Over the course of nine months, eleven Hmong language educators took an Ethnic Studies course with Dr. Jenna Cushing-Leubner & Heritage Language/Ethnic Studies teacher Natalia Benjamin at the University of Wisconsin-Whitewater, and attended the Boston Ethnic Studies training with Katie Li and her team. Afterwards Dr. Vicky Xiong-Lor of Clovis Unified and Doua Vue of Fresno Unified lead the team through self-healing activities and created a Hmong Ethnic Studies curriculum. This is the first phase of curriculum creation with more to come.

Learn Uake, Hmong Museum Education Resources for K-12, offers a unit of study (10 lessons) for grades 7-12. Learn Uake is a central location for students, teachers, and parents to find enriching research-based resources about Hmong people, history, culture, and art.

This nonfiction piece tells about Barbara del Colorado, a village in Costa Rica. People needed a way to make money; a scientist suggested that they grow butterflies. The town now sells 250 pupae a month, making enough money to buy what they need.

In this lesson tied to Common Core State Standards for English/Language Arts, students receive support as they read a complex informational text about honeybees. The teacher facilitates a close reading and writing a response-to-text.

ŕHottest, Coldest, Highest, DeepestĚŇ takes the reader on a journey around the world to various continents found on Earth that contain unique natural features.

ŕHow Animals TalkĚŇ is an informational, nonfiction selection describing how various animals communicate or send messages. Animals communicate with each other to warn of danger, to share feelings, to attract a mate, and even prove dominance.

Through six lesson/activity sets, students learn about the functioning of sensors, both human and robotic. In the activities, student groups use LEGO MINDSTORMS(TM) NXT robots and components to study human senses (sight, hearing, smell, taste, touch) in more detail than in previous units in the series. They also learn about the human made rotation, touch, sound, light and ultrasonic sensors. "Stimulus-sensor-coordinator-effector-response" pathways are used to describe the processes as well as similarities between human/animal and robotic equivalent sensory systems. The important concept of sensors converting/transducing signals is emphasized. Through assorted engineering design challenges, students program the LEGO robots to respond to input from various LEGO sensors. The overall framework reinforces the theme of the human body as a system with sensors that is, from an engineering perspective. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.

This lesson will allow students to think about and understand the route that a food service product takes in order to get to the customer from start (customer ordering) to finish (delivery to customer). Students will also brainstorm and research the different departments/specific careers that are needed in order to accomplish this goal of food service distribution. ServSafe will also be explored since we are discussing products that are food related.

This comprehensive teacher’s manual focuses on the Armenian Genocide of 1915 during which 1.5 million Armenians, half of the Armenian population, were systematically annihilated. It includes a 1-day, 2-day, and 10-day unit with all the materials teachers will need, including more than two dozen overheads, interactive classroom exercises and more.
Discussions include a wide range of topics related to the Armenian Genocide: the history of Armenians in the Ottoman Empire, primary source documents, witness and survivor memoirs, maps and political-economic timelines, and the problem of denial.

The lessons also consider the links between the Armenian Genocide and the Holocaust, and capture other major human rights violations such as the Transatlantic Slave Trade, the Rape of Nanking, and the Cambodian and Rwandan genocides.

Comprehensive 1-Day, 2-Day, and 10-Day Lesson Plans for 10th Grade Public School Teachers.
Includes all supporting material – 209 pages
Fulfills mandated requirements in the History-Social Science Framework for California Public Schools.
Sponsored by the San Francisco Unified School District Office of Curriculum Improvement and Professional Development.

Four lessons related to robots and people present students with life sciences concepts related to the human body (including brain, nervous systems and muscles), introduced through engineering devices and subjects (including computers, actuators, electricity and sensors), via hands-on LEGO® robot activities. Students learn what a robot is and how it works, and then the similarities and differences between humans and robots. For instance, in lesson 3 and its activity, the human parts involved in moving and walking are compared with the corresponding robot components so students see various engineering concepts at work in the functioning of the human body. This helps them to see the human body as a system, that is, from the perspective of an engineer. Students learn how movement results from 1) decision making, such as deciding to walk and move, and 2) implementation by conveying decisions to muscles (human) or motors (robot).

Through four lessons and four hands-on associated activities, this unit provides a way to teach the overarching concept of energy as it relates to both kinetic and potential energy. Within these topics, students are exposed to gravitational potential, spring potential, the Carnot engine, temperature scales and simple magnets. During the module, students apply these scientific concepts to solve the following engineering challenge: "The rising price of gasoline has many effects on the US economy and the environment. You have been contracted by an engineering firm to help design a physical energy storage system for a new hybrid vehicle for Nissan. How would you go about solving this problem? What information would you consider to be important to know? You will create a small prototype of your design idea and make a sales pitch to Nissan at the end of the unit." This module is built around the Legacy Cycle, a format that incorporates findings from educational research on how people best learn. This module is written for a first-year algebra-based physics class, though it could easily be modified for conceptual physics.

