Discover how African American political organizing in Richmond, Virginia, in the first decades after the Civil War, secured a measure of power amid ongoing fights against injustice.
Discover how white southerners in Richmond, Virginia, honored General Robert E. Lee through a monument of his likeness unveiled in the former Confederate capital in 1890.
Discover John Mitchell, Jr. and Maggie L Walker, two African American leaders in Richmond, Virginia, whom a historian in this clip refers to as “the vanguard” of Black resistance to white supremacy there.
Learn why white city leaders in Richmond, Virginia, in the early 20th century, embraced the nationwide “City Beautiful” movement through the construction of Monument Avenue, a grand boulevard lined with statues to Confederates.
Learn why blackface minstrelsy in the early 20th century sought to “parody and caricature Black ambition and achievement,” as explained by historians in this clip. Note to Teachers: The video clip, Caricatures of African Americans, includes depictions of blackface; in an effort to provide authentic and transparent resources about the historical experiences of Black Americans, these moments were not censored.
Learn about Jackson Ward, a historic African American neighborhood in Richmond, Virginia, and why white city leaders supported the construction of an interstate highway through its center in the 1950s.
Discover the motivations, strategies, and success of the Crusade for Voters, a pathbreaking initiative that made possible the election of the first majority-Black city council in Richmond, Virginia, in 1977.
Learn why the first majority-Black city council in Richmond, Virginia, in the late 1970s, avoided discussion of the city’s Confederate monuments while attending to urgent crises of housing and education.
Learn about tennis champion Arthur Ashe, whose death spurred residents of his hometown of Richmond, Virginia, to honor him with a statue along a grand boulevard that had previously only featured statues of Confederates
Learn how activists in Richmond, Virginia, are working to honor the lives of free and enslaved African Americans, in a city where the most prominent monuments had long celebrated Confederates.
See how descendants, community groups, and a National Park Service site worked together to establish a monument to Maggie L. Walker, an African American leader from Richmond, Virginia.
Learn how a mayoral commission attempted to reckon with Confederate monuments in Richmond, Virginia—and how political scandal and electoral change helped reshape the city’s statuary landscape. Note to Teachers:Some of these video clips include depictions of blackface; in an effort to provide authentic and transparent resources about the historical experiences of Black Americans, these moments were not censored. Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
Discover why protests in Richmond, Virginia, following the murder of George Floyd in Minneapolis, centered on Monument Avenue—a grand boulevard then-lined with statues of Confederates.
See the removal of Confederate monuments in Richmond, Virginia—first, through direct action by protestors, and then by city-ordered cranes—amid summer 2020 protests against systemic racism following the murder of George Floyd in Minneapolis.
Learn about Marcus-David Peters, a teacher in Richmond, Virginia, who was killed by police while having a mental health crisis, and why activists there see his death as one of many examples of how white supremacy endures in the city even as Confederate statues have been removed.
How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.How the Monuments Came Down is a production of Field Studio, in association with VPM.
The Washington State Women's Commission is commemorating the 100th anniversary of the 19th Amendment, which granted women the right to vote. These two videos are intended for educational purposes and to spark discussion about the importance of voting - "A Seat at the Table; Women's Sacred Right to Vote" and "The Untold Stories of Black Women in the Suffrage Movement"
This funny song by Lebanese singers describes their ride on camels through the center of Beirut. The video shows images of downtown Beirut and how unusual it is for camels to be in a big city in the Arab world.
This OER explores the basic organization of the Pythagorean Solids. It contains both an activity as well as resources for further exploration. It is a product of the OU Academy of the Lynx, developed in conjunction with the Galileo's World Exhibition at the University of Oklahoma.
5 simple steps for helping to cultivate good self-esteem, including a great TED talk by Guy Winch.
"TED Videos are not officially licensed with any kind of open licensing. However, TED allows the users to freely view and download the videos without restraint. The website is provided as a public service to promote the spread of good ideas."
Un acquis d’apprentissage visé (AAV – Intended Learning Outcome) décrit de manière précise ce qu’un apprenant devrait être capable de « faire » à l’issue de tout ou partie d’un parcours d’apprentissage (de formation).
Que ce soit lors de l’examen des acquis d’apprentissage visés par (une partie d’) un programme de formation ou lors de la construction de la liste de ces acquis, il est utile de pouvoir formuler un diagnostic aussi objectif que possible afin de s’assurer de la qualité de la liste d’acquis et de déceler les éventuels points d’amélioration.
Nous présentons des grilles critériées (« rubric ») pour évaluer une liste d’acquis d’apprentissage visés par un dispositif. Les grilles proposées sont très largement inspirée d’une grille utilisée par un grand nombre d’universités américaines (cfr. https://www.wscuc.org/).
