Concept Formation Learning Plan

Size: px
Start display at page:

Download "Concept Formation Learning Plan"

Transcription

1 2007WM Concept Formation Learning Plan Social Contract Racquel Parra [Pick the date] [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.]

2 Table of Contents Context... 3 Overview... 3 Rationale... 3 Grade Level... 3 Time... 3 Objectives... 4 Information... 4 Skills... 4 Assessment... 4 Content and Instructional Strategies... 4 The Concept Definition: Social Contract... 4 Preparation... 5 Hook... 5 Data Retrieval Chart and Example Analysis... 5 Defining and Labeling the Concept... 5 Classifying... 6 Wrap-Up... 6 Materials... 7 Differentiation... 7 Adaptations... 7 Pre-Reflection... 7 Sources... 8 Data Retrieval Chart (Part 1)... 9 Data Retrieval Chart (Part 2) Concept Formation Assessment

3 Context This lesson can be taught as part of Unit II: The Constitution. The teacher briefly touched on the foundations of social contract theory in a lecture in which the students learned the four dominant theories on the origins of the state, and in an assignment in which they matched philosophers such as Locke and Hobbes with their ideas, but this lesson will serve to expand their understanding of the concept. This lesson can also be taught with different examples during a later unit on Civil Liberties and Civil Rights. Overview Social contract is a concept that is critical to understanding how states have come to be, particularly our State. Social contract theory is one of four major theories on the origins of the state; the others are the force, evolutionary, and divine right theories. Philosophers such as Thomas Hobbes and John Locke in England, Jean-Jacques Rousseau, have explored social contract theory. According to Hobbesian social contract theory, early humans lived in a state of nature, in which no authority existed to protect one person or their property from another person s force. Individuals had to rely on their own physical strength and intelligence for safety. Social contract theory says that humans overcame this by agreeing to create a state, to which they would surrender some power in exchange for protection. The Declaration of Independence used this theory to justify revolution, asserting that King George III had violated the contract. This theory promoted other concepts at the foundation of our government: popular sovereignty, limited government, and individual rights. Rationale Concept formation strategies are used to help students firmly grasp important concepts central to a deeper understanding of the content area. Social contract theory is a pillar of democracy, which is the chief theme of government courses throughout the nation, yet many students lack the ability to accurately define either concept. By using the concept formation strategy to learn the critical attributes of social contracts, the students will have the opportunity to formulate their own definitions and thus gain a clearer understanding of what a social contract really is, and apply their knowledge to other examples of them throughout the course, particularly in Unit VI on Civil Liberties and Civil Rights. Grade Level This lesson is designed for Standard and Honors sections of a 12 th grade Virginia and United States Government course. Time This lesson should take about 60 minutes of class time. 3

4 Objectives Information Given examples of social contract and focus questions to facilitate their understanding of the similarities between the examples, students will be able to identify the three critical attributes of the concept social contract. (GOVT. 4c Given diverse examples and non-examples of social contracts and focus questions to facilitate their understanding of the differences between the examples, students will demonstrate their understanding that social contracts have existed across time and space by creating a list of at least 4 differences between the descriptions provided. (NCSS 2, NCSS 3) Skills Given a mixed list of examples and non-examples of social contracts, students will be able to distinguish between them with 80% accuracy. Given a mixed list of examples and non-examples of social contracts, students will be able to modify the three non-examples of social contracts so that they represent the three critical attributes of the concept with 100% accuracy. Assessment In class, have the students complete the Assessment Worksheet. On this worksheet, the students will be asked to distinguish between examples and non-examples of social contracts and modify the non-examples so that they fit the critical attributes of as defined in the lesson. The assignment will be part of their notebook, which is turned in for a grade at the end of each unit. The unit test will include a few of questions meant to evaluate the students understanding of the lesson. Content and Instructional Strategies The Concept Definition: Social Contract Critical Attributes: o Individuals agree to surrender some of their liberties o Individuals receive protections from a group o There are consequences for violation of the agreement 4

