This inquiry leads students through an investigation of Americans moving west. Students will learn about land use in America, the population change in America, and the Indian Removal Act of 1830. Resource created by Justin Bray, Fremont Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 Inquiry Design Model (IDM).

This is a laboratory course supplemented by lectures that focus on selected analytical facilities that are commonly used to determine the mineralogy, elemental abundance and isotopic ratios of Sr and Pb in rocks, soils, sediments and water.

This activity covers the causes, effects, and mitigation of urban heat in New York City. Students use data sets, graphs, maps and images to create their own plan for mitigation in their area. Robust satellite images, city data, tables, maps, and graphs are included in the resource for students to explore.

A student activity to determine the angle of repose and what factors determine the angle of repose.

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The extreme challenges of life in the polar regions require the animals who make their habitat there to make many adaptations. This unit explores the polar climate and how animals like reindeer, polar bears, penguins, sea life and even humans manage to survive there. It looks at the adaptations to physiological proceses, the environmental effects on diet, activity and fecundity, and contrasts the strategies of aquatic and land-based animals in surviving in this extreme habitat. This unit builds on and develops ideas from two other 'Animals at the extreme' units: The desert environment (S324_1) and Hibernation and torpor (S324_2).

During this exercise, students compare a series of satellite images taken 3-4 years apart to investigate the effects of human land use and annotate the images using ImageJ software.

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This course introduces students to the spatial, legal, economic, social and political structures that created apartheid in South Africa, and to the factors that led to the collapse of the racist order. We will examine the many forms of Black oppression and, also, the various forms of resistance to apartheid. Some of the themes we will explore include industrialization and the formation of the Black working classes; the constructions of race, ethnicities, and sexualities; land alienation and rural struggles; township poverty and violence; Black education; the African National Congress; and the Black Consciousness Movement.

NASA presents this gallery of images from the Apollo 11 mission to the moon in 1969.

This semester students are asked to transform the Hereshoff Museum in Bristol, Rhode Island, through processes of erasure and addition. Hereshoff Manufacturing was recognized as one of the premier builders of America's Cup racing boats between 1890's and 1930's. The studio, however, is about more than the program. It is about land, water, and wind and the search for expressing materially and tectonically the relationships between these principle conditions. That is, where the land is primarily about stasis (docking, anchoring and referencing our locus), water's fluidity holds the latent promise of movement and freedom. Movement is activated by wind, allowing for negotiating the relationship between water and land.

This activity is best placed as a follow-up activity to the study of minerals and the three major rock types in an introductory physical geology course. Students are required to work in small cooperative groups. Each group chooses a major building to research. The group divides the tasks associated with the research and presentation of information. The overall goal of the project is for students to gain an understanding of the importance and uses of earth materials in building and planning major buildings in an urban setting.

The general format of the project is:
1. Students research building design, placement and use of earth materials in a major building.
2. Students research the earth materials used in their building.
3. Students create and show their PowerPoint presentation in class.
4. Students prepare and deliver an on-site oral presentation about their building.

The activity helps students connect a basic study of earth materials to urban planning and living.

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This architectural studio will have one main project for the semester: to explore the issues surrounding the redesign of an area in Havana, Cuba. It is a typical area about the size of a Law of Indies block that presently has a mix of housing, work, and shopping, in buildings that need to be replaced and others that need to be rehabilitated. There is also vacant land, and buildings that are unused. Part of the blocks front on the Malecon, the street next to the water. The other edge fronts onto a typical neighborhood. The intention is to study the culture through an understanding of one area of Havana and then design an "echo" in architectural form. The design will include public space as well as a mix of buildings: some new, some rehabilitated.

The year is 2032 and your class has successfully achieved a manned mission to Mars! After several explorations of the Red Planet, one question is still being debated: "Is there life on Mars?" The class is challenged with the task of establishing criteria to help look for signs of life. Student explorers conduct a scientific experiment in which they evaluate three "Martian" soil samples and determine if any contain life.

This lesson deals with human growth and our consumption of land resources. This lesson can be used in conjunction with other Are We Our Own Worst Enemy? lessons, although this should be first since it has the video of population growth. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

A dramatic portrayal, clearly biased toward the northern point of view, of an incident in Congress which inflamed sectional passions in 1856. The artist recreates the May 22 attack and severe beating of Massachusetts senator Charles Sumner by Representative Preston S. Brooks of South Carolina. Brooks's actions were provoked by Sumner's insulting public remarks against his cousin, Senator Andrew Pickens Butler, and against Illinois senator Stephen A. Douglas, delivered in the Senate two days earlier. The print shows an enraged Brooks (right) standing over the seated Sumner in the Senate chamber, about to land on him a heavy blow of his cane. The unsuspecting Sumner sits writing at his desk. At left is another group. Brooks's fellow South Carolinian Representative Lawrence M. Keitt stands in the center, raising his own cane menacingly to stay possible intervention by the other legislators present. Clearly no help for Sumner is forthcoming. Behind Keitt's back, concealed in his left hand, Keitt holds a pistol. In the foreground are Georgia senator Robert Toombs (far left) and Illinois senator Stephen A. Douglas (hands in pockets) looking vindicated by the event. Behind them elderly Kentucky senator John J. Crittenden is restrained by a fifth, unidentified man. Above the scene is a quote from Henry Ward Beecher's May 31 speech at a Sumner rally in New York, where he proclaimed, "The symbol of the North is the pen; the symbol of the South is the bludgeon." David Tatham attributes the print to the Bufford shop, and suggests that the Library's copy of the print, the only known example, may have been a trial impression, and that the print may not actually have been released. The attribution to Homer was first made by Milton Kaplan.|Probably printed by John H. Bufford, Boston.|Signed with monogram: WH (Winslow Homer).|Title appears as it is written on the item.|Tatham, "Pictorial Responses to the Caning of Senator Sumner," p. 15-16.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1856-1.|Exhibited: American Treasures of the Library of Congress.

