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In this activity, students will be learning about Arabic countries in addition to European and South American countries. Also, practice asking and answering questions about various nationalities. Using feminine and masculine forms.Can-Do Statements:I can identify the names of Arabic countries.I can ask someone where they are from and say where am I from?I can use either feminine or masculine to describe my nationality.

 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.

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.

An Introduction to the Humanities

Short Description:
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.

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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.

From Pre Contact to Post Factual America

Short Description:
A US history ancillary/textbook that examines some traditional some non-traditional aspects of American social, cultural, gender, racial, political, and military history. Most chapters include content provided by community college students.

Long Description:
Historians talk about change over time, but change is not linear. Rather nebulous and with unforeseen consequences. The historian Dr. Nancy Hewitt talks about a complexity of change over time. While change can positively affect one group sometimes that same change negatively affects another group, she argues. Change is both progressive and regressive. Change is embraced and at the same time rejected. The events of January 6th, 2021 demonstrate that.

For example, The territory of Washington granted women the right to vote in 1883, then took away that right in 1887. Women regained the right to vote in 1888 by another act of the territorial legislature, but that bill was overturned by the Territorial Supreme Court the same year. Women in Washington then re-regained the right to vote with the adoption of the new state Constitution in 1910. The Prohibition Amendment was supposed to result in a cleaner, more sober society. What it brought, among other things, was the rise of organized crime. The Eighteenth Amendment was the only change to the Constitution that restricted rights. The idea that change necessarily advances society is inaccurate. In fact, continuity and change can happen simultaneously.

The world is too complex for a linear narrative. The trajectory of society on an evolutionary tract that is positive is not a normal phenomenon. Change does not always mean better. Likewise, continuity has both its detractors and proponents such as the vote in the US Senate for removing the 17th, 37th, 42nd and 45th (twice) president from office after the House of Representatives had found those men guilty of various high crimes and misdemeanors.

Impeachment is not normal. Republicans impeached Andrew Johnson (D) for a myriad of things to include “heaping ridicule upon Congress.” Richard Nixon (R) resigned when it became apparent that he did not have the number of votes in Congress to keep him in the Oval Office. Republicans impeached Bill Clinton (D) for lying about committing adultery. And now the Democrats, who control the House, impeached Donald Trump, twice, including “inciting violence against the government of the United States.” Impeachments are not normal times.

Not unlike Andrew Jackson, Donald Trump attracted exceptionally divergent positions. All presidents have their detractors. Some more than others. Rush Limbaugh seemingly made his career going against the Clinton administration (and women and POC). But the model of this book is not about presidential personalities but rather, for example, are the domestic and foreign policies of presidents more of a continuity of policy, or, are some more in line with Gilded Age policies as some historians have pondered? A change from the path the US has been on since the Progressive era? And, how did those changes and continuities affect various groups of Americans?

The idea of “All men are created equal” didn’t mean “all men” in 1776 but by 1877 “all men” certainly included most American men, at least on paper. Women were granted the right to vote, then Native Americans, then the 1964 Civil rights Act, then the Americans with Disabilities Act. Our liberties seemingly expand over time. But then the Supreme has been chipping away at the 1965 Voting Rights Act since 2013. Then the Dobbs decision (2022) took away a women’s right to control her own body. A right she had since Roe (1973). So in some cases, liberties might be contracting.

Was the exclusion of Chinese or the forced Americanization of Native American children in the 19th century similar or not to policies that restrict Muslim immigration or remove immigrant children from their parents in the 21st century? Or, politicians who lament that certain ethnic groups do not assimilate as quickly or thoroughly as other groups in both the Gilded Age and more recently?

Are the speeches, policies, and practices normal throughout US history over the long run, or has US history altered its path since September 11th? Finally, what does that change or continuity mean? Vamos a ver.

In part, this book is not normal because the focus whenever possible is not on the elite, the Great Men, but on us -what that active duty Air Force staff sergeant and his pregnant wife from Wisconsin, both civil rights marchers, witnessed what was going on at the Mall in DC on August 28th, 1963, as opposed to focusing on the speeches of King, John Lewis and Rabbi Joachim Prinz. This book will focus on the thoughts of a then-seven-year-old watching TV, as his mom hurriedly made his lunch because as he overslept that morning, on September 11th 2001 as opposed to mentioning the goat book and that 11-word message whispered to President Bush by his Chief of Staff.

When possible, we use the diaries and letters of our relatives, co-workers, and friends. Gleaned from out-of-print newspapers, uncovered at local historical associations, and extracted from oral histories, some done by my students, we uncover the words, deeds, and experiences of average people. Sometimes my students are the subjects of those oral histories. Some of the narrative contained within this book is the work of my undergrads at Houston Community College. My student contributors are listed at the end of each chapter. This OER is a true collaboration. History through our experiences. This is Our Story.

Word Count: 324461

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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.

Volume V | Summer 2021

Short Description:
Fifth print edition of the international literary, arts and ideas journal, San Antonio Review.

Long Description:
The fifth print edition of San Antonio Review, an international literary, arts and ideas journal.

This issue of San Antonio Review includes nearly 300 pages of art, poetry, short fiction, reviews and more.

The issue opens with editors’ notes and a “Timeline of Irresponsibility” charting Texas leaders failures in responding to the SARS-Cov-2/COVID-19 pandemic, police violence and Winter Storm Uri, among other contemporary challenges. The feature essay by Baylor University professor Dr. Mia Moody-Ramirez, Ph.D. looks at Texas Republicans’ efforts to limit discussions in public school classrooms by attacking critical race theory. Founding Editor and Publisher William O. Pate II shares an excerpt of his work-in-progress transcription of the third volume of the report from the 1919 Texas House of Representatives Committee Investigation into the Texas Rangers for violence against Mexican Americans during the first quarter of the 20th century. A cartoon by Coyote Shook. Peter Berard, Ph.D., reviews the next world war. Postcard art by and a Q&A with Milicent Fambrough. Paintings by and a Q&A with Andrea Muñoz Martínez. Quotes, recommendations and much more.

Front cover image by A.S. Robertson. Cover design by William O. Pate II. Always read free at sareview.org.

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Short Description:
U.S. History II covers the chronological history of the United States from Reconstruction through the beginning of the 21st Century.

Long Description:
U.S. History II covers the chronological history of the United States from Reconstruction through the beginning of the 21st Century and introduces key forces and major developments that together form the U.S. experience, providing a balanced approach that considers the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience), with particular attention paid to issues of race, class, and gender.

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