5 Definition: The condition in which individuals agree to surrender some of their liberties in exchange for protection from a group, and in which there are consequences for violation of the agreement. Preparation Create heterogeneous cooperative learning pairs. Make sure the desks are set up in pairs. As the students enter the room, tell them who their partner is, and have them sit with them. Hook (10 minutes) Show a clip from the movie The Lord of the Flies, or the television show Survivor. The clip will depict the problems of living in a state of nature, and the quickly realized need to form a government to protect them. The clip should show that, in exchange for certain benefits, individuals must relinquish some powers. Following the clip, tell the students to spend three minutes discussing with their partners the following questions(have these written on the board or on an overhead): o How did the individuals in the clip respond to the absence of government? o What are the pros and cons of their response? o What are the consequences of violating the agreement? Next, bring the class back together and call on at least two pairs to respond to each question. Explain that today, students are going to investigate a concept central to understanding government, but that they will not learn the label for the concept until they have examined some examples and identified the qualities that all of the examples have in common. As you explain this, pass out the Data Retrieval Chart. Data Retrieval Chart and Example Analysis (15 minutes) Work through the first example as a class. Ask a volunteer to read the example aloud and then call on students to answer each question. If the students appear to understand the process, tell them they have about minutes to work with their partners to complete the remainder of the chart. Circulate to check students progress, answering any questions the students have, and tell students when half of the allotted time is remaining. Defining and Labeling the Concept (10 minutes) Once the students have completed the data retrieval chart, tell the students to take two minutes to identify the differences between the examples with their partner. Then, call on each pair to contribute a difference to a class list, which you will make on a transparency. 5

6 o Differences may include: time, place, type of liberties surrendered, type of protections guaranteed, type of consequences for violations of the agreements, type of agreement (implicit or explicit). Tell the students they have two minutes to come up with the similarities among the examples, and then call on several pairs to contribute a similarity to a class list, which you will make on the same transparency as above. There will likely be fewer similarities noted than differences. The similarities should be the critical attributes deduced from the focus questions. o Similarities should include: agreements bind people together, individuals surrender power, individuals receive protections (benefits) from a group, there are consequences for violations of the agreements. Tell the students that now that they know the critical attributes of the concept, they need to (individually) create their own definition for it. If they seem to have trouble beginning, you can suggest they start with The condition in which Give them two minutes, and then ask a few students to share their definitions with the class. o Sample definition: The condition in which individuals agree to surrender some of their liberties in exchange for protection from a group, and in which there are consequences for violation of the agreement. Ask the students if they have any suggestion for what the concept label is. If a student offers an acceptable answer that is not the conventional label, tell him or her that their idea is great, but that the most widely used label is social contract. Classifying (10 minutes) Tell the students that you are going to hand out an assessment worksheet with a list of examples and non-examples of social contracts. Let them know they have 10 minutes to work individually to determine into which category each description falls. If they believe a description does not fit the critical attributes of a social contract, they must make changes to the description so that it does illustrate an example of a social contract. Wrap-Up (15 minutes) Go over the assessment worksheet with the students and discuss how examples two and three represent the Divine Right and Force Theories, respectively. Explain to them that the Declaration of Independence was created in response to the Founding Fathers perception that King George III had violated the social contract. Ask them to take 3-4 minutes to discuss with their partners any modern-day examples of violations of our social contract, either on the part of the government, or on the part of the people. In particular, have them discuss whether it is okay to break a law if that law violates the social contract Bring the class back together to discuss the examples they have come up with. Be sure to discuss Martin Luther King, Jr. s Letter From Birmingham Jail. 6

7 Materials Overhead projector Marker for use on transparencies Transparency of the hook activity Transparency of Data Retrieval Chart 90 Copies of the Data Retrieval Chart (one for each student in each of 4 classes) 90 Copies of Assessment Worksheet (one for each student in each of 4 classes) Pencils Differentiation Because this is a cooperative learning activity and the students will be placed in heterogeneous pairs, students should not experience difficulty completing the assignment. If the class appears to struggle with the assignment while working in pairs, I could guide the students in completing the lesson as a class. If only one or two pairs have trouble, each pair could be placed with another pair that is completing the work with ease. This will allow the successful students teach the struggling students while at the same time reinforcing their own understandings. Cooperative learning will be used often in my classroom. Adaptations None of my students has an IEP, but four students have Section 504 Plans for ADHD. This lesson is highly structured and has minimal transition time, which should help students with this disorder. These students may need to be informed about the lesson and major points before hand. If this will be beneficial, I will send the Data Retrieval Chart home with them the class before. During the lesson, I will tell the class how long they have for each task before they begin, and for longer tasks (i.e. the Data Retrieval Chart), I will also let the students know when they have about half the allotted time remaining. Each student with ADHD will be working with a peer without ADHD, so additional time should not be necessary. Pre-Reflection I think the biggest challenges I will encounter with implementing this lesson will be maintaining order and keeping all of the students on task. Many of the students tend to drift off in class, but I hope that the heavily structured nature of this lesson will counter this. I also believe that the graphic organizer and fast-pace of the lesson will help the students focus their ideas and their attention. In addition, I am interested to see how the students work together in assigned pairs, since the classes tend to segregate themselves by gender and/or ethnicity. I hope that the students 7

