This project helps students in grades three and up become pro-active when they are someone else being bullied.

Goal To improve school and classroom climate by taking proactive measures regarding bullying behavior and victimization of those who are different Objectives 1. Students will participate in activities and discussion regarding their feelings about those different from them which may or may not been exacerbated by recent political rhetoric. 2. Students will be able to feel safe in a non-threatening environment that will protect them from threatening behavior and speech. 3. Students will express their thoughts voluntarily without ridicule, using words and graphics. 4. Students will listen to each other and summarize what they heard a peer say before sharing their thoughts/feelings. 5. Students will make an empathic statement regarding any feelings he/she has in common with another student or students. 6. Students will work with an "empathy partner" or partners to create a graphic that expresses their feelings, including their empathy with each other's feelings. 7. Parents of students exhibiting violent speech and/or behavior will be contacted and apprised of the incident and suggest professional help for her/him.

Goal: To help students compare and contrast political personas and positions and recognize media bias Objectives: 1. Students will observe memes of political figures giving opposite views on the same age and being portrayed positively and negatively in the media. 2. Students will answer open-ended questions requiring critical thinking to discuss the differing opinions and images as shown in the media of known political figures. 3. Students will address a point of view attributed to one of two political figures and research ctedible sources to expand on the statement or opinion. Grades 5-7 recommended, also gifted 3-4, special needs High School

Goal: To engage students with snow and other powdery media as artists Objectives: 1. Students will learn to use powdery substances like snow as an art medium. 2. Students will preserve their snow art and use it for decorative effects. 3. Students will show off photographs of their work in a gallery showing. All images are from Google Images

WARM-U.P.S. Warm (Us with Portable Shelter) Goal: To make students aware that not all people have warm clothes for the winter and how they can address this need Objectives: 1. Students will become aware of the lack of warm for clothing people living on the street. 2. Students will address this need through a class project after seeing how some people are addressing it. All images are from Google Images

This Language Arts lesson provides students to 'compare and contrast' individual experiences at a Chili's Restaurant using various parts of speech, Students would then 'compare and contast" the experience two police officers had at a Chili's Restaurant in Kansas City, Kansas, to the experience a disabled vet had at a Chili's Restaurant in Dallas, Texas. Emphasize that the negative experience received more media coverage than the positive one. A good follow up to this Language Arts lesson might be to go to lunch at a nearby Chili's Restaurant with parents and see how many parts of speech could be used to describe the ambience, food, and service.

CCSS for PreSchool*/Kindergarten** 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). *Typical students **Special Needs The objective of these activities is to help students visualize numbers through instruction and sensory/visual interaction using simple, familiar materials with which they interact and use to create tangible representations of numbers using their tactile, visual, and auditory senses. Typical students in pre-school and students with special needs enrolled in Kindergarten will benefit mostly from this hands-on lesson. However, older students with severe developmental disabilities may be able to learn numeration from this activity, as well.

THE ONGOING DEBATE ABOUT THE ORIGINS OF THE FIRST DAY OF REMEMBRANCE FOR THE UNION SOLDIERS THAT GAVE THEIR LIVES TO PRESERVE THE UNION AND END SLAVERY http://usslave.blogspot.com/2011/05/slaves-started-memorial-day.html DISCUSSION FOR K-2 Explain why the compelling question is important to the student. Read the article to students in K-2, then have them listen to some of the songs mentioned while marching as if they are in a parade. Have them use inquiry to understand the article. DISCUSSION FOR 3-6 Explain why compelling questions are important. Instruct students in grades 3-5 to read the article in pairs and allow time for them to ask inquiry questions to further understanding. Use open-ended questions to assess students. *Use the article to make your own plan for celebrating Memorial Day or reenact the first Students in Grades 7-12 will research two articles that supports one of two debate topics, prepare for debate by developing questioD1.1.3-5. Explain why compelling questions are important ns and prepare arguments, and participate in the debate. COMMON CORE STANDARDS: D1.1.K-2. Explain why the compelling question is important to the student. D1.1.3-5. Explain why compelling questions are important D1.1.6-8/D1.1.9-12. Explain how a question represents key ideas in the field.

After watching the History Channel video about Christopher Columbus, have students watch the following video and discuss the similarities and differences in the two videos: https://www.youtube.com/watch?v=aF_unlvjccA Link to Columbus Day Resource: https://www.washingtonpost.com/news/answer-sheet/wp/2015/10/11/why-is-columbus-day-still-a-u-s-federal-holiday/?utm_term=.96db7274ccc2

This unit lesson will lessen the difficulty students with special needs have learning about and understanding history. By researching family history, students with special needs will realize that history delves in the past and that everyone has a history that can be passed down to families, friends, and historians. The goals and objectives provide teachers with an outline of this approach. The suggested activities, starting with each student investigating the history of someone in his/her family which will be displayed and presented by the student to the class. This will provide a foundation from which to explore historical events by having each student identify any event in the local, state, national, or world history their relative might have witnessed or with which s/he was involved. The teacher then arranges these historic events into a timeline to acquaint the students with how to research and display historical events.

