StoryWorks develops inclusive and transformative educational theater experiences that provide students with the opportunity to examine our country’s civil rights history. Through content consistent with school curriculum standards, the program engages students in experiential learning and inspires them to ask deeper questions about the historical underpinnings behind contemporary issues. The process creates pathways to civic engagement, creates lasting memories and instills a tangible sense of social belonging. This StoryWorks educational project is built around Beautiful Agitators, a theatrical play about Vera Mae Pigee, a hair stylist and business owner in Clarksdale, Mississippi, and one of the unsung heroes of the civil rights era. Using her beauty parlor as a hub for Delta-based organizing and resistance, Pigee operated her salon by day and then transformed it into a clandestine center for civil rights organization and education in the evenings. Known for her big hats and larger than life personality, Mrs. Pigee led the direct action that registered nearly 6,000 African Americans to vote in the region. Although Pigee was largely left out of the history books, along with many women of the movement, our play Beautiful Agitators and accompanying curriculum revives her legacy, highlighting her methods and tactics. Inspired by the innovative K-12 civil rights education standards developed by the Mississippi Civil Rights Commission. Our commitment is to expand upon the standards by further developing content related to social justice, power relations, environmental justice, diversity, equity, mutual respect, and civic engagement. Beautiful Agitators combines inquiry with higher-order thinking skills of analysis, evaluation and synthesis. Set in a beauty parlor owned and operated by a Black woman in the Mississippi Delta, our curriculum is based on our investigation into primary sources and their relationship to critical moments in the national movement. This foundation of historical context allows for students and educators to find contemporary parallels which further engage learners to reflect upon the legacy of the civil rights movement and the struggles that we, as citizens, continue to grapple with today.View the complete play Beautiful Agitators on the StoryWorks Theater site.Implementation1. Beautiful Agitators Performance Classroom watches a prerecorded, staged reading of the play Beautiful Agitators, which was created and performed by artists from the Mississippi Delta, home of Vera Mae Pigee.2. Lesson Plan Activities Following the eight-lesson plan structure, students will read aloud or act out scenes from the play. This participatory interaction with the text and the historical events promotes a high level of engagement from the students and encourages experiential learning. These activities directly correspond to scenes in the play and to specific content area standards. Teacher leads guided discussions and helps to explain the historical context and theme of each scene. Students/actors have the opportunity to share their experiences having portrayed these historical figures. 

This resource was created by Emily Iverson in collaboration with Jennifer Jones as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 9-12 ELA. 

Storytelling: A Way to Introduce and Express Oneself
“Storytelling is a tool to express who you are, an avenue to share a memory or experience, a medium to teach values and cultural differences….Storytelling is by far the best to communicate one’s thoughts and tell one’s story” (Keaise, 2014, p. 53).

This OER shows how one professor incorporated storytelling into student introductions. Additionally, this exercise was used as part of the pedagogy to teach about human diversity, culture, understanding and acceptance. Storytelling provided an effective foundation for students to connect with classmates, build relationships and develop trust and respect, the foundation behaviors of good human relations.

Materials which will be included in the OER are listed below:
1) A brief literature review on storytelling, supporting this exercise;2) A visual diagram and brief description of the storytelling process which includes a dyadic encounter, small group discussions and a large group presentation; 3) Step-by-step instructions on how to integrate storytelling into student introductions; 4) Examples of student introductions; 5) A summary of student perceptions about the storytelling exercise.

Students collaborate to compose a short piece of creative writing based on a painting depicting a mythological narrative. They then learn more about the mythological scene in the painting and adapt their original stories into tales from the life of the Greek hero Perseus.

This video segment from Between the Lions shows the practice of sounding out the word rocket part by part, blending sounds together to form a word.

Invite students to share and discuss a song of their choice with lyrics that contain a social, political or cultural message relevant to a contemporary social justice issue. Students will lead their peers through a close reading and discussion of the song’s lyrics, and create a written analysis of the song, its lyrics, and its message. To help anchor their analysis, teachers may use the Critical Literacy Text-Dependent Question Stems template in the lesson. Students can organize their writing along the eight areas, while choosing from the list of prompts in each area. (Note: Teacher discretion will be necessary for handling lyrics that use explicit language.) Use the suggested activity and strategies below to empower students to lead the lesson with their peers as the students.

Coordinating Higher Education Systems

Adults in a higher education environment collaborating
Multiple indicators show a positive trend in the number of students with disabilities enrolling in higher education programs. Equitable access to learning for these students requires that all learning materials and activities be made accessible to them. This extends to textbooks, courseware, learning management systems, instructional software programs—in short, any and all curriculum resources required for use in academic programs.

The Critical Components for the Quality Indicators for Higher Education were first released in 2018 and include actionable language for developing a coordinated system that leads to the timely provision of accessible materials and technologies in higher education settings for all students who need them.