8 will experience several cooperative learning activities and become more comfortable and desegregated before I teach this lesson in the spring. I am particularly interested in how one student will perform in pairs because he is very introverted and always works by himself in activities meant for work with a partner. I plan to approach him before the lesson to find out whom he would feel most comfortable working with because it is important that he acquire the social skills necessary to interact with others, although I recognize the need to ease him into social situations. Sources Divine Right of Kings: Iraqi Constitution: and Socrates Argument: Theories on the Origins of the State (Divine Right, Force, and Social Contract Theories): McClenaghan, William A. American Government. Needham, MA: Prentice Hall, Video Clip: 8

9 Data Retrieval Chart (Part 1) Name: Date: Example Following September 11, 2001, Congress passed the PATRIOT Act. Fearful of the threat of terrorism, citizens gave up privacy rights. The Act allows the FBI to search telephone, , and financial records without a court order, and to detain suspects of terrorism without clear evidence. If voters are dissatisfied, they can vote for candidates who pledge to vote to repeal the Act. Does an agreement bind people together? What protections does the individual receive? What liberties does the individual surrender? What are the consequences for a violation of the agreement? In Crito, Socrates argues why he must stay in prison and accept the death penalty, rather than escape to another Greek city. He explains that he has acquired an overwhelming obligation to obey the laws because they have made his entire way of life, and even the fact of his very existence, possible. They made it possible for his mother and father to marry, and therefore to have legitimate children, including himself. Athens laws required that his father care for and educate him. Socrates' life in Athens is dependent upon the Laws. This relationship between citizens and the laws of the city are not forced. Citizens can choose whether to stay or leave. By staying, one agrees to abide by the laws and accept the punishments of violating them. In football, players on one team agree to abide by the rules of the game, and in exchange, players on the other team agree to do the same. If a player commits a conductor safety-related violation, such as hitting a player that is already out of 9

10 bounds, the referee can call a personal foul giving the other team 15 yards and an automatic first down. The player may also be expelled from the game. This rule attempts to protect all players from unnecessary injuries, and to ensure fairness. In 2005, more than 63% of eligible Iraqis voted to accept a new constitution. The constitution guarantees certain freedoms (for example, of religion), free education, and equality under the law. In exchange for these and other benefits and liberties, Iraqi citizens agree to pay required taxes and abide by the other tenets expressed in the constitution. If a citizen or the state fails to uphold their end of the bargain, each can seek a redress of their grievances. 10

11 Data Retrieval Chart (Part 2) List at least FOUR Differences between the examples: 1) 2) 3) 4) List at least FOUR Similarities among the examples: 1) 2) 3) 4) List FOUR Critical attributes of the concept: 1) 2) 3) 4) My definition of the concept: Concept label: 11

12 Concept Formation Assessment Directions: On your own, examine the examples below and use your definition of a Social Contract to decide whether they illustrate Social Contracts. If they do not, then change the non-examples so they reflect the four critical attributes of the concept. Write your answers in the space provided. 1) Our government requires individuals and businesses to pay taxes on their property, purchases, and income. In exchange, we expect the government to provide us with a variety of services, such as education, protection, and postal service. If we do not pay our taxes, the government can fine us and/or put us in jail. If the government fails to provide us with these things, we can vote our politicians out of office. 1) Monarchs in medieval and early modern Europe, like those in Ancient Mesopotamia and Egypt, claimed that their power was the result of God s will. Because they believed God chose them, they asserted that they were only accountable to Him, and they only needed to answer to Him for their actions. The people were bound to obey their ruler just as they obeyed God, and to oppose one s ruler was to commit both treason and sin. 2) In ancient times, it was common for one person or a small group to claim control over an area and force all individuals within that area to submit to that person s or that group s rule. 3) The Constitution of Malaysia grants the non-malay and other non-indigenous peoples of the country with citizenship in exchange for these people granting special privileges to the Bumiputra (sons of the soil). The Constitution guarantees to the Bumiputra reservations of land, permission to monopolize certain industries, and quotas for the following: scholarships, civil service positions, public education, and trade licenses. Due to problems with the agreement, it has been reevaluated in recent years. 12

