The Holocaust: Remembrance, Respect, and Resilience by Michael Polgar and Suki John is a collection of multi-disciplinary essays and lesson plans by different scholars and Holocaust educators offered as an Open Educational Resource (OER).  

Spreadsheets Across the Curriculum module. Students calculate the volume of the Great Pyramid and, following Napoleon, estimate whether its volume is large enough to make a wall around France.

In our increasingly globalized world, a single infected person can board a plane and spread a virus across continents. Mark Honigsbaum describes the history of pandemics and how that knowledge can help halt future outbreaks. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 8-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.

Subject studies how and why machines work, how they are conceived, how they are developed (drawn), and how they are utilized. Students learn from the hands-on experiences of taking things apart mentally and physically, drawing (sketching, 3D CAD) what they envision and observe, taking occasional field trips, and completing an individual term project (concept, creation, and presentation). Emphasis on understanding the physics and history of machines.

Historic energy transitions, primarily driven by fossil fuels, significantly improved human well-being, measured through consumer surplus. In the UK, transitions from stagecoaches to railways to cars, and from candles to gaslight to electric lighting, substantially increased consumer surplus. However, these benefits diminish as societies reach high well-being levels.

Throughout history, humans relied on their own muscles and later utilized draft animals and machines to perform physical tasks. The transformative impact of waterwheels, windmills, and the steam engine marked significant milestones in human energy history. Now, the transition to clean energy is crucial to mitigate the environmental impact and shape a sustainable future.

The transition from traditional lighting methods to modern illumination in the United Kingdom has had significant social, economic, and environmental consequences. Historically, lighting services relied on candles made from animal fat, but the 19th century saw the introduction of new fuels such as town gas, kerosene, and eventually electricity.

An Introduction to the Humanities

Short Description:
This multimedia reader examines how people use a humanities lens to make sense of what they experience, as well as share their experiences with the rest of the world. The information is presented using a pedagogical approach called reverse teaching, which introduces artifacts in their historical, social, political, personal, and other contexts. Along with the narrative, questions for creative and critical thinking prompt the reader to practice self-exploration.

Word Count: 36397

(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.)

This class introduces the multidisciplinary nature of archaeology, both in theory and practice. Lectures provide a comparative examination of the origins of agriculture and the rise of early civilizations in the ancient Near East and Mesoamerica. The laboratory sessions provide practical experience in aspects of archaeological field methods and analytical techniques including the examination of stone, ceramic, and metal artifacts and bone materials. Lab sessions have occasional problem sets which are completed outside of class.

This course provides a rigorous and critical introduction to the foundation, structure and operation of the international human rights movement, as it has evolved through the years and as it impacts the United States. The course introduces students to the key theoretical debates in the field including the historical origin and character of the modern idea of human rights, the debate between universality and cultural relativism, between civil and human rights, between individual and community, and the historically contentious relationship between the West and the Rest in matters of sovereignty and human rights, drawing on real life examples from current affairs.

THIS IS A REMIX FROM THE INNOVATION 101 PILOT PROGRAM FROM THE HENRY FORD.

This material is about the history of Israel, a small strip of land on the shores of the Mediterranean Sea, and its importance to three major religions: Judaism, Christianity, and Islam. Israel was a major crossroad between Europe, Asia, and Africa because of its location in the middle of the region. It had different periods of rule by different empires, and during this time, many impressive architectural structures were built, like the aqueducts of Caesarea and the fortress of Masada. The British also ruled over Israel for a period of time after World War I. Eventually, in 1948, Israel became a modern state after being granted some of the original land by the United Nations. Israel is the Jewish homeland, which Jews have had since ancient times, and the idea of a specific state called “Palestine” is factually incorrect.

