These lessons are part of the Reform to Equal Rights K-12 Disability History Curriculum from Emerging America, part of the Library of Congress Teaching with Primary Sources Consortium.

An introductory lesson calls students to use words about disability with respect. Lesson 1 generates questions about the war, using the Question Formulation Technique. Lesson 2 discusses the scale and historical context of the Union's capacity to care for injured soldiers. Students predict how disability might impact veterans and the nation. Lesson 3 analyzes a story of care for a disabled veteran. Pairs or groups analyze one of seven stories and share key points for discussion. In lesson 4, students analyze ten institutions that served veterans. In the unit assessment, students explain how the war changed ideas about government. In lesson 5, students examine experiences of disabled veterans today through video interviews from the Library of Congress Veterans History Project. Students may research veterans' needs and organize a project to support them.

Grades 6-12 - Intro Lesson: Introduction to Disability History
Grades 8-10 - Lesson 1: A Nation Shocked by War
Grades 8-10 - Lesson 2: Care for Wounded and Disabled Soldiers
Grades 8-10 - Lesson 3: Stories of Men and Women Who Served
Grades 8-10 - Lesson 4: Agents of Care
Grades 8-10 - Lesson 5: Veterans Today

Reform to Equal Rights uses 250+ primary sources. Most are in the public domain. Many others come from public online collections. For the rest, Emerging America secured permission so that teachers can use all these sources in creative ways. https://www.emergingamerica.org/disability-history-curriculum

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Early-onset knee osteoarthritis is commonly observed after ACL reconstruction, and may be attributable to residual abnormal joint mechanics following surgery. Graft tunnel placement is a surgical factor that may affect internal knee joint mechanics, and thereby joint health. In this study, researchers from the University of Wisconsin used a combination of MRI and computational modeling to assess the consequences of graft placement on the loading of cartilage in the knee. The findings, reported in the _American Journal of Sports Medicine_, highlight the aspects of graft placement that surgeons should most closely consider to restore normal mechanics during ACL reconstruction. MRI measurements were performed to assess the ACL tunnel location and graft angle in the knees of 18 participants who had undergone ACL reconstruction. A clinical laxity test was performed on each subject following the completion of post-surgery physical therapy..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This course is designed to allow participants to engage in the exploration of the grammatical structure of a language that is unknown to them (and typically to the instructors as well). In some ways it simulates traditional field methods research. In terms of format, we work in both group and individual meetings with the consultant. Each student identifies some grammatical construction (e.g. wh questions, agreement, palatalization, interrogative intonation) to focus their research: they elicit and share data and write a report on the material gathered that is to be turned in at the end of the term. Ideally, we can put together a volume of grammatical sketches.
The first three to four weeks of the term, our group meetings will explore the basic phonology, morphology and surface syntax for a first pass overview of the language, looking for interesting areas to be explored in more detail later. During this period individual sessions can review material from the general session as well as explore new areas. At roughly the fifth meeting, individual students (typically two to three per session) guide the group elicitations to explore their research topic.

Students are introduced to the Robotics Peripheral Vision Grand Challenge question. They are asked to write journal responses to the question and brainstorm what information they require to answer the question. Their ideas are shared with the class and recorded. Then, students share their ideas with each other and brainstorm any additional ideas. Next, students draw a basis for the average peripheral vision of humans and then compare that range to the range of two different focal lengths in a camera. Through the associated activity provides, students see the differences between human and computer vision.

Graphical Just-in-Time-Teaching questions for use before classes in which students explore position, velocity and acceleration graphs.

This course examines classical and modern developments in graph theory and additive combinatorics, with a focus on topics and themes that connect the two subjects. The course also introduces students to current research topics and open problems.
This course was previously numbered 18.217.

In this demonstration students are given a position, velocity or acceleration graph showing the motion of an object. They are asked to write a short description of the motion, and make predictions by completing the remaining two graphs.

In this activity, students learn about sea ice extent in both polar regions (Arctic and Antarctic). They start out by forming a hypothesis on the variability of sea ice, testing the hypothesis by graphing real data from a recent 3-year period to learn about seasonal variations and over a 25-year period to learn about longer-term trends, and finish with a discussion of their results and predictions.

Students simulate disease transmission by collecting data based on their proximity to other students. One option for measuring proximity is by having Bluetooth devices "discover" each other. After data is collected, students apply graph theory to analyze it, and summarize their data and findings in lab report format. Students learn real-world engineering applications of graph theory and see how numerous instances of real-world relationships can be more thoroughly understood by applying graph theory. Also, by applying graph theory the students are able to come up with possible solutions to limit the spread of disease. The activity is intended to be part of a computer science curriculum and knowledge of the Java programming language is required. To complete the activity, a computer with Java installed and appropriate editing software is needed.

Students are introduced to concepts of sampling distributions and hypothesis testing using a simulation applet, elementary hypothesis tests, t-tests, and p-values as they compare a given fish population for methylmercury levels (using real and hypothetical data) against real-world mercury standards.

Because there is not a lot of surface structure to map in glacial terranes of the midwest, especially in big cities, various simulations can help. This is a "big-city" simulation of making a geologic map and interpreting the structure of a small area (a cemetery) by measuring the strike and dip of gravestones. This field activity is followed by lab work, including plotting the attitudes on stereonets and interpreting the patterns.

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Visualize the gravitational force that two objects exert on each other. Change properties of the objects in order to see how it changes the gravity force.

In this simulation students will move the sun, earth, moon and space station to see how it affects their gravitational forces and orbital paths. Visualize the sizes and distances between different heavenly bodies, and turn off gravity to see what would happen without it!

This activity is designed to support a variety of STEM concepts: scientific method, making predictions, gathering and analyzing data, and developing conclusions based on experimentation. This activity draws on active student engagement, and is useful in many STEM content areas.

This activity is designed to support a variety of STEM concepts: scientific method, making predictions, gathering and analyzing data, and developing conclusions based on experimentation. This activity draws on active student engagement, and is useful in many STEM content areas.

This activity is designed to support a variety of STEM concepts: scientific method, making predictions, gathering and analyzing data, and developing conclusions based on experimentation. This activity draws on active student engagement, and is useful in many STEM content areas.

In this activity, students will use cookies to simulate the distribution of our nonrenewable resources (energy). Then, they will discuss how the world's growing population affects the fairness and effectiveness of this distribution of these resources and how engineers work to develop technologies to support the population.

Greek and Latin Roots: Part II - Greek is part two of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Greek roots. A link to the first part focusing on the Latin roots can be found below. Part II will try to impart some skill in the recognition and proper use of words derived from Greek. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Greek, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Greek legacy in English. All students will be asked to learn the Greek alphabet. This skill is not absolutely essential for a general knowledge of Greek roots in English. However, it will help students understand a number of otherwise puzzling features of spelling and usage. Although there will be some attention paid to the historical interaction of Greek with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should be of considerable value, say, to a would-be botanist or medical doctor, if only by providing the foundation for further specialized enquiry.

Greek and Latin Roots: Part I - Latin is part one of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Latin roots. A link to the second part focusing on the Greek roots can be found below. Part I will try to impart some skill in the recognition and proper use of words derived from Latin. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Latin, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Latin legacy in English. Although there will be some attention paid to the historical interaction of Latin with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should be of considerable value, say, to a would-be botanist or medical doctor, if only by providing the foundation for further specialized enquiry.