Preparing for Permanent Residency and Citizenship

Preparing for Permanent Residency and Citizenship PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY Some participants in adult ESL and family literacy programs are working to become permanent U.S. residents or citizens. This section gives information

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

Kindergarten Foundations of America

Kindergarten Foundations of America Kindergarten Foundations of America In kindergarten, students begin to understand the foundations of the social studies strands: history, geography, government, and economics. Students begin their introduction

More information

The Policymaking Process Course Syllabus

The Policymaking Process Course Syllabus The Policymaking Process Course Syllabus GOVT 4370 Policy Making Process Fall 2007 Paul J. Bonicelli, PhD Assistant Administrator United States Agency for International Development (USAID) 1300 Pennsylvania

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

Frank Phillips College Student Course Evaluation Results. Exemplary Educational Objectives Social & Behavioral Science THECB

Frank Phillips College Student Course Evaluation Results. Exemplary Educational Objectives Social & Behavioral Science THECB Question Category: 4 Exemplary Educational Objectives Social & Behavioral Science THECB Social & Behavioral Sciences Objective 1.) To employ the appropriate methods, technologies, and data that social

More information

University of Massachusetts Amherst

University of Massachusetts Amherst University of Massachusetts Amherst Graduate School PLEASE READ BEFORE FILLING OUT THE RESIDENCY RECLASSIFICATION APPEAL FORM The residency reclassification officers responsible for determining Massachusetts

More information

FINAL ASSIGNMENT: A MYTH. PANDORA S BOX

FINAL ASSIGNMENT: A MYTH. PANDORA S BOX 089-INTRODUCING THE ADVANCED ENGLISH CURRICULUM: TOOLS, STRATEGIES AND RESOURCES FINAL ASSIGNMENT: A MYTH. PANDORA S BOX PABLO MORENO RIBAGORDA 1 LESSON PLAN: A MYTH -CLASS PROFILE & TEACHING CONTEXT-

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11: OLSC

ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11: OLSC Fleitz/ENG 111 1 Contact Information ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11:20 227 OLSC Instructor: Elizabeth Fleitz Email: efleitz@bgsu.edu AIM: bluetea26 (I m usually available

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

Safe & Civil Schools Series Overview

Safe & Civil Schools Series Overview Safe & Civil Schools Series Overview The Safe & Civil School series is a collection of practical materials designed to help school staff improve safety and civility across all school settings. By so doing,

More information

How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers

How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers Overview and Materials Objective Students will increase academic vocabulary knowledge through teacher-provided

More information

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade)

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Standards: History and Social Science Standards of Learning

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS?

520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS? How do people from differing cultural groups and ways of life work together to solve problems? Did each of the cultural groups in Washington s early history have the same choices or advantages in making

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Understanding Fair Trade

Understanding Fair Trade Prepared by Vanessa Ibarra Vanessa.Ibarra2@unt.edu June 26, 2014 This material was produced for Excellence in Curricula and Experiential Learning (EXCEL) Program, which is funded through UNT Sustainability.

More information

PHILOSOPHY & CULTURE Syllabus

PHILOSOPHY & CULTURE Syllabus PHILOSOPHY & CULTURE Syllabus PHIL 1050 FALL 2013 MWF 10:00-10:50 ADM 218 Dr. Seth Holtzman office: 308 Administration Bldg phones: 637-4229 office; 636-8626 home hours: MWF 3-5; T 11-12 if no meeting;

More information

Lesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days

Lesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Topic SC Standards and Indicators Academic Vocabulary Lesson Materials Political and economic factor leading to the American

More information

Why Misquitoes Buzz in People s Ears (Part 1 of 3)

Why Misquitoes Buzz in People s Ears (Part 1 of 3) Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

Cal s Dinner Card Deals

Cal s Dinner Card Deals Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help

More information

Preferred method of written communication: elearning Message

Preferred method of written communication: elearning Message Course ACCT 6356-501 Tax Research, Planning & Practice Professor Ronald J Blair, CPA, MBA Term Fall 2014 Meetings JSOM 2.803 Th 7 9:45 p.m. Professor's Contact Information Office Phone 972-883-4430 Office

More information

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting

More information

LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy

LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy Alexis Bailey, Rachel Harmon, Joey Lazor, Mallory Stoffa, and Alexandrea West College of Education University

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Basic FBA to BSP Trainer s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner,

