A sheet music cover for a postwar song lamenting the fall of the Confederacy. A ragged Confederate flag stands draped over an abandoned cannon, which sits in a landscape overgrown with grass and weeds. Almost hidden in the grass is the stock of a rifle.|Entered . . . 1866 by A. E. Blackmar . . . Louisiana.|Lith. Feusier, Hoyle & Co. No. 9, Commercial Place. N.O.|New Orleans. Published by A.E. Blackmar. 167 Canal St.|The Library also has a redrawn version, identical except that the lithographer's imprint is missing.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-2.

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:

"The mosquito microbiome is critical for mosquito development. Its influence on mosquito-borne pathogen transmission has resulted in increasing research interest. Although the mosquito microbiome has been extensively characterized, resulting in large amounts of data, neither standardized methods for mosquito microbiome research nor a curated data repository are available. With an overarching goal of collectively unravelling the role of the mosquito microbiome in mosquito biology, the authors created the Mosquito Microbiome Consortium to address this lack of standardized methods and data repository..."

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

This art history video discussion examines John Constable"s "The Hay Wain", 1821. Oil on canvas, 51 1/4" x 73" (130.2 x 185.4 cm) (The National Gallery, London).

A selection of Library of Congress primary sources exploring the United States Constitution. This set also includes a Teacher's Guide with historical context and teaching suggestions.

One of a number of highly racist posters issued as part of a smear campaign against Pennsylvania Republican gubernatorial nominee John White Geary by supporters of Democratic candidate Hiester Clymer. (See also nos. 1866-6, 1866-7, and 1866-8.) Indicative of Clymer's white-supremacy platform, the posters attack postwar Republican efforts to pass a constitutional amendment enfranchising blacks. In "The Constitutional Amendment" a group of black men are shown crowding ahead of two white veterans and other whites toward a door marked "Polls." One veterans complains, "Surely, we did not fight for this." Another remarks, "I thought we fought for the Union." A straggly bearded man encourages the blacks, "Come on, my brave boys, you saved the Nation." The black response is, "Dat's so Brudder Yank, and you need our votes now. De poor White Trash must stand back." At right two more white men complain, "Negroes rule us now," and "We have no chance here." On the left is a column of text: "Geary Is for Negro Suffrage. Stevens [Pennsylvania representative Thaddeus Stevens] Advocates it. Forney [Pennsylvania senator John W. Forney] Howls for it, McClure [Alexander K. McClure, Pennsylvania Republican chairman] Speaks for it. Cameron [Pennsylvania Republican boss Simon Cameron] Wants it. The League Sustains it. They are rich, and want to make The Negro the Equal of the Poor White Man, and then rule them both." At right are the names of candidates for Congress that supported black voting rights. Below is the commentary: "The Radical Platform--ˆ_ăˆ_Óegro Suffrage the only Issue!' Every man who votes for Geary or for a Radical Candidate for Congress, votes as surely for Negro Suffrage and Negro Equality, as if they were printed on his ballot."|Block signed: Reynolds N.Y.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-5.

Poster showing a forester holding a pike, and a small night scene of men building a log bridge. Title from item.

This is a PowerPoint of 12 vocabulary words which are common containers or partitives.

The final slide contains suggested activities for the classroom.

Students will examine Rembrandt's "Abduction of Europa" and discuss how the artist has taken an ancient Greek myth and contemporized it for a 17th-century Dutch audience. They will then read origin myths and choose a scene to illustrate in a contemporary setting.

This is a quick 3 day unit on the Continents, oceans, prime meridian, equator, and hemispheres geared for 6th grade.

Students will focus on how one artist tells the story of Joseph using continuous narrative. By observing and discussing visual details such as color and movement found in the painting, students write about what they think is happening. Students are encouraged to use the actions they observed in the painting to create and write a new story with a new character, and then illustrate them in their own continuous narrative.

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:

"Human immunodeficiency virus (HIV) and the malaria-causing parasite Plasmodium infect millions of people around the globe. These two diseases have broad overlap in their endemic regions, and in some areas over a quarter of HIV patients also have malaria. But despite how common coinfection is, researchers know little about how coinfection and order of infection impact patients. So, a team of scientists turned to a Chinese rhesus macaque research model. In this model, instead of HIV, the macaques had the related virus simian immunodeficiency virus (SIV). The scientists found that animals infected with the malaria parasite before SIV produced more of the immune cells that SIV uses to replicate, increasing the viral load and accelerating disease progression. But when the infection order was reversed, a subsequent malaria infection activated virus-specific T cells against SIV. ultimately improving survival in those animals..."

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

The #GoOpen Blog is an opportunity for members to highlight the work of #GoOpen states and districts, so that we can learn from one another.