This collection uses primary sources to explore AIDS activism during the 1980s. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
The ADA National Network provides informal guidance on the Americans with Disabilities Act (ADA) and other disability-related laws. The ten regional Centers that comprise the ADA National Network staff a toll-free information line and respond to inquiries submitted online via email or regional Center websites.
Business owners, architects and designers, representatives of state and local government agencies, employers, people with disabilities and their family members, service providers, educational entities, and others interested in the ADA can receive individualized responses - Find Your Region/ADA Center.
Our ADA Specialists can answer most questions immediately and, if necessary, will research complex questions to provide you the most thorough guidance possible. Referrals to local and state/territory resources for disability issues, which are not addressed by the ADA, can also be provided.
The ADA National Network offers a variety of training opportunities to increase your knowledge of the ADA. We provide training on all ADA topics and on all levels from basic to advanced. Trainings are available in-person, webcast, and online.
AIM or AEM?
Accessible Educational Materials (AEM) are materials designed or converted in a way that makes them usable across the widest range of student variability regardless of format. In relation to the Individuals with Disabilities Education Act (IDEA), the term AIM refers to print instructional materials that have been transformed into four specialized formats (audio, braille, digital, and large print text). Sometimes students with disabilities have difficulty accessing print in the same way as their peers. To succeed in school, these students need learning materials presented in a way that works for them. In 2014, the term "accessible educational materials" or "AEM" was expanded to include both print- and technology-based educational materials including electronic textbooks, and related core materials. Practically speaking the terms AIM and AEM are often used interchangeably.
In the following video learn from AEM users, educators, parents, and state and national leaders about how AEM can be a game changer for those with print disabilities.
The purpose of the National AEM Center’s Quality Indicators with Critical Components for K-12 is to assist state and local education agencies with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students who need them. States and local school districts will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.
AEM Pilot Home
Welcome to the AEM Pilot*, an interactive web-based tool that guides states and K-12 school districts to create more inclusive learning environments for students with disabilities. Building background knowledge about accessible educational materials (AEM), conducting self-assessments, and monitoring continuous progress are all facilitated by the AEM Pilot. If your state or district has work to do to improve the accessibility of the materials and technologies provided to learners with disabilities, take off with the AEM Pilot!
AEM for Families
Accessible Educational Materials: The following resources will assist students and families with questions regarding Accessible Educational Materials (AEM) and Assistive Technology (AT):
This lesson is a series of videos that cover Cold War fears of the 1940s and 50s. It describers how the American Public were given measures to protect themselves against and invasion or an atomic attack. The lesson also has the student to view several videos on the domestic policies of the United states and a general overview of Cold war policies. Students will have to interpret point of view and argumentation from both sides of the political spectrum.
ESTE PRODUTO EDUCACIONAL FOI PRODUZIDO A PARTIR DE UM ESTUDO DE PESQUISA DE MESTRADO,VOLTADO A CAPACITAÇÃO DE PROFESSORES DA EDUCAÇÃO BASICA NA MODALIDADE ESPECIAL.O QUAL FOI PRODUZIDA UMA SEQUENCIA DIDÁTICA COMO ESTRATEGIA DIDÁTICA PARA SE TRABALHAR O TEMA ARBORIZAÇÃO URBANA E EDUCAÇÃO AMBIENTAL.
Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.
"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.
Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.
Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.
Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.
The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
About the AEM Center at CAST
National Center on Accessible Educational Materials logo
Based at CAST, the AEM Center is funded by the Office of Special Education Programs at the U.S. Department of Education. We work with states and districts to build capacity for developing and sustaining robust systems for providing accessible materials and technologies for all learners who need them. To us, accessibility means that individuals with disabilities—from early childhood through the workforce—have equal access to materials and technologies for reaching educational outcomes and advancing in employment.
We provide three levels of technical assistance:
Universal technical assistance is available to everyone. You’ll find products and services throughout our website and collected on our resources page. Webinars and conference presentations are listed on our events page.
Targeted technical assistance describes the Center's strategic collaborations to address problems of practice in early childhood programs, higher education, and workforce development. Supports for families are also a part of our targeted technical assistance.
Intensive technical assistance describes the Center's capacity-building activities with a small cohort of states. This partnership is designed to produce practices that can be scaled nationally.
What We Do
There are approximately 10,000 children and youth in the United States who have been identified as deaf-blind. Deaf-blindness is a low-incidence disability and within this population there is great variability in terms of age, race/ethnicity, cause of deaf-blindness, and severity and type of hearing and vision loss. Ninety percent have additional physical, medical, or cognitive disabilities.
As a national technical assistance center, NCDB works with state deaf-blind projects and other partners to improve educational results and quality of life for children who are deaf-blind and their families.
