9–12.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.Connecticut Common Core Literacy Standards:CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CCSS.ELA-LITERACY.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CCSS.ELA Literacy and Reading RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.Diocese of Bridgeport Standards:Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding competing narratives and interpretation; and constructing narratives and interpretation.Diocese of Bridgeport Historical Thinking Skills:Skill 1: Trace the emergence and decline of Muslim civilizations.Skill 2: Explain how geography and history are linked.Skill 3: Describe the tenets of Islam.Skill 4: Analyze the reason for the division of Islam.Skill 5: Evaluate the role of religion in the development of the Muslim empires in the Middle East.Skill 6: Describe the major characteristics of Muslim empires.Skill 7: Describe examples of cultural diffusion from the Muslim Empires.Skill 8: Describe the characteristics and advances of the Golden Age of Islam.Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and instructions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.ISTE Net Standards for Students:Empowered Learner: 1C: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.1D: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.Digital Citizen: 2B: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.2C: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.Knowledge Constructor: 3A: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3C: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.Innovative Designer: 4A: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.Creative Communicator: 6B: Students create original works or responsibly repurpose or remix digital resources into new creations.6C: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.6D: Students publish or present content that customizes the message and medium for their intended audiences.Global Collaborator: 7B: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.7C: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.7D: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.Overall Unit Assessments:Formative Assessments: Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.Teacher will check daily student progress via student-group Google Doc sheets.Students will take various Google Forms formative assessments to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.Answer Garden formative assessment will be posed to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.Students will participate in interactive Kahoot Quizzes to help both teacher and student understand individual real-time comprehension levels.Summative Assessments:Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.Summary of Mini-Unit:Students will begin this unit by learning about the context of the time period, and the geography of the land and cities from where the early Muslim civilizations emanated. Then, they will learn about the major tenets of Islam and a religion and Muslims as a culture and the political systems of the early empires. Next, students will analyze the origins and spread of conflict that lead to the division of Islam into the two major sects of the religion: Sunni and Shi’a. Finally, students will learn about the Umayyad and Abbasid empires and analyze their contributions to society and culture in the Middle East, as well as trace the emergence and decline of those Muslim empires.Technology Rationale:The 9th grade students will be using various technologies each day of this mini-unit, ranging from iPad applications, to QR codes, to engaging Smart-board technology. The integration of technology into this mini-unit will optimize students’ learning experience by encouraging student collaboration, providing innovative ways of communicating their own ideas, and engaging students as global citizens who demonstrate an understanding of digital citizenship and proper use of technology in an academic setting. Some of the technologies used by the teacher and students are included to streamline the transition process and create a paperless classroom environment, which will provide many benefits for the class and even transcend the classroom, such as environmental and economical.

This course is an introduction to economics for non-majors and political economy, with an emphasis on the moral and ethical problems that markets solve, and fail to solve. Taught by Professor Michael Munger of Duke University, this course includes full length lectures, links to readings, and a sample final exam.

This course introduces the practice and theory of literary criticism. The seminar focuses on topics such as the history of critical methods and techniques, and the continuity of certain subjects in literary history. Instruction and practice in oral and written communication is a major component of the course. Other components include theory and use of figurative language and reading poetry.

This course examines the theories and policy debates over who can own real property, how to communicate and enforce property rights, and the range of liberties that they confer. It explores alternative economic, political, and sociological perspectives of property rights and their policy and planning implications.

Alienation, overcrowding, sensory overload, homelessness, criminality, violence, loneliness, sprawl, blight. How have the realities of city living influenced literature's formal and thematic techniques? How useful is it to think of literature as its own kind of "map" of urban space? Are cities too grand, heterogeneous, and shifting to be captured by writers? In this seminar we will seek answers to these questions in key city literature, and in theoretical works that endeavor to understand the culture of cities.

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Step-by-Step instructions for collaboratively annotating a public-domain text in your course and sharing it with the world.

Negotiation and Conflict Management presents negotiation theory – strategies and styles – within an employment context. 15.667 meets only eleven times, with a different topic each week, which is why students should commit to attending all classes. In addition to the theory and exercises presented in class, students practice negotiating with role-playing simulations that cover a range of topics. Students also learn how to negotiate in difficult situations, which include abrasiveness, racism, sexism, whistle-blowing, and emergencies. The course covers conflict management as a first party and as a third party: third-party skills include helping others deal directly with their conflicts, mediation, investigation, arbitration, and helping the system change as a result of a dispute.
Learning and grading in 15.667 is based on: readings, simulations and class discussions, four self-assessments, your analysis of the negotiations of others, writing each week in your journal, and writing three Little Papers.

The Digital Theological Library provides free high-quality content (scholarly articles, theses, ebooks, book chapters, images, newspapers, manuscripts, and more) in religious studies and related disciplines from institutional repositories, publisher websites, scholarly societies, archives, digital collections, including the Library of Congress Digital Collections, the Vatican Library's digitized collections, Australian Islamic Library, Encyclopedia Iranica, and many more.

I have produced a series of introductory undergraduate lectures on the subject of feminism and gender: the first introduces the concept of gender, the second tackles discussions around universalism and intersectionality, the third explores issues around reproduction, and the fourth applies an intersectional analysis to the topic of gender, power and violence. I have also produced a fifth which covers how to write an undergraduate essay.

The lectures take the form of Prezi presentations. They are free for academic colleagues and others to download, adapt and use as they see fit. They can be simply read out in class, expanding on points where appropriate, used as the basis for a more in-depth lectures by colleagues with expertise in the field, or clicked through and read by students in preparation for discussion sessions. The webpage includes links to transcripts of each lecture, for text readers.

