Although attention will be devoted to the causes and long-term consequences of the Civil War, this class will focus primarily on the war years (1861-1865) with special emphasis on the military and technological aspects of the conflict. Four questions, long debated by historians, will receive close scrutiny:

What caused the war?
Why did the North win the war?
Could the South have won?
To what extent is the Civil War America’s “defining moment”?

This Module—a revision of Who's In Charge? Developing a Comprehensive Behavior Management System—highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior (est. completion time: 1 hour).

This Module—a revision of You're in Charge! Developing Your Own Comprehensive Behavior Management Plan—reviews the major components of classroom management (including rules, procedures, and consequences) and guides users through the steps of creating their own comprehensive behavior plan. The module is a companion to Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan (est. completion time: 2 hours).

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves. They learn how to confront issues in their lives, how to live life, and how to learn from it.
A short version of this course meets during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. Then this semester-long extension of the IAP course is taught to interested members of the MIT community. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program.
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his hopes for its continued expansion, and his commitment to the well-being of MIT students.

Lesson Overview Each student will write a journal entry about how motivation and perspective influence a dream. In addition, students will focus on how these influences can lead to a flawed dream. Students will read, analyze, and discuss the poem, “Dreams” by Langston Hughes, Martin Luther King’s “I Have a Dream” speech, excerpts from Chasing Lincoln’s Killer—Introduction—From 1861 through 1865 and pages 138-139, and the article, “Booth’s Reason for Assassination” by Christopher Hamner. Students will write an  essay about John Wilkes Booth. In successive days, students will draft, revise, edit, and publish their essays. Image source:  "Dream" by EvelynGiggles on Flickr.com. Licensed with CC-BY-2.0

In this lesson, students will read chapters 9-14 in James L. Swanson’s, Chasing Lincoln's Killer to analyze and discuss how Swanson presents the repercussions of John Wilke’s Booth’s assassination of President Abraham Lincoln.  Students will also compare Swanson’s account to a multimedia version of Booth’s escape after the assassination of Lincoln. Cover image source: "John Wilkes Booth Wanted Poster" edited from the original from the Library of Congress at https://www.loc.gov/item/96521960/

My resource is a paper written on the importance of our actions and how much they impact other people.

In this lesson, students read the story of Sojourner Truth and discuss events that took place during her lifetime. Among these were the abolition of slavery and the effects of policies pertaining to abolition. Students will determine the costs, benefits, and unintended consequences of policies, beginning with an analysis of costs, benefits, and unintended consequences of a policy that would allow them to take two years off of school before advancing to middle school. They will analyze the effects of policies noted in the book and continue the analysis by examining government policies.

Students will determine the costs, benefits, and unintended consequences of policies, beginning with analysis of a policy that would allow them to take two years off of school between grades 10 and 11. They will then analyze the costs, benefits, and unintended consequences of various government policies.