On this page, we have offered syllabi, course readings, chapter-by-chapter discussion questions, key terms, quizzes, essay assignments, and exams to do just that. Individual instructors, of course, should always govern their own curriculum and be able to determine their own pedagogy. Rather than attempting to build a common curriculum, these resources are designed merely as a starting point. Like our text, they are licensed openly (CC-BY-SA): you are encouraged to use them, download them, distribute them, and modify them as you see fit. Moreover, The American Yawp is, as always, an evolving, collaborative project. We welcome the submission of additional teaching materials and feedback on existing material. If you have any ideas or resources you’d like to share, please contact the editors (Ben Wright for the first half, and Joseph Locke for the second) directly.
LibriVox recording of Beowulf by an unknown author (translated by Francis Barton Gummere). Read in English by Tad E.Beowulf was composed by an anonymous Anglo-Saxon poet. Francis Barton Gummere translates this beautiful poem. Beowulf is an epic poem. The main character, Beowulf, proves himself a hero as he battles against supernatural demons and beasts. (Summary by Tad E.) For further information, including links to online text, reader information, RSS feeds, CD cover or other formats (if available), please go to the LibriVox catalog page for this recording. For more free audio books or to become a volunteer reader, visit LibriVox.org.Download M4B (76MB)
The drafting of this Sourcebook on Climate-Smart Agriculture, Forestry and Fisheries has been a collaborative
effort involving professionals from within several departments of FAO and a variety of partner organizations.
Many individuals played a leading role as main authors and coordinators in the preparation of the modules,
while others made written contributions to the Modules’ boxes and case studies.
The conceptualization and production of this sourcebook was coordinated by Lucia Palombi and Reuben Sessa,
under the overall supervision of the Director of the Climate, Energy and Tenure Division of FAO Xiangjun Yao and
the Senior Natural Resources Officer Tiina Vähänen. Editorial support was provided by Denise Martínez Breto,
Kaisa Karttunen, Gordon Ramsay and Alessandra Bresnan while the graphic design was elaborated by Maria
Guardia and Fabrizio Puzzilli.
Overview: This survey instrument is designed to understand how creators use (or decide not to use) Creative Commons licenses. The target survey participants are people who create materials for documentation, maintenance, instruction, learning, and/or revitalization of Indigenous, minority, endangered, and/or low-resourced languages. Part 1 of this survey is designed to learn about the digital creation formats and sharing practices in this specific community of practice. Parts 2 through 4 of this survey contain general questions intended to elicit information about research participants’ knowledge and awareness of Creative Commons (CC) licenses; understanding of how to apply CC licenses to their digital creations; interest in and experience with applying CC licenses to their digital creations; motivations for and barriers to applying CC licenses to their digital creations; and understanding of how to adapt or reuse digital creations licensed with CC licenses.
This survey can be easily adapted for use in other communities of practice by editing some of the questions and multiple-choice responses.
If you wish to read this survey and background information about it, please start with the file ReadMe-CCLuseSurvey.pdf.
The file Creative_Commons_License_Use_Survey.qsf is a Qualtrics Survey File that can be used to recreate this survey in your own instance of the Qualtrics software.
The file Creative_Commons_License_Use_Survey.pdf is a PDF of the survey. This version includes Creative Commons graphics that are used in the survey questions. The file ReadMe-CCLuseSurvey.pdf does not include the graphics.
The Fall 2020 term served as a litmus test of how well the evolving course material distribution and selection process works for U.S. higher education. More faculty than ever before had to select and adapt their course materials, with less time than previous years to explore their options and make decisions.
This is an open educational resource for teaching Early British Literature. All texts are in the public domain.
The causes and consequences of global biodiversity loss and species extinctions are complex and rapidly changing across spatial and temporal scales. They have both local and global manifestations and are entangled with biological, socio-cultural, economic, and political processes. Many of these challenges demand novel approaches, including innovative research and interdisciplinary analysis. They need new skills and methods from various disciplines and expert communities, including the humanities, social sciences, and biophysical sciences. They also require rethinking who conducts research and communicates findings and how knowledge is produced at the intersection of research and higher education institutions and social change.
This book aims to respond to these challenges. Extinction Stories was co-authored by undergraduate students at Worcester Polytechnic Institute, a private research university in Worcester, Massachusetts (USA), while exploring issues of extinction, environmental conservation, and biodiversity loss. The following twenty chapters combine the final projects conducted by students in the Great Problem Seminar (GPS) Extinctions course during the Fall of 2020 and the Biodiversity course in the Spring of 2021. Both courses took place while the world was still facing the impacts of the COVID-19 Pandemic—a global crisis that, as our current sixth mass extinction, is also profoundly rooted in long-lasting processes of habitat destruction and human-induced environmental change.