This course covers topics and questions such as: What is poverty? How is it defined and measured in the United States and other countries? What are the different program designs that countries use to relieve poverty? To answer these questions, the course examines the main public policy frames that guide theory, research, policy, and practice. How do the definition and policies to deal with poverty change over time? What are the economic, political, and social forces that contribute to the persistence of poverty and its periodic reframing? Can social science to help to resolve the public policy debates that make poverty and its relief so controversial?

Unlike film, theater in America does not have a ratings board that censors content. So plays have had more freedom to explore and to transgress normative culture. Yet censorship of the theater has been part of American culture from the beginning, and continues today. How and why does this happen, and who decides whether a play is too dangerous to see or to teach? Are plays dangerous? Sinful? Even demonic? In our seminar, we will study plays that have been censored, either legally or extra-legally (i.e. refused production, closed down during production, denied funding, or taken off school reading lists). We'll look at laws, both national and local, relating to the "obscene", as well as unofficial practices, and think about the way censorship operates in American life now. And of course we will study the offending texts, themselves, to find what is really dangerous about them, for ourselves.

Weber on the Web is a project developed by sociology students at the Universidad Autónoma del Estado de México. The aim of the project is to collect quality information available on the Internet about Max Weber and Marianne Weber, German sociologists with a great influence on the discipline. This work is part of the course Founders of Sociology: Max Weber, taught at the Faculty of Political and Social Sciences.

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Weber en Web es un proyecto desarrollado por estudiantes de sociología de la Universidad Autónoma del Estado de México. El objetivo del proyecto es recopilar información de calidad disponible en Internet acerca de Max Weber y Marianne Weber, sociólogos alemanes con una gran influencia en la disciplina. Este trabajo forma parte del curso Fundadores de la Sociología: Max Weber, impartido en la Facultad de Ciencias Políticas y Sociales.

This course is designed as an introduction to Latin American politics and society for undergraduates at MIT. No background on the region is required. Overall workload (reading, writing, class participation, and examinations) is similar to that of other HASS-D courses. Many of the themes raised here are covered in greater detail in other courses: 21G.020J (New World Literature), 21G.716 (Introduction to Contemporary Hispanic Literature), 21G.730 (Twentieth and Twentyfirst-Century Spanish American Literaturere), 21G.735 (Advanced Topics in Hispanic Literature and Film), 21A.220 (The Conquest of America), 21H.802 (Modern Latin America), 3.982 (The Ancient Andean World), 3.983 (Ancient Mesoamerican Civilization), 17.507 (Democratization and Democratic Collapse), and 17.554 (Political Economy of Latin America).F

This course focuses on the Great Depression and World War II and how they led to a major reordering of American politics and society. We will examine how ordinary people experienced these crises and how those experiences changed their outlook on politics and the world around them.

In her review of "Psychology of Human Relations" by Chris Allen, Mary Ann Woodman evaluates the textbook's comprehensive nature, content accuracy, and relevance, praising its readability and accurate material while noting a bias towards Buddhism. She discusses the clarity and consistency of the text across different authors and chapters, suggesting improvements in structure for better flow and modularity. Additionally, Woodman touches on the textbook's interface, including the use of visuals and the need to update or remove outdated links. She also commends the absence of grammatical errors and encourages a broader representation of cultural relevance and diversity.

The text can be found at https://pdx.pressbooks.pub/humanrelations/

Foundations and philosophical applications of Bayesian decision theory, game theory and theory of collective choice. Why should degrees of belief be probabilities? Is it always rational to maximize expected utility? If so, why and what is its utility? What is a solution to a game? What does a game-theoretic solution concept such as Nash equilibrium say about how rational players will, or should, act in a game? How are the values and the actions of groups, institutions and societies related to the values and actions of the individuals that constitute them?

This seminar introduces students to basic principles of environmental justice and presents frameworks for analyzing and addressing inequalities in the distribution of environmental benefits and burdens from the perspectives of social science, public policy, and law.

A guide to filing Freedom of Information Act requests

Long Description:
This document is a guide to accompany a training workshop “How to File a FOIA” to celebrate the University of Washington Center for Human Rights’ 10th Anniversary Celebration in May 2019. The guide includes information on researching, writing, submission, and tracking of FOIA requests, and was created by UWCHR graduate research fellow, Emily Willard in May 2019 based on previous drafts of training manuals for UWCHR interns. This training guide for anyone who is interested in filing a FOIA related to public interest.

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This class provides a space for medical students and MD/PhD students, as well as HASTS (History, Anthropology, Science, Technology, and Society) PhD students to discuss social and ethical issues in the biosciences and biotechnologies as they are being developed. Discussions are with course faculty and with leading figures in developing technologies such as George Daley or George Church in stem cell or genomics research, Bruce Walker or Pardis Sabeti in setting up laboratories in Africa, Paul Farmer and Partners in Health colleagues in building local support systems and first world quality care in Haiti, Peru, and Rwanda, and Amy Farber in building patient-centered therapeutic-outcome research for critical but "orphan" diseases. Goals include stimulating students to think about applying their learning in Boston to countries around the world, including using the experiences they have had in their home countries or research experience abroad. Goals also include a mix of patient-doctor care perspectives from medical anthropology, and moving upstream in the research chain to questions of how to move discoveries from basic research through the pipelines into clinical and bedside care.