[…]They are namely the African-Americans who fled the South in the early 1900s in a panicked search for safety, opportunity, employment, and education. It is the story of many families who were part of a mass exodus which left northbound train stations swollen with the desperation of those looking for […]
[…]You have probably already encountered some of these systems in your everyday life — Netflix, for example, makes movie recommendations based on your viewing history. Google seems to be able to read your mind, when it offers its “Did you mean?” corrections to your mistyped search queries. How are these […]
[…]to think about what they think is important before we can get to the AP materials I described heretofore. The most important jump in this exercise, however, is the next one; “Can any of you tell me why you think the way you think about those issues?” Now we have […]
[…]issues that matter to them is what directly builds their confidence and gives them a clear purpose for communicating with their peers about topics thatmatter to them. This unit seeks to address building teen confidence through philosophical […]
[…]is CTI’s main priority. The McColl Center has decided to cancel the Opening Reception scheduled for tonight as well. We apologize for any inconvenience this may have caused and trust that registrants will understand CTI’s concern for safety. A rescheduled date for Exploding Canons: All the Time in the World […]
[…]In many cases, student will view how forcing together regions caused strife among the peoples.[i] Throughout the discussion of the territories in Africa and Asia, it should be noted that not all kingdoms were “consumed” by the Imperial monster. For example, the territory of modern day Ethiopia was able to […]
[…](accessed October 29, 2011). [v] Silverstein, Alvin, Virginia B. Silverstein, and Laura Silverstein Nunn. Photosynthesis. Brookfeild : Twenty-First Century Books, 1998. [vi] Tomlinson, Carol A.. The differentiated classroom: responding to the needs of all learners. New York: Association for Supervision and Curriculum Development, 1999. [vii] Tomlinson, Carol A.. How to […]
[…]from, or generated by, observation, experience, reflection, reasoning, or communication…” [i] Critical thinking is important to everyday life. It is required of citizens to be able to think critically about all sorts of issues. The problem with critical thinking skills is that most students don’t use them because they aren’t […]
[…]there are many times when a face is made of several different pictures; some magazine, some photo and maybe part from a photo of one of his previous works or a hand is attached to a body not by a magazine picture he cut out but rather a piece of […]
[…]They will prove this knowledge by completing a three-phase Integrated Performance Assessment[1] in which they must apply what they learned about Québécois nationalism to create a separatist movement in the French-speaking part of Belgium. Proficiency Objectives Regarding proficiency in the French language, my goal is for the students to become […]
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