Unit 2 – Culture -  Chapter 3 pages 51-67Definition of Society. What constitutes a society?Definition of Culture.  What are the basic, universal elements of culture? Language (Sapir-Whorf Hypothesis), Norms (versus deviance), Mores & Folkways, Sanctions, and Values.  Definition of  Dominant IdeologyDefinition of Status QuoHow do our public schools maintain the status quo?:  https://www.youtube.com/watch?v=kpfMD9gWNf8Cultural Variations: Subculture and CountercultureAttitudes towards cultural variations: Ethnocentrism and cultural relativismMcDonaldization of Society  (page 127 )https://www.youtube.com/watch?v=Fdy1AgO6Fp4You Tube: McDonaldization Theory of George RitzerTheoretical Perspectives of Culture 

Short Description:
Principles of Microeconomics - First Edition highlights the behavior of an individual household or business in a particular market. The textbook discusses choices that individuals make in allocation of resources. It provides a concise yet comprehensive account of the core topics of microeconomics, including theories of the consumer and of the firm, market structure, and market failures caused by externalities. This OER uses many current examples from the Canadian economy to balance theory and its application of economic concepts. It explains all the concepts, tools, and techniques in a lucid language targeted for undergraduate students.

Word Count: 43884

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students identify the narrative elements in a work of art and learn how artists use symbolic imagery to communicate the larger narrative of a person's life. Students then write their own narratives about an historic figure and use visual symbols to create an image about that person that communicates important events in his or her personal narrative.

This video segment from New York Voices features Chinese American architect Maya Lin.

This lesson will be so that students can master spelling words that do not spell how they are sounded out. Standard 1: : The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns.Catches a soft objectfrom a self-tossbefore it bounces.(1.1.9.A)English/Language Arts 2.W.8  Encoding – I. Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. II. Generalizing learned spelling patterns (e.g., word families) when writing words. III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone).

This course will survey physics concepts and their respective applications; it is intended as a basic introduction to the current physical understanding of our universe. In this course, the student will study physics from the ground up, learning the basic principles of physical law, their application to the behavior of objects, and the use of the scientific method in driving advances in this knowledge. This course focuses on Newtonian mechanics--how objects move and interact--rather than Electromagnetism or Quantum Mechanics. While mathematics is the language of physics, the student need only be familiar with high school-level algebra, geometry, and trigonometry; the small amount of additional math needed will be developed during the course. (Physics 101; See also: Biology 109, Chemistry 001, Mechanical Engineering 005)

Strengthening Innovative Library Leaders (SILL) is a 2-day foundational leadership training curriculum for librarians. The training was developed at the Mortenson Center for International Library Programs in partnership with librarians around the world. The project is funded by the Global Libraries Program of the Bill & Melinda Gates Foundation.

SILL is designed for public and community librarians, but can be used with other groups. This leadership training is meant to be delivered to everyone in the library, not just a select few. Equally important is that it is developed to be used by trainers with different levels of training experience and familiarity with the topic. Most importantly, it was designed to be easily adapted to the local library context and translated into different languages.

The training is divided into 4 interactive modules focusing on Leadership, Innovation, Planning, and Communication.

SYNOPSIS: In this lesson, students learn about habitats and how plants, prey, and predators interact based on their needs. Students see how factors like warming temperatures and human interactions can alter habitats and affect wildlife.

SCIENTIST NOTES: This lesson clearly demonstrates the interrelationships existing in an ecosystem. It allows students to identify species and analyze what they need to survive in a given habitat accounting for the impact of human-caused climate change on biodiversity. The games, activities, and all materials featured in the lesson have been reviewed and are suitable to improve students' understanding on the topic. On that account, this lesson has passed our science credibility process and is recommended for teaching.

POSITIVES:
-This lesson illustrates the interactions of living things in a habitat through student interactions.
-This lesson features kinesthetic learning to activate interest in the topic.
-In this lesson, students get the chance to receive feedback from peers, reflect on their work, and make changes to their work based on feedback and personal reflection.
-This lesson features speaking and writing practice using academic language.

ADDITIONAL PREREQUISITES:
-This lesson is 1 in 3 in our Number Sense & Biodiversity unit.
-A large area is needed for the game. If the classroom is used, you may want to move desks to one side of the room.

DIFFERENTIATION:
-During the Inquire section, students could be given a list of animal names or pictures to check off as they appear in the video.
-Species cards include pictures of animals for students who have more difficulty reading.
-Cause and effect language frames are differentiated.
-Teacher may wish to play a "fishbowl" version of the game and have students watch a few students play to see the interactions.

Students explore how an artist emphasized the narrative in a work of art that depicts a single moment from the story. They then write a newspaper article, using visual clues in the painting to imagine how the narrative depicted may have unfolded.

Students analyze one of Dorothea Lange's photographs and make connections to its historical context by creating a one-page written and visual response.

Students take classes and work all week to produce a Friday radio show that goes live on air. Every student presents their weeks work (reviews, commentary, investigations) on air. Watch as students work with their peer teachers to perfect their work before Friday.