After watching dozens of adults totally miss the English contribution to this simple little game, I thought this would be a great way to teach students how to recognize the difference between what words describe and what numbers calculate. Toward that end, I created an exercise to show how “English vs Mathematics” solves the puzzle within this game. I’ve also listed activities that can be used at each grade level from PreSchool to grade eight to help students make the distinction between language usage and mathematical language using manipulatables in the lower grades, as well as more intellectual ideas about the differences in language and mathematics which they all unknowingly use every day (another resource to come).

As part of the U.S. government’s commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMMES SPECIFICALLY FOR GIRLS Let Girls Learn STEM: Technology From Ancient Technology to the Technology of the Future Goal: Students will learn that technologies have been developed throughout history and that ancient technologies influenced present ones Objective: Students will learn about ancient technologies, how they created present technologies, the impact of technology on humans and how we live, and develop their own 22nd century technology design and prototype. FOR GIRLS’ SCHOOLS OR SCHOOL PROGRAMS FOR GIRLS This lesson is for students in middle grades and students with learning disabilities in higher grades. Outcomes: 1. Students will understand how ancient technologies influence present technologies 2. Students will identify modern technologies that developed from ancient ones. 3. Students will design and create an artefact of a future technology.

D****emand for behavioral intervention is at an all-time high. I’ve created my own company: If you are dealing with behavioral problems in your classroom, encourage your school district to contact CBAA (Chapman Behavior Analytics and Applications) at GenevaChapman@gmail.com which will provide your school district with a module for staff and parents, "break-out sessions for teachers and other staff, and assessment that’s fun as well as introduces a researched assessment. Online meetings are also available to answer questions for school districts that use our module and/or presentations. Created for an in-service for teachers in a major city, this behavior management training outline was created by a behavior specialist/special education teacher/gifted and talented teacher/regular student/staff instructor/supervisor was recently asked to prepare a protocol for a school district. This outline includes information about the author and presenter, as well as behavior management tools and examples that will help teachers and support staff (as well as students with developmental disabilities teach and learn how) to create classroom settings that equip and support students of all intellectual levels. The easy to use outline provides a great deal of information and a comprehensive list of sources that provide more detailed information. The attached MAS (Motivation Assessment Scale) which helps teachers and staff understand the cause of maladaptive behaviors. This scale is very easy to understand and use and usually shows the same results for a specific student by the teacher, staff, and parents. I only charge teachers $10, $50 for departments or schools. $250 for districtwide for distribution. Selling far more offline than on Tes.com.

Differentiation in public schools can be difficult for teachers. However, teachers that learn how differences in the classroom require differences in how each group learn, teaching in a diverse classroom is easier. Each group has a method of learning. For students with developmental disabilities, the IEP is the tool used to support learning. Along with that behavioral concerns should be addressed. Addressing behavioral problems is usually the job of support staff - behavior specialists, psychologists, therapists, etc. However, the behavior specialist is the one that will probably most involved with helping teachers and children deal with maladaptive behavior exhibited by students with developmental disabilities. In order to help teachers and support staff in a very large, well-known city an in-service with a doctor who has worked miracles with his patients with developmental disabilities. He works mostly with students with autism spectrum disorder but has worked his miracles on students with many types of maladaptive behavior. However, not having worked in a school setting, he tasked this behavioral specialist/classroom teacher (of typical students, gifted students, and students with developmental disabilities in grades 2-12 over two decades, as well training staff in behavior analysis and retiring as a supervisor) to create a presentation for an in-service. The results of that request are here in the form of an outline covering behavioral tools, examples of how those tools work, an understanding of the basic behavior problems and how parents should be part of the process. Added to the “behavior outline” is a “break out” session for various school groups using various materials. Teachers, teacher aides, support staff, and substitute teachers, along with teachers with specialists (art, music, gym, etc.) constitute the groups, each with different learning tasks. Slides are used throughout the in-service ice that have a great deal of information. The slides can be used if requested and can be purchased as a book. Another excellent tool is the MAS (Motivation Assessment Scale) that is almost one hundred percent accurate in determining what is causing a behavior and which behaviors need to be dressed. This author has used in as a behavior specialist and given each of the teachers and aides fill out with almost all coming up with the same score. Also, last but not least are a few games to play at the end of the in-service that you and your peers might like to use to identify various behavior management tools. They include games titled “Faculty Feud” “Name That 'Tude” and “Behavior Jeopardy.” All of the information is useful and easily understood. I am charging ten dollars for the complete program (the MAS is free) but will reduce it by half if your school would like to purchase the program for teachers and other faculty, to use for in-services, parent training. The discount is available for all U.S. schools, groups of teachers, etc. Howe