What should you do if you're lucky enough to find an artifact? In this resource, JPPM Educator Kenny walks you through a simple 4-step process for making sure your find gets taken care of. Use to support Maryland Social Studies Frameworks for Grades 2 and 3. For Grade 2 Content Topic "Civic Engagement" search OER Commons for the related resource "JPPM - Marv's Story". Read the story together then as a class discuss and explore students' ideas of citizenship by asking whether Marv was a good citizen and if she could have made a different decision while still being a good citizen then have students reflect further by creating short profiles of people they respect, writing what makes them good citizens. For Grade 3 Content Topic "Civic Virtue" do the same except before discussing Marv's story have some students list their responsibilities if they find an artifact while others list what they are technically free to do even if they find an artifact. Then as a class decide if Marv had even more responsibility to do something when artifacts were found on her farm. If you evaluate or use this resource, please respond to this short (4 question) survey at bit.ly/3Gb4ZX5

This is an 8 week experience for the college student that begins by setting a learning context through using library resources, especially online databases, for locating images and art that reflect a chosen research topic and creating a mural that demonstrates the students’ comprehension of the chosen topic. The experience includes conducting research on 3 significant events or people in women’s US history. The written research will be accompanied by images or art that the student has chosen (described) as reflective of, or related to the researched event or person. In order to determine the students’ level of information literacy, the research will include a detailed description of how the students located the images. The students will also draw or describe a personalized sketch of one of the researched events or people. The culmination of the research is the design and painting of a collaborative mural depicting the students' research topics.

This Reusable Learning Object (RLO) was created out of the desire to infuse university courses with information literacy or research activities. A traditional research project on significant events or people in history is enhanced with the discovery and analyzing of art and images within the context of history. Analysis not only includes written text but the painting of a mural. The RLO is structured in a way that allows for easy replication and alteration to a variety of subjects and learning levels.

The students will learn about recent meteor strikes and the effects they can have. They will then examine their significance in the history of the planet, and what they do to the surface of a planet when forming a crater. The students will then experimentally determine how the size and impact velocity of a meteorite determine the size of the crater.

Earl Ubell is a pioneer among science and health writers in America. After a long, distinguished career at The New York Herald Tribune from 1943 to 1966, he went on to work at both CBS and NBC News. Prominent in the emerging scientific writing community in the 1950s and early 1960s, he was a recipient of the Lasker Medical Journalism Award 1957. Milton Stanley Livingston was a leading physicist in the field of magnetic resonance accelerators. Working first with professor Ernest O. Lawrence at the University of California, Livingston was instrumental in the development of the Berkeley cyclotron. Moving to Cornell in 1938, Livingston was part of the core group who established nuclear physics as a field of study. Choosing to stay with the Cornell cyclotron rather than follow colleagues onto the Manhattan Project, Livingston was involved in the production of radioisotopes for medical purposes. At the time of this interview, Livingston was director of the Cambridge Electron Accelerator, a joint project of Harvard University and MIT.In this program segment Louis Lyons quizzes Earl Ubell about the lack of public knowledge and the perception of the nuclear bomb, while pressing Professor Livingston to explain exactly what nuclear fallout is, and the danger it presents.

This compilation of secondary sources gives an account for how the Transatlantic slave trade became a key economic feature of the Western coast of Africa, as well as an important economic feature of the "New World" colonies. This is a guided reading with questions throughout for the purpose of assessing students' understanding. Student's are prompted to mark the text for key details as they follow along. An excellent source to print or to use digitally. 

The blog post series Important Events in the History of Digital Higher Education was originally published on the website of the Digital Higher Education Consortium of Texas (DigiTex) and has now been compiled into a booklet for ease of use. In this series, you will find articles covering five pivotal moments in the history of digital higher education including the first "online" learning program at the Western Behavioral Sciences Institute, the Andrew Project at Carnegie Mellon University, Project Athena at Massachusetts Institute of Technology, Glenn Jones' Mind Extension University, and CALCampus, one of the first resources for online synchronous learning.

Word Count: 13085

(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 learn the concepts of money and inflation in the context of world history. They first participate in a role play to learn how debasement increased the Roman money supply and caused inflation in the Roman Empire. They receive a soldier’s wages in coins (candy) and participate in an auction, and then receive higher wages in debased coins (candy) and participate in a second auction. They compare the outcomes of the auctions and learn that inflation occurs when “too much money is chasing too few goods” and that this outcome characterized the economy during the last centuries of the Roman Empire. Finally, students analyze historical data and read historical quotes that show how people in the Roman Empire responded to inflation.