Carbon-Lehigh IU

Carbon-Lehigh Intermediate Unit is one of 29 PA Intermediate Units participating in the Pennsylvania Association of Intermediate Unit’s OER implementation. This group provides a space to collaborate, evaluate, share, develop and promote the free and open use of educational resources by and for LEAs in Pennsylvania.
58 members | 20 affiliated resources

All resources in Carbon-Lehigh IU

Analyzing Informational Text

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In this lesson students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text. Informational text is more important to teachers than ever before, especially with the rise of the new Core standards. The Library of Congress is an excellent resource for finding and using texts to build students' reading skills.Through a diverse array of classic and contemporary literature as well as challenging informational and primary source texts, students build knowledge, gain insights, explore possibilities, and broaden their perspective.

Material Type: Lesson Plan

The Argumentative Research Project: Writing the thesis and introduction - Remix

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The learner-audience for this lesson are adults preparing for the GED, specifically the English/Language Arts assessment. The lesson demonstrates how the successful writing of the “thesis-statement” is essential for writing an effective persuasive essay. The lesson will help prepare learners to write an effective thesis statement which their essay responds to. The lesson shows how a successful thesis statement guides the direction of the rest of the essay and that without an effective thesis statement most essays are difficult to write and to comprehend for the reader. The lesson encourages learners to practice writing thesis statements and to write thesis statements that draw from their own experiences.

Material Type: Lesson Plan

Author: newton buliva

CCGPS Algebra 1

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Full course of Algebra 1 is presented online by Georgia Virtual Learning. Audio, video, text, games and activities are included to engage ninth grade students in learning.

Material Type: Activity/Lab, Full Course, Reading

Missing Angle Puzzles

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This lesson lays some of the ground work for eventually writing two column proofs. In the lesson students use known geometric facts to solve for missing angles. Students are asked to identify the key concepts required for the solution and to record the a path for finding the measure of a particular angle. Key concepts include the sum of the measures of the interior angles of a triangle and quadrilateral, parallel line relationships, and what can and cannot be assumed from a drawing.

Material Type: Homework/Assignment, Lecture Notes

Author: Jeff Holcomb

CK-12 Middle School Math Concepts - Grade 7

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CK-12 Middle School Math Concepts for seventh grade provides a complete textbook. It presents topics including algebraic thinking, patterns, decimals, decimal operations, fractions, fraction operations, integers, integer operations, ratios, rates, proportions, percents, percent applications, equations, solving equations, inequalities, functions, graphing functions, geometry, plane geometry, solid geometry, area, perimeter, surface area, volume, statistics including mean, median, mode and range, graphing and types of graphs, and probability.

Material Type: Textbook

Author: Jen Kershaw

Benchmark Fraction Brownie Mix

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Students will be introduced to addition, multiplication, and division of the benchmark fractions 1/2, 1/3, and 1/4 with a fun, hands-on experience. Students will layer the dry ingredients for a brownie recipe into a canning jar while having a rich discussion that aides visualizing operations with fractions. This shared experience can be referred to during future instruction.

Material Type: Activity/Lab, Lesson Plan

Author: Connie Rivera

Business Calculus

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This course provides an introduction to applied concepts in Calculus that are relevant to the managerial, life, and social sciences. Students should have a firm grasp of the concept of functions to succeed in this course. Topics covered include derivatives of basic functions and how they can be used to optimize quantities such as profit and revenues, as well as integrals of basic functions and how they can be used to describe the total change in a quantity over time.

Material Type: Full Course, Textbook

Decimals, Fractions & Percentages

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Students learn about and practice converting between fractions, decimals and percentages. Using a LEGO® MINDSTORMS® NXT robot and a touch sensor, each group inputs a fraction of its choosing. Team members convert this same fraction into a decimal, and then a percentage via hand calculations, and double check their work using the NXT robot. Then they observe the robot moving forward and record that distance. Students learn that the distance moved is a fraction of the full distance, based on the fraction that they input, so if they input ½, the robot moves half of the original distance. From this, students work backwards to compute the full distance. Groups then compete in a game in which they are challenged to move the robot as close as possible to a target distance by inputting a fraction into the NXT bot.

Material Type: Activity/Lab

Author: Javed Narain

Design Step 5: Construct a Prototype

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Students learn about the manufacturing phase of the engineering design process. They start by building prototypes, which is a special type of model used to test new design ideas. Students gain experience using a variety of simple building materials, such as foam core board, balsa wood, cardstock and hot glue. They present their prototypes to the class for user testing and create prototype iterations based on feedback. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 5 in a series of six that guide students through the engineering design loop.)

