All resources in Chester County IU
Ever wonder what women were doing during the 1800s or what is known as the antebellum period of United States history? Men are well represented in our history books as they were the powerful, educated leaders of our country. Women, on the other hand, rarely had opportunities to tell their stories. Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the Nineteenth Century.
Material Type: Lesson Plan
In 1945, one major war ended and another began. The Cold War lasted about 45 years. There were no direct military campaigns between the two main antagonists, the United States and the Soviet Union. Yet billions of dollars and millions of lives were lost in the fight.
Material Type: Diagram/Illustration, Reading
This lesson deals with the nature of deviance through documentaries done through the PBS series Frontline or the documentary series Real Stories.Students will need to review the nature of deviance and crime, apply key concepts and terms that deal with deviance and crime, and apply those concepts to a film clip that is school appropriate and exemplifies those concepts.Students will be the faciliators of a film study of that clip and will lead discussions about the aspects of the film clip and analysis.
Material Type: Lesson Plan
This free webinar was presented on October 2, 2014, anddiscussed how the Center for Advanced Automotive Technology (CAAT) can support keeping your automotive, electronics, and IT curricula up-to-date. The CAAT's recent renewal through 2017 as a National Science Foundation (NSF) Advanced Technological Education (ATE) Center includes changes in its technical scope, adding new technologies: vehicle lightweight design and automated vehicles. These presentations documented the need for improved curricula in these technical areas. The CAAT also continues to focus on vehicle electrification and propulsion systems. In addition, the webinar included highlights from the 2014 CAAT Conference, held earlier this year, which addressed the future of automotive technology as presented by several well-known industry experts.As part of the webinar, we solicited proposals to apply for the additional seed funding the CAAT now controls to develop curricula in these subjects. The seed funding portion of the agenda included brief presentations from two current seed funding project developers so that potential applicants can understand better the types of projects suitable for seed funding support.
Material Type: Lecture Notes
This resource contains presentations from the Center for Automotive Research (CAR) 2013 Management Briefing Seminars held August 5-8, 2013. With over 900 attendees from industry, government, media, and academia, the event featured outstanding presentations from industry thought leaders as well as various networking and social events. Using CAR research as a foundation, these seminars revolved around global manufacturing strategies, lightweighting, connected vehicles, powertrain developments, sales forecasting, purchasing, policy, designing for technology, and capital investment.
Material Type: Data Set, Lecture Notes, Lesson Plan
Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy? ACCOMPLISHMENTS Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized. Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another. Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book. GUIDING QUESTIONS These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts. What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization? How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights? Who is civilized? Who decides what civilization is or how it’s defined? How do we behave toward and acknowledge those whose culture is different from our own?
Material Type: Unit of Study
The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.
Material Type: Reading, Teaching/Learning Strategy
The Next Step Adventure team developed lessons for the Des Moines Public Schools Farm to School program. We're happy to share them here as part of our efforts to connect children with nature through school gardens. We hope these lessons inspire you to start a school garden. If you already have a garden, we think they will help you connect the lessons learned there more closely to your classroom curriculum. Today students will plan their future garden. They will begin by discussing what plants need to grow and survive. While mapping their garden space, they will dream about plants to include in the school garden. They will research different fruits and vegetables, create an investigation of the importance of air and water, and create a class garden map. Finally, the students will plant their garden and prepare to watch the plant lifecycle!
Material Type: Lesson Plan
Too often, the Vietnam War is taught solely from American perspectives, as students examine the role of the U.S. government and military in the conflict, the war's impact on American lives, and the ways in which the war influenced subsequent domestic and foreign policy. Framing the conflict in terms that ignore the Vietnamese and their experiences, however, makes it difficult for students to fully understand the nature of the war and its impact. These primary source activities prompt students to consider the war through the eyes of the Vietnamese and are designed to complement topics that are traditionally covered from U.S. perspectives. The first activity uses speeches made by Ho Chi Minh to examine how one Vietnamese leader viewed Vietnam's struggle. In the second activity, oral history interviews with Vietnamese soldiers and civilians are used to understand the motivations of some individuals to take arms against American and South Vietnamese forces. Finally, the third activity draws on Vietnamese antiwar music to explore Vietnamese feelings towards war and make comparisons with the American antiwar movement.
Material Type: Lecture, Lesson Plan, Reading, Teaching/Learning Strategy
The Next Step Adventure team developed lessons for the Des Moines Public Schools Farm to School program. We're happy to share them here as part of our efforts to connect children with nature through school gardens. We hope these lessons inspire you to start a school garden. If you already have a garden, we think they will help you connect the lessons learned there more closely to your classroom curriculum. Today students will use their senses to observe and identify unripe, ripe, and overripe produce. They will consider how the energy in that produce was once energy from the sun. In the garden, they will learn how to harvest produce, eat it in tasty recipes, and plan a garden party to celebrate their learning. They will explore the relationship of decomposers and plants by composting. Finally, they will reflect on their learning in the
Material Type: Lesson Plan
This is an elementary Latin course accompanied with a detailed grammar based upon Kennedy's Public School Latin Grammar designed to introduce one to the world of classical languages. A basic understanding of grammatical terminology would be helpful; however, it is not required. Basic definitions of terms will be explained in Lessons 1 and 2, and later elaborated as needed.
Material Type: Textbook
Resources to mark the 100th day of school with math activities. Challenge students to generate 100 different ways to represent the number 100. Students will easily generate 99 + 1 and 50 + 50, but encourage them to think out of the box. Challenge them to include examples from all of the NCTM Standards strands: number sense, numerical operations, geometry, measurement, algebra, patterns, data analysis, probability, discrete math, Create a class list to record the best entries. Some teachers write 100 in big bubble numeral style and then record the entries inside the numerals.
Material Type: Activity/Lab
In this face to face or flipped lesson, students will examine some of the culture and traditions associated with Puerto Rico. Then, they will compare and contrast what they've learned with one of the other countries we have researched (either Costa Rica or Argentina). They will do this using the questioning prompt, "I Used to Think... But Now I Think...".(ACTFL Standards: Cultures - 2.1 & Comparisons - 4.2)
Material Type: Lesson Plan
Women in World History is an online curriculum resource center designed to help high school and college world history teachers and students find and analyze online primary sources on women in world history. Materials encourage teachers to integrate recent scholarship and give students a more sophisticated framework for understanding global women’s history. Women in World History reflects three approaches central to current scholarship in world history and the history of women: an emphasis on comparative issues rather than civilizations in isolation; a focus on contacts among different societies; and an attentiveness to “global” forces, such as technology diffusion, migration, or trade routes, that transcend individual societies. Project materials also utilize recent advances in our understanding of how historical learning takes place, including complex interaction with sources, recursive reading, and skills used by historians.The site includes: Archived online discussions on teaching strategies, resources, and practical classroom applications, co-moderated by an experienced world history teacher and a leading scholar of women in world history; Scholarly reviews of online primary source archives, including teaching potential; More than 200 primary sources, plus an essay on analyzing gender through primary sources; Multimedia case studies model strategies for interpreting primary sources; Curricula for high school and college, including primary sources and teaching strategies.
Material Type: Activity/Lab, Case Study, Lecture, Lesson Plan, Reading, Teaching/Learning Strategy