Ms. DiMaggio's 4th graders explore the essential but complex concepts of revolution, reaction, and reform. They begin with what she calls a "Quick Write" in which students independently write about anything they know about the three given words. Students then discuss what they've written in small groups. Next, students rotate around the room in teams to analyze photos of historical events responding in writing with ŇI see. . . I think. . . I wonder. . .. Ms. DiMaggio was careful in selecting a wide variety of photos to post given the complexity of these concepts and to address possible misconceptions or limits to understanding. For example, some students initially focused on the word ŇrevolutionÓ being related to war or the 1800's. When they analyzed a photo of technology, they quickly realized a broader definition of "revolution".
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Offers a foundation in the visual art practice and its critical analysis for beginning architecture students. Emphasis on long-range artistic development and its analogies to architectural thinking and practice. Learn to communicate ideas and experiences through various two-dimensional, three-dimensional, and time-based media, including sculpture, installation, performance, and video. Lectures, visiting artist presentations, field trips, and readings supplement studio practice. Required of and restricted to Course 4 majors. Lab fee.
Critical thinking skills are vitally important for all secondary students, needed in reading, research, writing, and in peer discussion. This Pdf is informative for teachers trying to encourage more critical thinking in students and in the classroom.
The content is divided into four parts:
1) Guidelines for student inquiry & discussions;
2) Key elements of critical thinking;
3) Questions for critical thinking;
4) Glossary of critical thinking terms
Students investigate sound in their environment, particularly how sounds impact their lives. At the beginning of the unit, students use online simulations to investigate the properties of sound and learn about the components of a sound wave. They identify the different sounds in their environment and place them into categories for analysis. Students complete a project where they develop a research question, collect data in the field about different sounds, and analyze their data. They use what they have learned to create a digital product that makes recommendations about teens and sound. At the end of the unit, students share their products and take an exam over the science content.
This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.
This is an expository writing course requiring more advanced writing skills than Basic English Composition 101, yet reviewing and incorporating some of the same skills. This course teaches you research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of expository and persuasive prose including properly documented and researched argumentative essays. A major component of this course will be an emphasis on the research process or ŰĎinformation literacyŰ: your ability to locate, evaluate and use information effectively. You also will recognize academic audiences, increase your clarity and objectivity, and adhere to standard formats.Login: guest_oclPassword: ocl
The English Faculty is a new, free educational resource for secondary schools and especially those A-level students thinking about applying to University. We have a growing library of short, downloadable films of university lecturers speaking on topics from the A-level curriculum.
Bullying is a widespread problem among our schools and communities that can lead to increased fighting and violent futures for both the victims and bullies themselves. How can youth change these statistics and contribute to a positive school environment?
Highlighting the film, Girl Rising, this curriculum seeks to examine the barriers that prevent children, specifically girls, from accessing education. The curriculum engages students in a critical discussion of: "How do we, as youth, create solutions to overcome the challenges of access to education?"
With a focus on education in Afghanistan, the Witness to Education in Afghanistan and Throughout the World curriculum examines global and local examples of how education can be use to create social change. Students address the driving question: "How can we, as youth, utilize education to promote positive change within our communities?"
How do we, as youth, learn from the conflict in Rwanda to strengthen media access and quality in our own communities? In this program, students will explore the role of the media in Rwanda, before, during, and after the genocide and explore how to expand media access, quality, and equity in their communities and around the world.
As the situation in Syria worsens and the number of Syrian refugees increases, the Reimagine Syria curriculum addresses this need to understand the conflict and how this conflict has and will impact a generation of young Syrians. Through media and conflict analysis, students develop knowledge and skills to better understand the multiples ways conflict affects them and are able to address the driving question: "How can we, as youth, develop productive solutions to conflict in our communities?"
Welcome to the textbook for Engineering Technical Communications courses at The Ohio State University. Our aim in writing this textbook was to create a resource specifically focused on and applicable to the kinds of communication skills most beneficial to the students who take our courses. Therefore, this textbook focuses on developing both technical and professional communication skills and will help readers practice strategies for critically analyzing audiences and contexts, real-world applications of rhetorical principles, and skills for producing documents (reports, proposals, instructions), presentations, videos, and wide variety of other professional communications.
Students will analyze documents from the War Department’s Bureau of Refugees, Freedmen, and Abandoned Lands — better known as the Freedmen’s Bureau — that Congress established on March 3, 1865, as the Civil War was coming to an end. Using the scale in Weighing the Evidence, students will evaluate the effectiveness of the Freedmen’s Bureau in assisting formerly enslaved persons. Learning Objectives: Students will be able to identify and draw conclusions about the roles of the Freedmen’s Bureau (Bureau of Refugees, Freedmen, and Abandoned Lands), critically analyze primary sources, formulate opinions about the effectiveness of the Bureau, and back up their opinions verbally or in writing.
This course is designed in the tightly controlled space between (national) security and (civil) liberty, student projects, guest presentations, readings and workshop discussions will attempt to develop positive answers to these questions. More specifically, the course will focus on the psychological, economical and political conditions of those who are marginalized and therefore deprived of parrhesia today: the silent victims and witnesses of any kind of social and cultural exclusions. "Parrhesia" was an Athenian right to frank and open speaking, the right that, like the First Amendment, demands a "fearless speaker" who must challenge political powers with criticism and unsolicited advice. Can designer and artist respond today to such a democratic call and demand? Is it possible to do so despite the (increasing) restrictions imposed on our liberties today? Can the designer or public artist operate as a proactive "parrhesiatic" agent and contribute to the protection, development and dissemination of "fearless speaking" in Public Space.
This is an introductory textbook in logic and critical thinking. The goal of the textbook is to provide the reader with a set of tools and skills that will enable them to identify and evaluate arguments. The book is intended for an introductory course that covers both formal and informal logic. As such, it is not a formal logic textbook, but is closer to what one would find marketed as a critical thinking textbook. Downloadable as a pdf file.
Subject engages a dialogue with architecture and urbanism from the perspective of the visual artist. Ideas investigated thematically from early modernist practices to the most recent examples of contemporary production. Art making as an adjunct to the design process is challenged by both synthetic and critical models of production. Visual art practice is examined as a conceptual prologue to architectural and urbanistic thinking, as an integrated part of the design process, and as a critical epilogue. Lectures and discussions lead to the development of realized projects to be coordinated with architectural studio. This seminar engages in the notion of space from various points of departure. The goal is first of all to engage in the term and secondly to examine possibilities of art, architecture within urban settings in order to produce what is your interpretation of space.
The focus of this lesson is to provide reading material and strategies for idea development for an analytical essay. The topic is on consumerism and the readings will be based on two articles: “Psychological Factors” and “The Black Box” of Consumer Behavior.” Students will also be asked to select an advertisement of a product that they regularly buy for themselves. The class discussion of the readings and images will foster a community of idea sharing which will translate well as supporting points in response to the writing prompt which will be given to students for their next essay assignment.
Students are asked to submit a written response after:
1. Discussing a controversial issue in class.
2. Reading and discussing an article about the issue.
3. Watching and discussing a video about the issue.
This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.
Focuses on the production of visual art for public places outside the gallery/museum context. Readings and discussions that engage aesthetic, social, political, and urban issues relevant to this expanded public context complement studio production. Traditional approaches of enhancement and commemoration are contrasted to more temporal and critical methodologies. Historical models are studied and discussed, including Russian Constructivist experiments, the Situationists, Conceptual Art, and more recent interventionist tactics.