Videos created by the Center For Civic Education to support the We The People curriculum. These videos are designed to support teachers in their understanding with the possible use with high ability students in high school.

This unit covers different types of loans that agricultural producers commonly use in the business of farming and ranching. It explains some key terms that are important to understand, and provides the equations and framework for setting up loans for short-term (operating loans and lines of credit) as well as amortized loans (equal principal payment loans and equal total payment loans).

This drive folder includes an Accessible Syllabus, Increased Level of Cultural Responsiveness document, and Legacy Assignment.

CRJ 331D
Police & Community: Policy Perspective

Course Description:
This course provides a broad review of contemporary American crime control policies and their relationship to community needs and citizen expectations. Emphasis on the influences that politics (i.e. minority groups, advocacy groups, etc.), culture, economics and bureaucracy have on policy development.

Learning Objectives:
Students who successfully complete this course will be able to:

Describe the police history, organizational and operational structures, strategies and tactics, ethics and policies, and behavior through the scope of police-community relations.
Adequately explain the complex nature of police-community relations and how it has changed throughout the years.
Understand the important theoretical foundations, empirical research findings, and contemporary practice, and to identify “best policies and practices” in policing.
Examine what is necessary for improving police-community relations in our society today.

In the present moment, the centrality of the criminal justice in how our society approaches substance use and abuse is under renewed scrutiny.  Students will independently read and watch videos assigned by the instructor and address in a critical and reflective manner on how social work practice with people who use drugs would be different in a world where drug use was not criminalized. 

This is a step-by-step practice in critical reading skills. It is the first in a series of critical reading lessons.

Students receive a "Dear Colleague" letter requesting the review of a journal article in the same format as would be received from an Assistant Editor of a major scholarly journal. The letter outlines the requirements of the review and the due date. Students also receive the review forms typically provided by a given journal (I've provided forms from the Geological Society of America Bulletin and American Mineralogist for use in an upper division course in Mineralogy, Igneous and Metamorphic Petrology. The GSA Bulletin form is better suited for manuscripts that report on articles that have a significant field or tectonic component; the American Mineralogist form is better suited for articles that focus on more analytical, theoretical, or computational applications in mineralogy and petrology.

In an upper division petrology class, I typically select articles for review that integrate numerous aspects of topics we've recently covered in class; tectonic setting, field relations, petrography, whole-rock geochemistry, geo- and thermochronology, mineral chemistry (for PTt calculations), stable isotope geochemistry, etc. My goal is to help students see how these multiple lines of evidence must be integrated into a coherent geologic interpretation of geologic process or history.

Modify the letter with the request for review and review forms to emphasize the particular course goals, content, and expectations for your own course.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

I use this assignment as my first writing prompt for my advanced composition and critical thinking course. I want to get them thinking about how they view the world and what has influenced that view.

Successful Pharmacology course completion requires students to mentally overlay complex mechanisms of drug action onto intricate body physiology to make sense of how drugs both correct and cause disease. Unfortunately, many students (undergraduate – health professional) lack the needed study/critical thinking skills required to navigate this complex curriculum. Providing students with lecture content and study guides is only a partial solution as they often fail, alone, to adequately convey the thought structure required for student success. Therefore, this series of application/critical thinking worksheets was developed to demystify, model, and guide students through the critical thinking processes that need to be employed when engaging the Pharmacology curriculum.

Used to introduce common crops grown in the US. Students research food products made of common and uncommon US crops.  #NESoybean

Google document outlining the steps for a cross curricular activity between a class studying Shakespeare (in my case it was Theatre) and an Art class (in my case it was Advanced Graphic Design). Students are tasked with designing a
t-shirt using a quote or image from Shakespeare and the school logo and name.

This a a cross curricular unit encompassing English, History, and Math Common Core Standards to teach the Child Labor practices of 1800s U.S. with the tragedy of Triangle Shirtwaist Factory Fire of 1911 which lead to child labor reform throughout the world and into the modern era.

This is a fun interactive way to learn about mixtures and compounds as well as test how much you know about them. Complete the crossword to see how much you know about compounds and mixtures.

Crypto Currency is a virtual currency designed to work as a medium of exchange using cryptography to secure the transaction, to control the creation of additional units and to verify the transfer of assets. It is also called as digital currency.

This is a module that implores students to think from an historical perspective about the Cuban Missile Crisis and create a memo of advice for President Kennedy on which action he should take.

Lesson Objectives or what you should be able to do after you have completed the module:

I can understand how the Cuban Missile Crisis lead to the brink of nuclear war between the United States and the Soviet Union.

I can analyze how Kennedy, Khrushchev and Castro's background led to their actions during the Cuban Missile Crisis.

I can create a memo giving my advice to Kennedy in how to deal with the Cuban Missile Crisis scenarios while using 5 vocab words and referring back to 2 pieces of evidence from two of the leader's past experiences.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

This resource was designed as an assessment measure for a programmatic learning objective in an undergraduate communication sciences and disorders program.  

This PPT introduces students to the concept of cultural heritage and then gets them to reflect on cultural heritage tourism via independent internet-based research and the development of an advertisement.

This OER Lesson plan/unit was created by Danielle Fulcher as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for student learning of Novice-Mid Learners of Spanish. This is a lesson to introduce the concept of culture to novice level Spanish students. Using the analogy of the "cultural iceberg" students take a closer look at what culture is and to which cultures they belong. We go further by taking a look at greetings in their own culture and comparing them to greetings in Spanish-speaking countries. Students are able to define what a typical greeting looks like and what influences how those greeting rituals look on the surface. This resource comes with a  pdf of a slideshow with information and a pdf worksheet for your students to analyze the concept of culture.This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 2.1.b, 2.2.bIt is expected that this Lesson Plan will take students 50 minutes to complete. 

This module includes three units exploring the connections between adolescent development, the science of learning, and culturally responsive pedagogies. It is meant to make the case that K-12 teachers must not ignore the impact and value of culture as a dimension of development and factor in learning processes. The module culminates in an exploration of how the Universal Design for Learning (UDL) framework overlaps with principles of CRT (Culturally Relevant Teaching).