This text may also be accessed at extinctionstories.pressbooks.com/.
First-Year Composition is an open-source textbook designed to support the work of undergraduate writers enrolled in college composition courses. Although many of the topics addressed in the book are written with first- and second-year students in mind, the content remains relevant for writers at any stage of writerly development.
A learning module for import to LMS on the social psychology of stereotypes, racial bias, and biased policing. Also available as a standalone module on the Blackboard Coursesites platform.
From the assignment's preamble:
Largely because of the horrific videorecorded murder of George Floyd while under the restraint of four Minneapolis police officers, citizens around the world are feeling a renewed urgency to take action to recognize and act against racism. This Teach-In is designed to give you an opportunity to learn a bit more about the psychology of stereotyping, prejudice and discrimination, the racial inequities and inequalities that exist in society and in policing, your own biases, and about the societies and organizations working to remedy these inequalities and inequities.
Here is briefly what the Teach-In involves:
Reading: You will read part of a social psychology textbook on social categorization and stereotyping, and two relatively short and approachable academic journal articles.
Watching: You will watch several brief TED-type lecture talks about the topic, and a debate on the topic "Policing is Racially Biased," presenting informed arguments both in favor of that idea and against it.
Doing: You will experience how psychologists measure one aspect of bias -- implicit bias.
Writing: You will write two short reflection-style papers, and write journal entries about your feelings and experience.
The Administrator Quick Start Guide seeks to support community college administrators in enabling the use of OER to address online learning on their campuses. The guidebook provides quick tips and starting points including:
A list of evidence-based practices and checklist considerations to support campus administrators in the transition to OER for online learning.
Resources to support campus leaders in impacting and developing OER policy supports, including example student government resolutions, district board resolutions, and academic senate resolutions.
Examples of how campus leaders and colleges across California have facilitated their transition to OER.
Practical strategies for using OER to build courses in Canvas, the learning management system used by community colleges across California
Examples of the ways that OER can be used to meet the requirements of quality online course design, and specifically in alignment with the statewide online course design rubric for California Community Colleges
Considerations for using OER to create more accessible, relatable learning experiences for students right from the start—including strategies for leveraging Universal Design for Learning, campus accessibility guidelines, and anti-racism frameworks in the development of OER
Interpersonal Communication: A Mindful Approach to Relationships helps readers examine their own one-on-one communicative interactions using a mindfulness lens. The writing team of Jason S. Wrench, Narissra M. Punyanunt-Carter, and Katherine Thweatt incorporates the latest communication theory and research to help students navigate everyday interpersonal interactions. The 14 chapters in this book cover all of the ground one expects to see in a traditional interpersonal communication textbook (e.g., family interactions, interpersonal dynamics, language, listening, nonverbal communication, romantic relationships), but it also explores other avenues less common (e.g., self-compassion, body positivity, friendships, the dark side). The writing takes on a purposefully informal tone to engage readers. Each chapter is broken into different sections that have unique instructional outcomes, key take aways, and exercises. Each chapter concludes with a real-world case study and sample quiz questions. There’s also an extensive glossary with over 350 definitions.
This introductory text on baking and pastries cover the following topics: baking and pastry equipment; dry ingredients; quick breads; yeast doughs; pastry doughs; custards; cake and buttercreams; pie doughs and ice cream; mousses, Bavarians, and souffle; and cookies. The appendix includes measurement and conversion charts, cake terms, and industry resources. This resource was written by Chef Tammy Rink for Nicholls State University CULA 250 course.
This resource explores the importance of, and processes for, humanizing education. We start by exploring what humanizing teaching and learning means: to acknowledge that our relationships are foundational to the work that we do. It aims to make learning inclusive with connection, access, and meaning-making at its core.
This material is not a book, nor a guide, nor a checklist–it’s an engagement with complex issues, with social entanglements, and with ways of doing (and not doing) things. This work also foregrounds the importance of twelve core super themes, such as trust, vulnerability, re-framing failure, and friction. These super themes are not discrete units or siloed entities, rather they are multi-layered ideas that intersect and weave together across the humanizing learning spectrum.
Thomas Hobbes's Leviathan is an important primary text. Hobbes's social contract theory relies on a thought experiment involving a hypothetical state of nature in which there are no rules or laws. He argues that life in the state of nature would be "solitary, poor, nasty, brutish, and short," and that accordingly we should renounce most of our rights and freedoms by giving them to a powerful sovereign, who will in turn protect us from foreign threat and from one another.
This is a by-no-means comprehensive list of Maps, Documents, Photos/Artwork, Music, Government Agencies, Local (Houston, TX Area) Museums and Foundations, etc. suitable for the social sciences.