Material Type: Activity/Lab

Authors: Denise W. Carlson, Lauren Cooper, Malinda Schaefer Zarske

The Age of the Atlantic Slave Trade, 1500-1900

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This course will introduce the student to the history of the Atlantic slave trade from 1500 to 1900. The student will learn about the slave trade, its causes, and its effects on Africa, Europe, and the Americas. By the end of the course, the student will understand how the Atlantic slave trade began as a fledgling enterprise of the English, Portuguese, and Spanish in the 1500s and why, by the mid-eighteenth century, the trade dominated Atlantic societies and economies. Upon completion of this course, students will be able to: think analytically about the various meanings of 'slave' and 'slavery' during the age of the Atlantic slave trade; identify and describe the 'triangular trade' and define the Atlantic World; identify and describe the logic for enslavement of Africans by Europeans; identify and describe the African ethnic groups enslaved by Europeans and those captives' New World destinations; identify and describe the early slaving voyages of the Portuguese and Spanish. Students will also be able to describe how the Dutch and English later inserted themselves into the trade; identify and describe the expansion of the plantation complex in the New World in the 1600s and its impact on the Atlantic slave trade; identify and analyze the rise of European empires and the parallel expansion of the Atlantic slave trade; identify and analyze slavery within African societies. They will also be able to identify and describe the trans-Saharan slave trade and the Red Sea/Indian Ocean slave trade; identify and describe the nature of the African slave market and principal slaving ports in western Africa; analyze and describe New World slave societies and their impact on the Atlantic slave trade; identify and describe the 'Middle Passage' of the Atlantic slave trade; identify and describe the causes for the abolition of the Atlantic slave trade in the nineteenth century; analyze and interpret primary source documents that elucidate all aspects of the Atlantic slave trade. (History 311)

Material Type: Assessment, Full Course, Lecture, Lecture Notes, Reading, Syllabus

ECONOMIC SYSTEMS Published

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In this Module, Students will learn the basis and differences between Social Economic Systems. They wil be to argues their point of view and whatsmore, give an essay opinion about the topic.Throught differents activities and material, student should create constructs of the topic and stablish a new knowledge. It is important to clarify any doubt before starting the activities.Ask your professor about any gap you may find in the way.

Material Type: Module

Author: Luis Jimenez

Three Branches of Government Published

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Our founding fathers were worried about the possibility of tyranny coming to the United States of America. For this reason, they set up a system of government where power could be evenly distributed among three branches: the Legislative Branch, the Executive Branch, and the Judicial Branch. By the end of this seminar, you will be able to compare the three branches of government and explain how each branch depends on the other to provide governance to the United States.Standards5.3.4 A - Identify the roles of the three branches of government.

Material Type: Lesson Plan

Authors: Deanna Mayers, Bonnie Waltz, Tracy Rains

"Somebody Must be Blamed": Father Coughlin Speaks to the Nation

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Father Charles Coughlin occupied both a strange and a familiar place in American politics in the 1930s. Politically radical, a passionate democrat, he nevertheless was a bigot who freely vented angry, irrational charges and assertions. A Catholic priest, he broadcast weekly radio sermons that by 1930 drew as many as forty-five million listeners. Strongly egalitarian, deeply suspicious of elites, a champion of what he saw as the ordinary person's rights, Coughlin frequently and vigorously attacked capitalism, communism, socialism, and dictatorship By the mid-1930s, his talks took on a nasty edge as he combined harsh attacks on Roosevelt as the tool of international Jewish bankers with praise for the fascist leaders Benito Mussolini and Adolph Hitler. The "Radio Priest's" relentless anti-elitism pushed Roosevelt to sharpen his own critiques of elites, and in that sense Coughlin had a powerful impact on American politics beyond his immediate radio audience. This 1937 sermon, "Twenty Years Ago," reflected much of what made Coughlin popular.

Material Type: Primary Source, Reading

Author: Center for History and New Media/American Social History Project

Greece, The Roman Republic, and The Roman Empire

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This course will explore the rise and decline of Greek and Roman civilizations between the first millennium BCE and the first millennium CE. Specifically, it will focus on the political, economic, and social factors that shaped the development and maturation of these two Mediterranean civilizations during the period of classical antiquity and examine how they influenced the social and cultural development of later generations of Europeans. By the end of the course, the student will understand how these ancient Mediterranean civilizations developed and recognize their lasting influences on European culture. Upon successful completion of this course, students will be able to: think critically about the development, maturation, and decline of Greek and Roman cultures during the first millennium BCE and the first millennium CE; identify the cultural origins of Greek civilization in the Mediterranean basin; compare and contrast the political and social organization of Greek city-states; evaluate the impact of the Persian War and the Peloponnesian Wars on the city-states of Greece; assess the political, social, and cultural legacies of Alexander the GreatĺÎĺĺÎĺs military conquests in the Mediterranean basin and Southwest Asia; identify the origins of the Roman Republic and evaluate the impact of political and economic expansion on Roman society; assess the political, social, and economic factors that led to the fall of the Roman Republic and the rise of the Roman Empire; compare and contrast the accomplishments of Roman emperors during the first three centuries CE; identify factors that destabilized the Roman Empire during the third century CE; assess how Roman leaders responded to destabilizing forces and restructured the Roman Empire in the fourth and fifth centuries CE; evaluate the political, social, and cultural legacies of the Greek and Roman civilizations for the nations and peoples of Europe; analyze and interpret primary source documents from the period of classical antiquity using historical research methods. (History 301)

Material Type: Assessment, Full Course, Lecture, Lecture Notes, Reading, Syllabus