Lincoln, Abraham. 1858. "First Debate with Stephen A. Douglas." Excerpts of speech delivered at Ottawa, Illinois, August 21, 1858. https://www.nps.gov/liho/learn/historyculture/debate1.htm
A selection of Library of Congress primary sources exploring Abraham Lincoln and his national role. This set also includes a Teacher's Guide with historical context and teaching suggestions. Speeches, correspondence, campaign materials and a map documenting the free and slave states in 1856 chronicle Lincoln���s rise to national prominence
Statement by Abraham Lincoln and Dan Stone on the Subject of Domestic Slavery March 3, 1837
"The Tragedy of Hamlet" is, first and foremost, a text to be performed. William Shakespeare intended for the text to be seen in performance, not read, and all of the early texts have no reliable connection to Shakespeare's editorial authority.
In light of this, from the very earliest printings, editors have chosen to edit the play's text for particular purposes: to make a quick buck, to memorialize a recently deceased friend, to conform to a time period's unique aesthetic, or to attempt to reconstitute what Shakespeare might have intended in an ideal version of the play.
This particular edition is focused on the student who wants to read the play quickly. The edition is unabashedly abridged. "The Tragedy of Hamlet" is a long play, and, in a time of increasingly compressed curricula, a maximal edition can often take a long time to get through in class. Nearly all performances of the play, both on stage and screen, feel empowered to reduce the size of the play. The Zeffirelli film cuts the play's text by half. Moreover, if we use"Romeo and Juliet"s prologue as a guide that most of Shakespeare's plays were approximately two hours in length, then that suggests that "Hamlet," which can easily reach four-hour run-times in a "full-text" version, can be cut in half and still be coherent.
Therefore, this is a performative textual edition. It cuts the text by 50% but doesn't dumb down Shakespeare's language by modernizing spelling or altering the syntax. In particular, this edition has removed the Fortinbras subplot. Teachers and students should be aware that this removes a significant political theme in the play. It also removes a Hamlet soliloquy and a key foil for Hamlet's character.
This edition is based on the 1860 Globe edition because of its free availability. Later editions (both full-text and abridged) might eventually be offered that are based on a critical conflation of early texts in order to arrive at an ideal authorial-intent text.
Importantly, this edition has the advantage of including textual annotations to help the student understand difficult vocabulary, syntax, and cultural allusions. In this last regard, the edition attempts to be more useful than other online texts of the play that might be freely available but lack helpful guidance for the reader.
Other contextual material are provided to help the student understand early appreciations of the play.
This collection uses primary sources to explore The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences and activities offered. There are many different types of accommodations, ranging from interpreters to extra time for testing.
In order to ensure equitable opportunities and effective communication for all students, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act mandate that reasonable accommodations be provided when requested.
K-12 classrooms are embracing technology and are working to overcome accessibility issues associated with digital and online educational materials. While there are legal accessibility standards in place (see resources below), educational materials are not always accessible to students with visual impairments or blindness. Most developers – and the companies who produce digital/online educational materials – are more aware of accessibility and are often striving to incorporate accessibility into their products. For some, the lack of awareness and/or the lack of accessibility knowledge is a key factor. This is especially true with educational app developers who produce a small apps geared for emerging readers or basic math apps for young students.
Many larger organizations that are creating digital textbooks and online assignments have a small accessibility team. Unfortunately, accessibility is not always given priority and companies need a gentle push to bring or keep accessibility as a priority goal. States and school districts do have the power of writing accessibility into their contracts with providers.
This document provides a list of all the States with link to each state's information in the following areas: procurement policy, State Department of Ed., Accessible Educational Materials, IEP forms, transition and graduation
Accessible Educational Materials was previously referred to in the IDEA as Accessible Instructional Materials. “Educational materials and technologies are “accessible” to people with disabilities if they are able to “acquire the same information, engage in the same interactions, and enjoy the same services” as people who do not have disabilities. As a person with a disability, you must be able to achieve these three goals “in an equally integrated and equally effective manner, with substantially equivalent ease of use” (Joint Letter US Department of Justice and US Department of Education, June 29, 2010).” (aem.org.cast)The NC Policies Governing Services for Children with Disabilities cites IDEA on Accessible Instructional Materials.
Some educational materials can create barriers for some students when they are not designed with accessibility in mind. Some students with disabilities may h...
Accessible Educational Materials for Parents and Families
Schools use a considerable amount of print-based instructional materials to deliver content. Many students, however, cannot access content that requires them to interact with print-based materials. Students who struggle to read may have physical, sensory, cognitive, or learning differences and may need accessible educational materials (AEM) to access the general education curriculum.
The National Center on Accessible Instructional Materials and PACER Center are pleased to announce the release of our new video explaining Accessible Instruc...