This is Volume 1 in a three volume series written for Contracts Law. The first semester of law school is mostly about learning to speak a new legal language (but emphatically not ŇlegaleseÓ), to formulate and evaluate legal arguments, to become comfortable with the distinctive style of legal analysis. We could teach these skills using almost any legal topic. But we begin the first-year curriculum with subjects that pervade the entire field of law. Contract principles have a long history and they form a significant part of the way that lawyers think about many legal problems. As you will discover when you study insurance law, employment law, family law, and dozens of other practice areas, your knowledge of contract doctrine and theory will be invaluable.

This resource provides human services students with a general review and self-assessment of key terms related to diversity. This overview sets the foundation for advanced work on how to critically implement Human Services Code of Ethics Standards 10 and 11 in their work with clients. STANDARD 10 Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.STANDARD 11 Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Short Description:
When Alma tries to write a song for her boyfriend Quang, she learns that actions speak louder than words.

Long Description:
When Alma tries to write a song for her boyfriend Quang, she learns that actions speak louder than words.

This short novel for low-intermediate students of English introduces more quirky characters from Portland set in the world of Stig Digs In.

Word Count: 9124

(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.)

My resource is a paper written on the importance of our actions and how much they impact other people.

This course introduces students to the genres of science-fiction and fantasy, focusing on major themes and how speculative fiction addresses contemporary human concerns.

"... When I first started teaching in 2015, I realized that many of my students didn’t fully appreciate that their stories were compelling. But then they started writing about growing up hearing gunshots and sirens at night, using fire escapes as basketball hoops, and a ritual I’d never heard of: dancing at Thanksgiving. One student wrote about how he and his brother, at ages 11 and 14, had to fend for themselves after their father was deported. As the students listened to each other, mesmerized, they came to realize that their own stories have the same effect on other people. That motivated them to learn literary techniques to weave their experiences into cohesive, artful narratives.

Many of the writers have since graduated and have become teachers and nurses; others are still in school or, having graduated, are struggling to find the kinds of jobs that they envisioned having, once they had earned a college degree. Yet, however their careers and their lives pan out, they know that continuing to cultivate their writing will give them some measure of power. Their stories of resilience and creativity reflect how American culture is enriched by their presence. To know them is to love them."

This poem depicts the identity conflict that exist in faculty who have immigrated to the U.S. and their interactions with immigrant students.

Short Description:
A Journal of the Plague Year (1722)—full title A Journal of the Plague Year: Being Observations or Memorials, Of the most Remarkable Occurrences, As well Publick as Private, which happened in London During the last Great Visitation In 1665—is a book by English writer and journalist Daniel Defoe. The novel is an account of one man's experiences during the Great Plague of London, when the bubonic plague struck the city of London in 1665.

Long Description:
A Journal of the Plague Year (1722)—full title A Journal of the Plague Year: Being Observations or Memorials, Of the most Remarkable Occurrences, As well Publick as Private, which happened in London During the last Great Visitation In 1665—is a book by English writer and journalist Daniel Defoe. The novel is an account of one man’s experiences during the Great Plague of London, when the bubonic plague struck the city of London in 1665.

Word Count: 69374

Included H5P activities: 1

(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.)

Within this collection you will find lessons and handouts you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.

Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.

Within this collection you will find lessons, videos, handouts, and PowerPoint slides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.  

Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.

 FFA Creed Grade Level: 8th-9thSubject: Introduction to Agriculture, Food, and Natural ResourcesDuration: 150 minutesDOK Level: 4SAMR Level: Redefinition Indiana Standard: IAFNR-2.1 Acquire and demonstrate communication skills such as writing, public speaking, and listening while refining oral, written, and verbal skills IAFNR-2.2 Recognize and explain the role of the FFA in the development of leadership, education, employability, communications and human relations skills Objective: Essential Question: What is the importance of the FFA Creed?Procedure: Have the students create a statement about themselves that they feel strongly about.Have a class conversation on the purpose of a creedHave the students watch the video 85 Years of the FFA CreedAssign the FFA Creed as a Closed ReadGive the FFA Creed Closed Read through google classroomExplain the following directions for the closed read:Read the FFA creed 2-3 times. When you read it the first time, try to get a general sense of what E.M. Tiffany is trying to say and be ready to share Tiffany's 5 most important points.During the second read, pay close attention to the words and language used by Tiffany. Why did he choose to write this in the way that he did? Pay attention to words that stand out to you (highlight them) and be ready to analyze why they stand out. During your final read, connect the Creed to your own personal experiences and perspective on life. Pay special attention to the messages in this Creed that resonate with you and be ready to share why they stand out.7. Divide the class into groups of three. Have them answer the following questionsWhy do you think that E.M. Tiffany wrote the FFA Creed? What was he trying to accomplish? Underline the 3 most important lines of the FFA Creed and provide evidence for why you think these are the most important. What words and writing styles does E.M. Tiffany use to make the Creed more effective? Circle any words or phrases that are particularly impactful to you. The FFA Creed has language that is sometimes hard to grasp on the first try. How would the delivery of the message of the FFA Creed change if more common language and writing styles were used? In what ways does the Creed affect you? Is there a message in particular that you think is especially valuable? In your opinion, is there anything ineffective about the FFA Creed?8. Have the students create an artifact that will help them memorize the creed. The artifact will be turned in through google classroomProduct or Assessment: The students will be graded on their artifact and their ability to recite the creed. Credit: C. Kohn, Waterford Union High School, http://wuhsag.weebly.com/agriscience2.html

Coastal wetlands bring many benefits to ecosystems including their ability to sequester carbon and mitigate fluctuations in sea levels. Students will understand the ecosystem benefits of coastal wetlands with a focus on the potential of estuaries for climate related planning.

D-Lab Development addresses issues of technological improvements at the micro level for developing countries—in particular, how the quality of life of low-income households can be improved by adaptation of low cost and sustainable technologies. Discussion of development issues as well as project implementation challenges are addressed through lectures, case studies, guest speakers and laboratory exercises. Students form project teams to partner with mostly local level organizations in developing countries, and formulate plans for an IAP site visit. (Previous field sites include Ghana, Brazil, Honduras and India.) Project team meetings focus on developing specific projects and include cultural, social, political, environmental and economic overviews of the countries and localities to be visited as well as an introduction to the local languages.

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.

In this activity students write original corridos(a type of Mexican folk song) based on the oral histories of braceros. Before writing their own corridos, students learn about the formulas and themes of corridosand analyze a World War II-era corrido. This lesson works best if students have basic background information on the bracero program.

This course provides continued work in the development of play scripts for the theater. Writers work on sustained pieces in weekly workshop meetings, individual consultation with the instructor, and in collaboration with student actors, directors, and designers. Fully developed scripts are eligible for inclusion in the Playwrights’ Workshop Production.

This course analyzes major modern plays featuring works by Shaw, Pirandello, Beckett, Brecht, Williams, Soyinka, Hwang, Churchill, Wilson, Frayn, Stoppard, Deveare Smith, and Kushner. The class particularly considers performance, sociopolitical and aesthetic contexts, and the role of theater in the world of modern multimedia.

Students will discuss the form, function, and decoration of an ancient Greek wine cup. They will learn about the importance of music in the daily life of ancient Greeks. They will discuss a page from a late-medieval choir book and compare and contrast the role of music in antiquity, the Renaissance, and today. They will create cups for a social gathering inspired by ancient Greek symposia, and create and perform a song, poem, or story.