More information

Multicultural Education: Perspectives and Theory. Multicultural Education by Dr. Chiu, Mei-Wen

Multicultural Education: Perspectives and Theory. Multicultural Education by Dr. Chiu, Mei-Wen Multicultural Education: Perspectives and Theory Multicultural Education by Dr. Chiu, Mei-Wen Definition-1 Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality,

More information

From Bystander to Facilitator University: Improving Community Relationships and Safety by Addressing Off-Campus Student Conduct

From Bystander to Facilitator University: Improving Community Relationships and Safety by Addressing Off-Campus Student Conduct From Bystander to Facilitator University: Improving Community Relationships and Safety by Addressing Off-Campus Student Conduct Appalachian State University Presenter: Kendal McDevitt, MA Office of Off-Campus

More information

MMOG Subscription Business Models: Table of Contents

MMOG Subscription Business Models: Table of Contents DFC Intelligence DFC Intelligence Phone 858-780-9680 9320 Carmel Mountain Rd Fax 858-780-9671 Suite C www.dfcint.com San Diego, CA 92129 MMOG Subscription Business Models: Table of Contents November 2007

More information

21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media

21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media 21st CENTURY SKILLS IN 21-MINUTE LESSONS Using Technology, Information, and Media T Copyright 2011 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any

More information

9.2.2 Lesson 5. Introduction. Standards D R A F T

9.2.2 Lesson 5. Introduction. Standards D R A F T 9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you

More information

TALKING POINTS ALABAMA COLLEGE AND CAREER READY STANDARDS/COMMON CORE

TALKING POINTS ALABAMA COLLEGE AND CAREER READY STANDARDS/COMMON CORE TALKING POINTS ALABAMA COLLEGE AND CAREER READY STANDARDS/COMMON CORE The Alabama State Department of Education and the Alabama State School Board have a plan to meet that goal beginning with the implementation

More information

Becoming Herodotus. Objectives: Task Description: Background or Instructional Context/Curriculum Connections: Time:

Becoming Herodotus. Objectives: Task Description: Background or Instructional Context/Curriculum Connections: Time: Becoming Herodotus Content Area: : Visual Arts Grades: 9-12 Advanced Task Description: Students are to be introduced to the life and histories of Herodotus, giving specific attention to his recollections

More information

OFFICE OF DISABILITY SERVICES FACULTY FREQUENTLY ASKED QUESTIONS

OFFICE OF DISABILITY SERVICES FACULTY FREQUENTLY ASKED QUESTIONS OFFICE OF DISABILITY SERVICES FACULTY FREQUENTLY ASKED QUESTIONS THIS GUIDE INCLUDES ANSWERS TO THE FOLLOWING FAQs: #1: What should I do if a student tells me he/she needs an accommodation? #2: How current

More information

Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children

Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children 2008 2009 Accepted by the Board of Directors October 31, 2008 Introduction CHADD (Children and Adults

More information

First and Last Name School District School Name School City, State

First and Last Name School District School Name School City, State Unit Plan - Fractions Unit Author First and Last Name School District School Name School City, State Allison Cooper (King) Putnam County Rock Branch Elementary School Rock Branch, WV Unit Overview Unit

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

Characteristics of Functions

Characteristics of Functions Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

More information

Steve Miller UNC Wilmington w/assistance from Outlines by Eileen Goldgeier and Jen Palencia Shipp April 20, 2010

Steve Miller UNC Wilmington w/assistance from Outlines by Eileen Goldgeier and Jen Palencia Shipp April 20, 2010 Steve Miller UNC Wilmington w/assistance from Outlines by Eileen Goldgeier and Jen Palencia Shipp April 20, 2010 Find this ppt, Info and Forms at: http://uncw.edu/generalcounsel/ltferpa.htm Family Educational

More information

Challenging Gifted Students In Mixed-Ability Classrooms

Challenging Gifted Students In Mixed-Ability Classrooms Challenging Gifted Students In Mixed-Ability Classrooms Susan Winebrenner Education Consulting Service, Inc. www.susanwinebrenner.com susan@susanwinebrenner.com (760) 510 0066 Presenter Susan Winebrenner

More information

Course Syllabus. Alternatively, a student can schedule an appointment by .