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Types of Posts
Not sure where to start? Consider one of these types of posts!

Informational Posts

What’s new in your state or district? Is there a new strategy or approach you are piloting? A topic you are exploring in-depth? An opportunity to collaborate with other states or districts? Informational posts are all about sharing your work with the community!

Reflective Posts

What’s your state or district learning? Has your district team been reflecting on your approach? What have you learned? How are you tweaking your implementation approach? Are you diving into the literature on a particular topic? Reflective posts provide an opportunity to take a step back and share what you are learning with the community!

List Posts

What tips, best practices, lessons learned, or key takeaways can you share that might be helpful for others in the community? These could focus on any aspect of your state or district OER work, for example, three key takeaways from the latest summit or five tips for communicating about your work to parents.

How-to Posts

Have you figured out the perfect approach for some aspect of OER implementation? Consider sharing a step-by-step how-to post that details your approach and any implementation resources so others can follow your lead!

Interview Posts

Have a rockstar teacher, librarian, admin or other OER champion in your state or district? Consider highlighting their work through a brief Q&A post.

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:

"Researchers from the United Kingdom recently discovered several genes that protect neurons in Parkinson’s disease, creating possibilities for new treatment options. Two of the genes affect how mitochondria break down amino acids to generate nucleotides -- the metabolism of these molecules produces the energy that cells need to live. Dysfunctional mitochondrial metabolism has been linked to Parkinson’s, and these researchers previously showed that boosting this generation of nucleotides can protect neurons. Based on these findings, they set out to identify the genes that control this process. Some forms of Parkinson’s are caused by mutations in the genes _PINK1_ and _PARKIN_, which are instrumental in mitochondrial quality control. Fruit flies with mutations in these genes accumulate defective mitochondria and exhibit Parkinson’s-like changes, including loss of neurons. The researchers used _PINK1_ and _PARKIN_ mutant flies to search for other critical Parkinson’s genes..."

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

Different hormones, neurotransmitters and reflexes are involved in the complicated process of feeding in animals. Secretions and motility of the gastrointestinal tract are stimulated and carefully regulated by numerous factors, including environmental stimuli and the presence of food in different parts of the gastrointestinal tract from the oral cavity right through to the intestines. When a harmful substance is ingested the body acts to eliminate it in different ways to prevent the animal becoming ill, for example, through vomiting and diarrhoea. If one or more of the pathways in controlling feeding is damaged or inhibited, then problems such as obesity occurs.

This video segment adapted from the Atmospheric Radiation Program explains the differences in the formation of tropical convective cloud systems over islands and over the ocean.

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

This qualitative graphic illustrates the various factors that affect the amount of solar radiation hitting or being absorbed by Earth's surface such as aerosols, clouds, and albedo.

A cartoon on the defeat of Whig Henry Clay in the 1844 presidential election, ascribing his loss of the state of New York to his cousin Cassius M. Clay's campaign tour on his behalf. Oddly, though given prominence in the title, Cassius M. Clay does not appear in the picture itself. As Clay and his running mate Theodore Frelinghuysen--each having raccoon bodies--cross a bridge, it collapses in pieces, spilling Clay and his entourage of raccoons and starving dogs into the river. Clay grasps Frelinghuysen's tail and says, "Hold on Vice Frelinghuysen I have not only lost my election, I fear my principles are leaking out and will be exposed to the gaze of the Common people." From his open abdomen fall pistols, playing cards, and dice, evidence of his penchant for dueling and gambling. Freylinghusen responds: "Oh! Great Henry this is the effect of keeping bad Company. I think YOU are about the right material for a Vice President. I advise you to study Divinity it is your only hope left." (Frelinghuysen was a prominent churchman.) Assorted exclamations come from the hapless animals, one of whom cries, "help me Casius or I sink." On the section of the bridge at right several roosters holding brooms (symbolizing reform) jeer at the two candidates, the largest one saying, "Humbug has had its days." Below the roosters, in the distance, a crowd dances around a flagpole with a banner inscribed "Oregon" and "Texas." Further on, a fortress with a flag "Our Thunder" fires one of its guns. Standing on the left side of the bridge are two Pennsylvanians. One says, "Did you hear the news from New York-York York all honest & true" and the other, "Oh! give us Polk & Dallas how happy we will be . . . ." In the water below, a boat marked "Make way for Gov. Shunk" rows by with three men aboard. One man in the boat, possibly newly elected Democratic governor of Pennsylvania Francis R. Shunk, observes of Clay, "that large Coon has very black Legs I reckon." "Blackleg" was common slang for scoundrel. |Entered . . . 1845 by Wm. Dohnert . . . E. District of Penn.|Title appears as it is written on the item.|Weitenkampf, p. 85.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1845-1.