This unit leads students to create an overview of the Cold War, from 1945-1991. Students will work in groups of four, reading and researching the texts and web address provided. They will develop a timeline of the unit followed by generating Quizlet flashcards. The teacher will include Quizlet Live as a formative assessment by using links to each groups’ Quizlets for Quizlet live games.
This is Module 4 of the 16 modules in the ESL course. Students learn more about where they live – neighborhood, city, state, country. Focus is on California. Vocabulary on different names for roads, and landscapes expands students understanding of their environment. Grammar focus is on nouns. Extensive discussions using prompts strengthen students’ understanding and perception of where they live.
America is a nation of immigrants, who currently make up about 13 percent of the overall population. The May 2014 issue shows how immigration affects the average American. The essay weighs the costs and benefits of immigration and discusses the concept of immigrant workers as substitutes for and complements to native-born workers.
This course will explore how Americans have confronted energy challenges since the end of World War II. Beginning in the 1970s, Americans worried about the supply of energy. As American production of oil declined, would the US be able to secure enough fuel to sustain their high consumption lifestyles? At the same time, Americans also began to fear the environmental side affects of energy use. Even if the US had enough fossil fuel, would its consumption be detrimental to health and safety? This class examines how Americans thought about these questions in the last half-century. We will consider the political, diplomatic, economic, cultural, and technological aspects of the energy crisis. Topics include nuclear power, suburbanization and the new car culture, the environmental movement and the challenges of clean energy, the Middle East and supply of oil, the energy crisis of the 1970s, and global warming.
All inflation isn't bad—a moderate amount can signal a healthy economy. But high inflation, such as that during the Great Inflation, can lead to a vicious cycle where expectations of higher inflation lead to further increases in the price level. Read the October 2012 issue to find out what caused the Great Inflation, how tough (and painful) policy brought it to an end, and two key lessons learned.
Drivers may wonder whether the most recent spike in gasoline prices is temporary or will be longer lasting. Will prices eventually decline—maybe even to below $3 per gallon? Or is it time for drivers to alter their driving habits, maybe by buying a hybrid car? Be sure to read the September 2012 issue for a discussion of factors that might influence that decision.
This multimedia reader examines how people use a humanities lens to make sense of what they experience, as well as share their experiences with the rest of the world. The information is presented using a pedagogical approach called reverse teaching, which introduces artifacts in their historical, social, political, personal, and other contexts. Along with the narrative, questions for creative and critical thinking prompt the reader to practice self-exploration.
This an interview with a Faculty Member at the Women & Gender Studies Department and the Department of History at the University of Lethbridge in a conversation on her Open Education Practice in the classroom and beyond.
Students take a close look at nickels and quarters commemorating many of the proudest moments in our country and in the seven states that make up the Federal Reserve's Eighth District. 25 Cents Worth of History is the second student activity book in "The Piggy Bank Primer" series. Young fans of Pig E. Bank will enjoy this new activity book, designed for students ages 8-10 who take a close look at nickels and quarters commemorating many of the proudest moments in our country and in the seven states that make up the Eighth District of the Federal Reserve. Other topics include the Federal Reserve, the U.S. Mint and the history and resources of Eighth District states. Activities include: designing a state coin, matching the "fun facts" with the correct state, locating Fed branch cities on a map and determining which states are endowed with particular natural resources. You'll learn something fun and interesting with each turn of a page.
This activity includes the social structure of the United States during the War in Vietnam. Specifically, this activity focuses on how pop music influenced culture in the war effort at home and abroad. This is a part of standard 7.7 for HS United States History. Driving Q: Vietnam was a time in America with great social unrest among youth, adults, the government, and everyone in between. With the rising conflicts of the time, music became a prominent aspect of expression. Protest songs crowded the Billboard charts and the record stores. What effect did pop music have on the Vietnam War? - This question causes students to go on an in depth journey to the past to discover music, history, and the effect it had on America. This is relevant because it focuses on social unrest in Vietnam Era America which tackles standard 7.7. This question is entirely based on the amount of research and the side that the students take on the topic, therefore the students could all have different answers. As a teacher I always like to go "full circle" with what we learned in class for the day. So in terms of the driving question, I would ask at the beginning of class What effect did pop music have on the Vietnam War? and then reiterate the question at the end of class. This allows the students to have the question in mind while we go through the whole lesson, so by the end they have complete and well developed thoughts on the topic at hand. Grabber: I would open with Robin Williams yelling “GOOOOOOD MORNING VIETNAM!” Then I would play a quick video of samples capturing the music made during Vietnam War. This grabber hooks the learner because of the relationship most stuents aleady have with Robin Williams as an actor and with the music being played. The grabber conjures up a natural engagement from the students by using a high emotion situation with the booming voice of Robin Williams and the visual and audible factors in the video that draw in the audience. This is authentic and relevant because the students will often pay more attention to a lesson if they can connect with the task. The clip from the movie revolves around the whole topic of music during Vietnam because Robin Williams' character portrays a radio DJ stationed in Vietnam during the war. The videos and sounds will be straight from the vietnam era making them authentic. The Grabber's intention is to pull the students into the lesson, and with video, comedy, music, and emotion, the students will be excited and engaged for the activity. https://www.youtube.com/watch?v=AwSra5p8MDw https://www.youtube.com/watch?v=4g6YEUV4Vqw
This introductory unit covers definitions of terms used in the component, with an emphasis on paradigm shifts in healthcare, including the transition from physician-centric to patient-centric care, the transition from individual care to interdisciplinary team-based care, and the central role of technology in healthcare delivery. This unit also emphasizes the core values in US healthcare.
The nonpartisan Congressional Budget Office tackles that question in a new report and highlights the trade-off presented by increasing the minimum wage. The March 2014 issue explains the debate and discusses whether other approaches may be more effective in helping alleviate poverty.