The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning is a 240-page methods of teaching book. Specifically, it is a collection of thoughts, best practices, strategies, and techniques for planning, delivering, and assessing teaching and learning. This resource is assembled from among the best teaching professors in agricultural communication, education, and leadership in America. The authors offer the opportunity to build confidence in planning, delivering, and assessing the depths of the variables inherent in learning for secondary and postsecondary educators in both formal and nonformal educational environments.

You will quickly grasp the four fundamental keys of solid, basic, time-tested formal and nonformal teaching: Laying the Foundation, Connecting with Students, Designing Instruction, and Applying Learning. These keys are shared with you through the unique voices of the authors to provide a multiperspective approach to teaching.

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How to access this book
The main landing page for this book is https://doi.org/10.21061/teachagriculture.
The open textbook is freely available online in multiple formats, including: PDF, ePub, and Pressbooks (https://pressbooks.lib.vt.edu/teachagriculture)
A paperback print version (in color) is available for order here: https://www.amazon.com/Art-Science-Teaching-Agriculture-Learning/dp/1957213663.

ISBNs
ISBN (PDF): 978-1-957213-71-2
ISBN (Pressbooks): 978-1-957213-72-9
ISBN (EPUB): 978-1-957213-70-5
ISBN (print): 978-1-957213-66-8

Table of contents
The Discipline of Agricultural Education
Psychology of Learning
Principles of Teaching and Learning
Learning as Problem Solving
Inclusive Teaching
Dynamics of Teaching
Planning for Effective Instruction
Delivering Content With Technology
Assessing Agricultural Education
Applied Leadership Development through FFA
Supervised Agricultural Experiences
Effective Use of the Agriculture Laboratory Environment to Support Student Learning

Suggested citation
Whittington, M. Susie, Rick Rudd, and Jack Elliot, ed. (2023). The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning. Blacksburg: Virginia Tech Department of Agricultural, Leadership, and Community Education. https://doi.org/10.21061/teachagriculture. Licensed with CC BY NC 4.0 (https://creativecommons.org/licenses/by-nc/4.0/deed.en).

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Accessibility
Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Open Education Initiative is committed to continuous improvement regarding accessibility. The text, images, headings, and links in the PDF and HTML versions of this text are tagged structurally and include alternative text, which allows for machine readability. Please contact openeducation@vt.edu if you are a person with a disability and have suggestions to make this book more accessible.

Illustration and cover design: Kindred Grey

Anthropology is the study of all humans in all times in all places. But it is so much more than that. “Anthropology requires strength, valor, and courage,” Nancy Scheper-Hughes noted. “Pierre Bourdieu called anthropology a combat sport, an extreme sport as well as a tough and rigorous discipline. … It teaches students not to be afraid of getting one’s hands dirty, to get down in the dirt, and to commit yourself, body and mind. Susan Sontag called anthropology a “heroic” profession.” What is the payoff for this heroic journey? You will find ideas that can carry you across rivers of doubt and over mountains of fear to find the the light and life of places forgotten. Real anthropology cannot be contained in a book. You have to go out and feel the world’s jagged edges, wipe its dust from your brow, and at times, leave your blood in its soil. In this unique book, Dr. Michael Wesch shares many of his own adventures of being an anthropologist and what the science of human beings can tell us about the art of being human. This special first draft edition is a loose framework for more and more complete future chapters and writings. It serves as a companion to anth101.com, a free and open resource for instructors of cultural anthropology.

This easy-to-understand video animation describes drought and explains the different categories of drought used by the drought monitor. It discusses the effects of and contributions to drought, what the implications of the different drought levels are, and puts the drought maps into context to understand how the impacts vary geographically (e.g. drought in Nevada vs Kansas - one could affect tourism, the other agriculture). It also touches on how the development of maps/drought severity is determined and how it might vary geographically. The animation provides a basic overview of statistics and percentiles and the concept of '100 year events.'

An interactive map based on four decades of satellite images helps residents, resource managers, and stewards of the land anticipate and plan for coastal change.

Given that humans historically have heavily used rivers and the lands along them for agriculture, transportation and other activities, how does human impact currently affect riparian ecosystems in a rural region? Students will address this question through several activities.

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