As part of Washington's Kip Tokuda Memorial Civil Liberties Public Education Program, which strives to educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry, KSPS Public Television and Eastern Washington educators Starla Fey, Leslie Heffernan, and Morgen Larsen have produced Injustice at Home: the Japanese American experience of the World War II Era.

This educational resource--five educational videos and an inquiry-based unit of study--will help students understand Executive Order 9066 and the resulting internment of Japanese-Americans during World War II, the failure of political leadership to protect constitutional rights, the military experience of Japanese-Americans during WWII, and examples of discrimination and racial prejudice the Japanese-American community faced before, during and after WWII.

In addition, students will analyze the short and long term emotional effects on those who are incarcerated, identify the challenges that people living outside of the exclusion zone faced, examine how some Japanese Americans showed their loyalty during the period of incarceration, and learn about brave individuals who stood up for Japanese Americans during this time.

Student teams design, build and test small-sized gliders to maximize flight distance and an aerodynamic ratio, applying their knowledge of fluid dynamics to its role in flight. Students experience the entire engineering design process, from brainstorming to CAD (or by hand) drafting, including researching (physics of aerodynamics and glider components that take advantage of that science), creating materials lists, constructing, testing and evaluating—all within constraints (works with a launcher, budget limitation, maximizing flight distance to mass ratio), and concluding with a summary final report. Numerous handouts and rubrics are provided.

Business can refer to a particular organization such as WalMart or to an entire market sector—for example, “the music business.” Compound forms such as agribusiness represent subsets of the word’s broader meaning, which encompasses all activity by suppliers of goods and services in the agricultural industry.  Business can also refer to an individual who earns his or her income by working from home selling items through an online auction site like eBay.  The concept of business has enough definitions and applications that we could almost say that everything is business. Throughout this course we will explore the various functions, roles, and characteristics of business while keeping in mind that business is like the air we breathe—everywhere!

This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.

The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.

This unit is designed to develop foundational skills needed to prepare students for learning and making meaning of a variety of text types. The unit will provide students with opportunities to listen to and explore a variety of everyday print materials such as storybooks, poems, and informational texts to engage in interactive discussions of the messages and meaning of texts. This unit teaches students that they are readers and have a vital role in their classroom community.

Students will continue practicing routines necessary for learning:
• Working productively in the meeting area
• Working with a partner to Think-Pair- Share
• Book handling and learning about the parts of texts
• Selecting texts for independent reading
• Using everything in the classroom for reading support

This course introduces students to the field of teaching Spanish. We will explore current practices in beginning Spanish language classrooms, engaging in firsthand observation and guided reflection as well as discussion. We will research and discuss a wide variety of educational issues such as classroom language use, culturally responsive pedagogy, classroom management, student motivation, and trends in language teaching. You will identify and articulate your own beliefs about teaching, and develop individual plans for professional development in the field of Spanish language education. This course is conducted in Spanish.

Course Objectives: During the course, students will:
• Develop the ability to understand and speak Spanish in the context of the field of
Education
• Observe Spanish language classes and reflect on those observations
• Explore academic and career pathways related to teaching Spanish
• Develop and strengthen a personal teaching philosophy
• Research and share findings relating to inclusion, equity, and culturally responsive teaching practices

This textbook is an introduction to the tourism and hospitality industry in British Columbia, and is written with a first year college and university audience in mind. It is a collaborative work with input from educators, industry leaders, employers, and past graduates of BC’s tourism and hospitality management programs. All chapters have been reviewed by experts in the field. Each chapter is organized thematically moving from a global, then national, and finally provincial context. Chapters contain "Spotlight On" boxes that highlight an organization, business, or other key component and "Take a Closer Look" features that encourage further reading on particular subjects. Key terms, exercises and case studies can be found at the end of each chapter.

Comprehensive introductory Spanish sequence, providing guidance and practice in reading, writing, listening to, and speaking Spanish. Each module includes thematic vocabulary, sequenced grammar instruction, numerous self-check drills and exercises, open-form communicative activities, scaffolded writing assignments, and reading passages exploring various aspects of life and culture in the Spanish-speaking world. Each grammar section is introduced by a short reading passage to highlight new structures and patterns within their linguistic context. Within each lesson, self-grading practice activities with targeted feedback allow students to learn by doing and track their level of mastery. The text is accompanied by engaging images and videos throughout, and all vocabulary and reading passages include audio files to practice pronunciation and listening comprehension.

Comprehensive introductory Spanish sequence, providing guidance and practice in reading, writing, listening to, and speaking Spanish. Each module includes thematic vocabulary, sequenced grammar instruction, numerous self-check drills and exercises, open-form communicative activities, scaffolded writing assignments, and reading passages exploring various aspects of life and culture in the Spanish-speaking world. Each grammar section is introduced by a short reading passage to highlight new structures and patterns within their linguistic context. Within each lesson, self-grading practice activities with targeted feedback allow students to learn by doing and track their level of mastery. The text is accompanied by engaging images and videos throughout, and all vocabulary and reading passages include audio files to practice pronunciation and listening comprehension.

