Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Aboriginal and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field. The material is pursued in a largely chronological manner to the early 19th century, at which point social, economic, and political change are dissected. Canadian History: Pre-Confederation provides, as well, a reconnaissance of historical methodology and debates in the field, exercises for students, Key Terms and a Glossary, and section-by-section Key Points. Although this text can be modified, expanded, reduced, and reorganized to suit the needs of the instructor, it is organized so as to support learning, to broaden (and sometimes provoke) debate, and to engage students in thinking like historians. Written and reviewed by subject experts drawn from colleges and universities, this is the first open textbook on the topic of Canadian history.

Do you want to think about ways to help solve New Orleans’ problems? CityScope is a project-based introduction to the contemporary city. “Problem solving in complex (urban) environments” is different than “solving complex problems.” As a member of a team, you will learn to assess scenarios for the purpose of formulating social, economic and design strategies to provide humane and sustainable solutions. A visit to New Orleans is planned for spring break 2007.

Do you want to think about ways to help solve New Orleans’ problems? CityScope is a project-based introduction to the contemporary city. “Problem solving in complex (urban) environments” is different than “solving complex problems.” As a member of a team, you will learn to assess scenarios for the purpose of formulating social, economic and design strategies to provide humane and sustainable solutions. A visit to New Orleans is planned for spring break 2007.

This course provides a broad conceptual and historical introduction to scientific theories of evolution and their place in the wider culture. It embraces historical, scientific and anthropological/cultural perspectives grounded in relevant developments in the biological sciences since 1800 that are largely responsible for the development of the modern theory of evolution by natural selection. Students read key texts, analyze key debates (e.g. Darwinian debates in the 19th century, and the creation controversies in the 20th century) and give class presentations.

The development of systems and network concepts for students can begin with this highly interactive inquiry into cell phone networks. Cell phones serve as a handy knowledge base on which to develop understanding. Each cell phone represents a node, and each phone’s address book represents an edge, or the calling relationships between cell phones. Students conceptualize the entire cell phone network by drawing a graphic that depicts each cell phone in the class as a circle (node) connected by directional lines (edges) to their classmate’s cell phones in their address book. Students are queried on the shortest pathway for calling and calling pathways when selected phones are knocked out using school and classroom scenarios.

Students then use a simulation followed by Cytoscape, visually graphing software, to model and interrogate the structure and properties of the class’s cell phone network. They investigate more advanced calling relationships and perturb the network (knock out cell towers) to reexamine the adjusted network’s properties. Advanced questions about roaming, cell towers and email focus on a deeper understanding of network behavior. Both the paper and software network exercises highlight numerous properties of networks and the activities of scientists with biological networks.

Target Audience:
This is an introductory module that we recommend teaching before each of our other modules to give students a background in systems. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. The lessons work best when in-person with students. If you are looking for an Introduction to Systems for remote learning, please use our Systems are Everywhere module.

Edited by Sarah Hare, Jessica Kirschner, and Michelle Reed

Short Description:
This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.

Word Count: 81533

ISBN: 978-1-64816-983-0

(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 is a module framework. It can be viewed online or downloaded as a zip file.

As taught in Autumn/Spring Semesters 2009/2010

This resource presents material from four different courses taught across the School of American and Canadian Studies and Film and Television Studies. It addresses various aspects of nineteenth and early twentieth century American entertainment culture.

You can view module outlines for 4 modules taught within the school:

* American Drama (undergraduate year 3 level)
* American Sensations (undergraduate year 3 level)
* Film History (undergraduate year 1 level)
* Emergence of Mass Culture (undergraduate year 2 level)

The information contained within the module outlines includes: module objectives, lecture schedules, reading lists, teaching and learning methods, module resources, modes of assessment and essay questions.

This resource also presents examples of materials from each of the modules listed above. The materials available address:

* The Sensational Novels of the 1850's (from the American Sensations module)
* Mass Market Magazines around 1900 (from the Emergence of Mass Culture module)
* The movie Palaces of the 1920's (from the Film History module)
* The Depression-Era Theatre of the 1930's (from the American Drama module)

Suitable for: undergraduate study years one to three depending upon topic selected (see individual module titles above for more information)

Dr Matthew Pethers, Dr Graham Thompson, Dr Paul Grainge, Dr John Fagg, School of American and Canadian Studies.

Matthew Pethers is a Lecturer in American Intellectual and Cultural History in the School of American Studies. His research largely focuses on the American Enlightenment and early 19th century print culture, but he also has an ongoing interest in the history of the American stage.

Graham Thompson is the author of Male Sexuality under Surveillance: The Office in American Literature (2003), The Business of America: The Cultural Construction of a Post-War Nation (2004) and American Culture in the 1980s (2007). He is currently working on a new research project on Herman Melville's magazine fiction which re-locates Melville within the print culture industry of the 1850s and explores in more detail how magazine publishing developed and operated in order to better understand how cultural products like Melville's fiction were formed and circulated within it.

Paul Grainge is Associate Professor of Film Studies at the University of Nottingham. His teaching and research focuses on Hollywood and contemporary media culture. He is the author of Brand Hollywood: Selling Entertainment in a Global Media Age (Routledge, 2008), Monochrome Memories: Nostalgia and Style in Retro America (Praeger, 2002), Memory and Popular Film (as editor) (Manchester UP, 2003), and Film Histories: An Introduction and Reader (as co-editor) (Edinburgh UP, 2007). Within the Institute of Film and Television Studies at Nottingham, he teaches modules on film history, the cultural industries, the New Hollywood, and media memories.

Dr John Fagg is a lecturer in the School of American and Canadian Studies at the University of Nottingham. His research focuses on literature and painting around 1900 and the representation of everyday life. He teaches courses on American Literature, The Emergence of Mass Culture and the art and literature of New York City.