Course Syllabus. Alternatively, a student can schedule an appointment by  . Course Syllabus Course Information Course Number/Section CS/SE 6301.006 Course Title Virtual Reality Term Spring 2013 Days & Times Tues & Thurs 1:00pm 2:15pm; JO 3.516 Professor Contact Information Professor

More information

g to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR

g to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR Curriculum Resources www.curriculumresources.net 714.406.3522 Follow Us for FREE resources, current educational topics, tips, and more! Appealing to Different Learners Workshop Nancy Mikhail Educational

More information

Accounting 543 Taxation of Corporations Fall 2014

Accounting 543 Taxation of Corporations Fall 2014 Accounting 543 Taxation of Corporations Fall 2014 Classroom:, Tuesday and Thursday, 1:40-2:55 pm Instructor: G.P. Diminich Office: 25 Calhoun Street, Suite 250, Charleston, SC 29401 Email: gp.diminich@smithmoorelaw.com

More information

Duke University. Trinity College of Arts & Sciences/ Pratt School of Engineering Application for Readmission to Duke

Duke University. Trinity College of Arts & Sciences/ Pratt School of Engineering Application for Readmission to Duke Office Use Only Durham, North Carolina Application Fee $30 received Trinity College of Arts & Sciences/ Pratt School of Engineering Application for Readmission to Duke BEFORE completing this application,

More information

Imperial Avenue Holbrook High. Imperial Valley College. Political Science 102. American Government & Politics. Syllabus-Summer 2017

Imperial Avenue Holbrook High. Imperial Valley College. Political Science 102. American Government & Politics. Syllabus-Summer 2017 Imperial Avenue Holbrook High Imperial Valley College Political Science 102 American Government & Politics Syllabus-Summer 2017 Professor: Class Meets: Time: Class Room: Marcus Green MTWR 12:00-02:45PM

More information

University of Michigan - Flint POLICY ON FACULTY CONFLICTS OF INTEREST AND CONFLICTS OF COMMITMENT

University of Michigan - Flint POLICY ON FACULTY CONFLICTS OF INTEREST AND CONFLICTS OF COMMITMENT University of Michigan - Flint POLICY ON FACULTY CONFLICTS OF INTEREST AND CONFLICTS OF COMMITMENT A. Identification of Potential Conflicts of Interest and Commitment Potential conflicts of interest and

More information

RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY

RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY Spring Semester, 2017 (29171) Tuesday & Thursday from 2:20-3:40 PM//Baker Systems, Room 120 INSTRUCTOR: Joseph F. Donnermeyer, Professor Emeritus School

More information

Non-Secure Information Only

Non-Secure Information Only 2006 California Alternate Performance Assessment (CAPA) Examiner s Manual Directions for Administration for the CAPA Test Examiner and Second Rater Responsibilities Completing the following will help ensure

More information

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful? University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:

More information

COMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?

COMMUNICATION & NETWORKING. How can I use the phone and  to communicate effectively with adults? 1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone

More information

Pitching Accounts & Advertising Sales ADV /PR

Pitching Accounts & Advertising Sales ADV /PR Pitching Accounts & Advertising Sales ADV 378 05816/PR 378 06233 Fall 2011 UTC 3.110 Fridays 9 am to 12 pm Instructor: Office: Office Hours: TA & Off. Hours: Fran Harris CMA A7.154B By appointment, Thursdays

More information

Coping with Crisis Helping Children With Special Needs

Coping with Crisis Helping Children With Special Needs Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National

More information

Science Fair Project Handbook

Science Fair Project Handbook Science Fair Project Handbook IDENTIFY THE TESTABLE QUESTION OR PROBLEM: a) Begin by observing your surroundings, making inferences and asking testable questions. b) Look for problems in your life or surroundings

More information

HIGH SCHOOL PREP PROGRAM APPLICATION For students currently in 7th grade

HIGH SCHOOL PREP PROGRAM APPLICATION For students currently in 7th grade HIGH SCHOOL PREP PROGRAM APPLICATION For students currently in 7th grade APPLICATION CHECKLIST: Applications can be mailed, faxed, or dropped off to the address below. Proof of Income (Household income

More information

2016 BAPA Scholarship Application

2016 BAPA Scholarship Application www.bayareapathwaysacademy.org 2016 BAPA Scholarship Application College for Kids is now the Bay Area Pathways Academy (BAPA) Scholarships are based on financial need and will be provided until scholarship

More information

END TIMES Series Overview for Leaders

END TIMES Series Overview for Leaders END TIMES Series Overview for Leaders SERIES OVERVIEW We have a sense of anticipation about Christ s return. We know he s coming back, but we don t know exactly when. The differing opinions about the End