Welcome to R! Working with a programming language (especially if it’s your first time) often feels intimidating, but the rewards outweigh any frustrations. An important secret of coding is that even experienced programmers find it difficult and frustrating at times – so if even the best feel that way, why let intimidation stop you? Given time and practice* you will soon find it easier and easier to accomplish what you want. Why learn to code? Bioinformatics – like biology – is messy. Different organisms, different systems, different conditions, all behave differently. Experiments at the bench require a variety of approaches – from tested protocols to trial-and-error. Bioinformatics is also an experimental science, otherwise we could use the same software and same parameters for every genome assembly. Learning to code opens up the full possibilities of computing, especially given that most bioinformatics tools exist only at the command line. Think of it this way: if you could only do molecular biology using a kit, you could probably accomplish a fair amount. However, if you don’t understand the biochemistry of the kit, how would you troubleshoot? How would you do experiments for which there are no kits? R is one of the most widely-used and powerful programming languages in bioinformatics. R especially shines where a variety of statistical tools are required (e.g. RNA-Seq, population genomics, etc.) and in the generation of publication-quality graphs and figures. Rather than get into an R vs. Python debate (both are useful), keep in mind that many of the concepts you will learn apply to Python and other programming languages. Finally, we won’t lie; R is not the easiest-to-learn programming language ever created. So, don’t get discouraged! The truth is that even with the modest amount of R we will cover today, you can start using some sophisticated R software packages, and have a general sense of how to interpret an R script. Get through these lessons, and you are on your way to being an accomplished R user! * We very intentionally used the word practice. One of the other “secrets” of programming is that you can only learn so much by reading about it. Do the exercises in class, re-do them on your own, and then work on your own problems.

Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.

"Human capital" may not be the first thing that comes to mind when we think about investments, but investing in education and training is an important economic decision. Learn about human capital and the return on such an investment in the February 2013 issue.

The aim of this video lesson is to teach students about the different topologies of computer networks and how they function. The approach that is used is highly correlated with common knowledge about weddings and the local Malay culture associated with weddings. Students should be able to relate the act of delivering food to a large crowd of people to the basic principles of network topologies and the method of data transfer within each type of topology. The lesson will begin in a classroom with students working in small groups, answering assigned questions. Teaching aids such as color cards will be used. One student from each group will be appointed as the wedding event manager, and she/he will have to discuss and act out with group members in order to answer more challenging questions. At the end of the lesson, students will be asked to come up with their own version of a hybrid computer network topology. The lesson concept taught here not only educates students on computer topologies, but also introduces students to an important cultural perspective of Malaysia. Above all, this video is designed to assist students with their study of Computer Literacy in schools. The lesson will take up to 60 minutes to complete. Materials needed include: 10 red cards representing waitresses; 10 green cards representing waiters; 10 blue cards representing tables in the hall; a sketch book; and classroom tables and chairs.

In this curriculum unit, students will explore how Chopin stages the possible roles for women in Edna's time and culture through the examples of other characters in the novella.

The teacher to organise the physical environment to support the needs of the syllabus and the ICT tools. Specific Objectives: On completion of this unit you will be able to: 1] Identify the pros and cons of using computer labs, 2] Use ICT effectively in a classroom setting, and 3] Use ICT in a community setting.

This website guides teachers through establishing a routine for running centers or stations in their World Language classrooms. This includes an overview of different centers models, how to select student groups, how to select activities for centers, how to organize procedures, as well as links to resources.

COUNS 142 at College of the Canyons
Focuses on brain-based learning strategies that develop self-regulatory learning: discovering self-motivation; gaining self-awareness; developing emotional intelligence; employing interdependence; accepting personal responsibility; applying active listening; reading and note-taking; monitoring performance; and developing a growth mindset that believes in self. Students will combine theory and practice to become successful learners and successful college students.

Lesson 1: Successful Learning Strategies, Mindsets, & Basic Brain Facts (Plasticity)
Lesson 2: Motivation, Locus of Control, and Goal Setting
Lesson 3: Self-Regulated Learning and Student Engagement
Lesson 4: Use of Time
Lesson 5: Critical Thinking, Metacognition, and Bloom’s Taxonomy
Lesson 6: Active Listening and Note-Taking from Lectures
Lesson 7: Reading to Learn
Lesson 8: Preparing for and Taking Tests
Lesson 9: Memory and Information Processing Theory
Lesson 10: The Amazing Brain
Lesson 11: Learning Theories
Lesson 12: A Healthy Mindful Brain
Lesson 13: Managing Stress, Self-Talk, and Emotional Intelligence

Americans affirmed their independence with the ringing declaration that "all men are created equal." Some of them owned slaves, however,and were unwilling to give them up as they gave speeches and wrote pamphlets championing freedom, liberty, and equality. So "to form a more perfect union" in 1787, certain compromises were made in the Constitution regarding slavery. This settled the slavery controversy for the first few decades of the American republic, but this situation changed with the application of Missouri for statehood in 1819.

Lesson 2 is a study of symbols in William Golding's novel "Lord of the Flies." After reviewing the general concept of symbolism, students focus on four of the most dominant symbols that permeate the novel: the island itself; the conch; the Lord of the Flies effigy; fire.

This lesson will examine the most famous speech in American history to understand how Lincoln turned a perfunctory eulogy at a cemetery dedication into a concise and profound meditation on the meaning of the Civil War and American union.