U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.

In this activity, students will review by talking about things revolving around the university, family, and vacations.

This remix has question cards that are more friendly to secondary students and has been slightly simplified.

This learning activity is designed to be used in a large introductory chemistry course, as part of a larger module of learning activities that includes prior viewing of an interactive instructional video. Instructional videos are to be viewed before class meetings. During class time, students work in small groups and discuss the presented information and question prompts, and will build upon the concepts discussed in that video in order to develop a new, extended concept.Students should be tasked with working together to complete the prompts in each section of the activity by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) interactive instructional videos (these can be embedded directly into the learning management system) 2) the learning activity (.docx and .pdf) 3) the learning objectives (.docx and .pdf) and 4) the slide deck (.pptx). - Chemical Bonding- Resonance - Intermolecular Forces- Collision Theory- Equilibrium- Nucleophiles and Electrophiles

Differentiate between open and closed stratification systemsDistinguish between caste and class systemsUnderstand meritocracy as an ideal system of stratification

In this lab, students will learn how to describe their day and their actions. They will also learn how to explain the reason behind the action. Students will learn how to ask questions about a classmate's day and will be able to answer the question. 

As we live in the aftermath of the Financial Crisis of 2008, there are renewed questions about the nature of the economic system—capitalism—within which we live. What are its benefits and drawbacks? Why does it garner both so much opposition and support? What are its moral, economic, social and political implications? Is it even a “system”? How has capitalism played out in different historical moments and regions of the world? This class addresses the question “what is capitalism?” from a social scientific point of view, rather than a classical economic one.

In this lab, students will learn how to describe their day and their actions. They will also learn how to explain the reason behind the action. Students will learn how to ask questions about a classmate's day and will be able to answer the question.