More information

Timberstone Junior High Home of the Wolves! Extra-Curricular Activity Handbook

Timberstone Junior High Home of the Wolves! Extra-Curricular Activity Handbook Timberstone Junior High Home of the Wolves! Extra-Curricular Activity Handbook SYLVANIA SCHOOLS CODE OF CONDUCT FOR EXTRACURRICULAR ACTIVITIES/ATHLETICS Participants are expected to conduct themselves

More information

California State University, Los Angeles TRIO Upward Bound & Upward Bound Math/Science

California State University, Los Angeles TRIO Upward Bound & Upward Bound Math/Science Application must be completed in black or blue ink only. STUDENT INFORMATION Name: Social Security # - - First Middle Last Address: Apt.# Phone: ( ) City: State: Zip Code: Date of Birth: Place of Birth:

More information

Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

More information

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

Blank Table Of Contents Template Interactive Notebook

Blank Table Of Contents Template Interactive Notebook Blank Template Free PDF ebook Download: Blank Template Download or Read Online ebook blank table of contents template interactive notebook in PDF Format From The Best User Guide Database Table of Contents

More information

FINN FINANCIAL MANAGEMENT Spring 2014

FINN FINANCIAL MANAGEMENT Spring 2014 FINN 3120-004 FINANCIAL MANAGEMENT Spring 2014 Instructor: Sailu Li Time and Location: 08:00-09:15AM, Tuesday and Thursday, FRIDAY 142 Contact: Friday 272A, 704-687-5447 Email: sli20@uncc.edu Office Hours:

More information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Chapter 4 Culture & Currents of Thought

Chapter 4 Culture & Currents of Thought Chapter 4 Culture & Currents of Thought Chapter 4 Culture & Currents of Thought Section 4: The Contemporary Period (1867-NOW) Part 2: Quebec Nationalism & Agriculturalism By the late 1950s Background FC

More information

Renae Townsend G21 PBL Project

Renae Townsend G21 PBL Project Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of

More information

Building a Sovereignty Curriculum

Building a Sovereignty Curriculum Building a Sovereignty Curriculum A Conversation with Denny Hurtado (Skokomish) Interviewed by Se-ah-dom Edmo (Shoshone-Bannock, Nez Perce, and Yakama) - N 2005, THE. Washington state legislature approved

More information

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 Number and Title: Semester Credits: 3 Prerequisite: SOWK 8390, Advanced Direct Practice III: Social Work Practice

More information

INCORPORATING CHOICE AND PREFERRED

INCORPORATING CHOICE AND PREFERRED INCORPORATING CHOICE AND PREFERRED ACTIVITIES INTO CLASSWIDE INSTRUCTION Talida State, Ph.D. Lee Kern, Ph.D. Lehigh University October 22, 2009 1 AGENDA Conceptually incorporate opportunities for choice

More information

MKT ADVERTISING. Fall 2016

MKT ADVERTISING. Fall 2016 TENTATIVE syllabus ~ subject to changes and modifications at the start of the semester MKT 4350.001 ADVERTISING Fall 2016 Mon & Wed, 11.30 am 12.45 pm Classroom: JSOM 2.802 Prof. Abhi Biswas Email: abiswas@utdallas.edu

More information

Colorado

Colorado Colorado 2012 Colorado Homeschooling Requirements: Approach Establish a homeschool Enroll in independent or private school offering home instruction comprised of at least two families Hire a private tutor

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

Effective Instruction for Struggling Readers

Effective Instruction for Struggling Readers Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:

More information

American Literature: Major Authors Epistemology: Religion, Nature, and Democracy English 2304 Mr. Jeffrey Bilbro MWF

American Literature: Major Authors Epistemology: Religion, Nature, and Democracy English 2304 Mr. Jeffrey Bilbro MWF American Literature: Major Authors Epistemology: Religion, Nature, and Democracy English 2304 Mr. Jeffrey Bilbro MWF Course Objectives and Procedures Ideally, this course will accomplish three related

More information

Multiple Intelligence Teaching Strategy Response Groups

Multiple Intelligence Teaching Strategy Response Groups Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative

More information

Administrative Services Manager Information Guide

Administrative Services Manager Information Guide Administrative Services Manager Information Guide What to Expect on the Structured Interview July 2017 Jefferson County Commission Human Resources Department Recruitment and Selection Division Table of