This is a unit of study whose competency is to intergrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom so as to not disrupt the other instructional activities in the class.
The objective is to identify and understand different ways to organize ICT in the school, laboratory/Classroom.

 Dream Builder: The Story of Architect Philip Freelon celebrates a contemporary black STEAM role model, a man whose quiet work enabled the creation of an iconic building reflecting America's past and future. When Phil decided to attend architecture school, he created his own focus on African American and Islamic designers. He later  chose not to build casinos or prisons, instead concentrating on schools, libraries, and museums--buildings that connect people with heritage and fill hearts with joy. And in 2009, Phil's team won a commission that let him use his personal history in service to the country's: extraordinary Smithsonian National Museum of African American History and Culture. Urban architects and architecture has historical and cultural significance, both locally and nationally. Through research, students can connect with this work and expand upon their ideas as future architects, looking to change the world in sustainable and creative ways

Smart Kids with Disabilities, Inc. is a free website that focuses on resources, information, legal education, etc. for parents and/or educators of students with disabilities.  The mission of the website organization is: Our mission is to educate, guide and inspire parents of children with learning disabilities or ADHD. Our aim is to help parents realize their children’s significant gifts and talents, and to show that with their love, guidance, and the right support, their children can live happy and productive lives.
Jane B. Ross, M.S. is the founder and executive director of Smart Kids with Learning Disabilities. She is a former publishing executive and consultant who was determined to help other parents who were as clueless as she was when she discovered that her bright and resourceful 10-year-old son could not read. Today her son holds a Masters degree from the Columbia University Graduate School of Architecture and works as an architect in New York.
The site also allows educators and parents many option to review accomodations and modifications.  It has mutltiple links for all of the aforementioned queries as well. These include but are not limited to tech tools, definitions of disabilities, evaluating the child, RiT, etc. 

The Bayfield High School Ojibwe Language Course focuses on teaching traditional Ojibwe lifeways while using the Ancestral language. Students will learn how the Ojibwe people historically depended on natural resources for their survival. One activity that occurs in the spring is the investigation of Plant Phenology. The students will further their investigation by looking into reasons why the Phenology of certain plants vary. The students will focus on the impact of climate change and how it poses many risks to phenological events in the plants used by the Great lakes Ojibwe. Students will list various plants, research, and record the phenological events of the plants. Students will compare their observations with the previous year to determine if the plants are impacted by Climate change.  Local tribal elders and harvesters provide traditional stories and observations to gain a historical information on plant phenology. Through this activity, Bayfield students learn about how climate change can alter the phenology of some plant species and might impact traditional harvesting.

Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.

This text explains the nuts and bolts of how different types of coins, bills, and checks; how they are connected; and how your dollars can earn money through the bank.

The main content objectives covered in this unit are the phenomena of global warming, carbon cycle, ocean acidification, and its impact on plants, animals, and the marine ecosystem. The main purpose of this is to provide the reader with the basic knowledge base about these processes and understand the main players that are responsible for them. Fossil fuel pollution by human activities is contributing to the increase in the amount of CO2 in the atmosphere. Some of the CO2 is being absorbed by the oceans. This process increases the number of free hydrogen ions in the oceans, making the ocean water more acidic. This phenomenon is called ocean acidification. When oceans become acidic, they can negatively affect the plants, living organisms such as shell-forming organisms, and other marine life. The results of this process are devastating and this unit hopes to bring students’ attention to these dangers.

Students are presented with an engineering challenge: To design a sustainable guest village within the Saguaro National Park in Arizona. Through four lessons and six associated activities, they study ecological relationships with an emphasis on the Sonoran Desert. They examine species adaptations. They come to appreciate the complexity and balance that supports the exchange of energy and matter within food webs. Then students apply what they have learned about these natural relationships to the study of biomimicry and sustainable design. They study the flight patterns of birds and relate their functional design to aeronautical engineering. A computer simulation model is also incorporated into this unit and students use this program to examine perturbations within a simple ecosystem. The solution rests within the lessons and applications of this unit.

This ITS ePrimer provides transportation professionals with fundamental concepts and practices related to ITS technologies. This resource can help practicing professionals and students better understand how ITS is integrated into the planning, design, deployment, and operations of surface transportation systems. The ePrimer is both a stand-alone reference document for the practitioner as well as a text for education and training programs.