More information

Family Involvement in Functional Assessment. A Guide for School Professionals

Family Involvement in Functional Assessment. A Guide for School Professionals Family Involvement in Functional Assessment A Guide for School Professionals 2 Family Involvement in Functional Assessment: A Guide for School Professionals Collaboration and Family Involvement in Functional

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

United states panel on climate change. memorandum

United states panel on climate change. memorandum United states panel on climate change memorandum Welcome to the U.S. Convention on Climate Change. Each of you is a member of a delegation (interest group) at an upcoming meeting to debate and vote on

More information

EVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE

EVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE EVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE And did you know: 99.5% of teachers spend out of their own pocket for supplies for their classrooms and students Personal expenditures

More information

Fountas-Pinnell Level P Informational Text

Fountas-Pinnell Level P Informational Text LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,

More information

Lesson Plan. Preliminary Planning

Lesson Plan. Preliminary Planning Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican

More information

Anticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition

Anticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition Anticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition PURPOSE OF THE STRATEGY Anticipation guides, according to Frank Smith (1978) allow the reader to make predictions about

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Problem-Solving with Toothpicks, Dots, and Coins Agenda (Target duration: 50 min.)

Problem-Solving with Toothpicks, Dots, and Coins Agenda (Target duration: 50 min.) STRUCTURED EXPERIENCE: ROLE PLAY Problem-Solving with Toothpicks, Dots, and Coins Agenda (Target duration: 50 min.) [Note: Preparation of materials should occur well before the group interview begins,

More information

Common Core State Standards

Common Core State Standards Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects

More information

Close Up. washington, Dc High School Programs

Close Up. washington, Dc High School Programs Close Up washington, Dc High School Programs Washington Close Up offers the most comprehensive educational opportunity in Washington, DC. Established in 1971, Close Up is the nation s leading nonprofit,

More information

Alberta Police Cognitive Ability Test (APCAT) General Information

Alberta Police Cognitive Ability Test (APCAT) General Information Alberta Police Cognitive Ability Test (APCAT) General Information 1. What does the APCAT measure? The APCAT test measures one s potential to successfully complete police recruit training and to perform

More information

2014 State Residency Conference Frequently Asked Questions FAQ Categories

2014 State Residency Conference Frequently Asked Questions FAQ Categories 2014 State Residency Conference Frequently Asked Questions FAQ Categories Deadline... 2 The Five Year Rule... 3 Statutory Grace Period... 4 Immigration... 5 Active Duty Military... 7 Spouse Benefit...

More information

Introduction to World Philosophy Syllabus Fall 2013 PHIL 2010 CRN: 89658

Introduction to World Philosophy Syllabus Fall 2013 PHIL 2010 CRN: 89658 Introduction to World Philosophy Syllabus Fall 2013 PHIL 2010 CRN: 89658 Classroom: 117 Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator,

More information

COUN 522. Career Development and Counseling

COUN 522. Career Development and Counseling COUN 22 Career Development and Counseling *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor

More information

The Political Engagement Activity Student Guide

The Political Engagement Activity Student Guide The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT

More information

Nova Scotia School Advisory Council Handbook

Nova Scotia School Advisory Council Handbook Nova Scotia School Advisory Council Handbook June 2017 Nova Scotia School Advisory Council Handbook Crown copyright, Province of Nova Scotia, 2017 The contents of this publication may be reproduced in

More information

Grade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job

Grade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

SOFTWARE EVALUATION TOOL

SOFTWARE EVALUATION TOOL SOFTWARE EVALUATION TOOL Kyle Higgins Randall Boone University of Nevada Las Vegas rboone@unlv.nevada.edu Higgins@unlv.nevada.edu N.B. This form has not been fully validated and is still in development.

More information

Student. TED Talks comprehension questions. Time: Approximately 1 hour. 1. Read the title

Student. TED Talks comprehension questions. Time: Approximately 1 hour. 1. Read the title Time: Approximately 1 hour 1. Read the title Student TED Talks comprehension questions Try to predict the content of lecture Write down key terms / ideas Check key vocabulary using a dictionary Try to

More information

UNIVERSITY OF MASSACHUSETTS LOWELL RESIDENCY RECLASSIFICATION WORKSHEET

UNIVERSITY OF MASSACHUSETTS LOWELL RESIDENCY RECLASSIFICATION WORKSHEET UNIVERSITY OF MASSACHUSETTS LOWELL RESIDENCY RECLASSIFICATION WORKSHEET Student Name (Print) Student I.D. number This worksheet will assist enrolled and potential students to determine if they qualify

More information

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

More information