Category: English

**** No AI I
*** I’ll run it through AI detect before submitting

Daily Health Checks-Your Experiences

Discussion Time!

After reading the chapter and viewing the DAILY HEALTH CHECK videos, let’s share your own experiences here.

If you are working in a school setting, share your experiences.

If you are not working in a classroom, think about the procedures at your

own child’s school or your own experiences as a student.

1. Why is it important to send sick children home instead of letting them

stay in the classroom? Share 3 different reasons.

1. Share how the daily health check works, from your own experience.

Let us know if this is in your own classroom, or from other experiences

you have had. What does the teacher do or ask the parents during the

daily health check?

1. If you volunteer in a classroom, have you noticed teachers doing

daily health checks? (It is possible to conduct a daily health check

very casually, without it being obvious.) If you are volunteering or a

TA, you should ask the teachers about the health check and what they do.

1. Have you seen teachers send a child home after noticing a health

issue at check in time? If so, how did the parent seem to feel about being

asked to take the child home?

1. How can we make sure parents will not be surprised if they are

asked to take their child home after symptoms are noticed at the

health check? What should teachers and Directors do to prepare them?

WORD COUNT: 150-200 words required

*** No AI********

I’ll run it through AI detection before submitting

Healthy Recipe in the Form of a Discussion Post!

Share a Healthy Recipe!

Every one of our learning community will be able to see and try out your recipe!

You will be sharing a healthy dinner recipein this discussion for 20 possible points and to allow your learning community to see your recipe for their own use.

As parents we are always looking for easy, inexpensive, quick and NUTRITIOUS recipesthat our families will actually LIKE! As a teacher we can help families provide nutritious meals by sharing simple recipes, printed out to give to our busy, on-the-go families. Parents appreciate it when we share printed recipes they can “grab and go” on the way out.

We all appreciate new ideas for healthy meals! Especially if they are kid-tested and family approved! I have used some of the recipe ideas posted by students and have appreciate the fresh inspiration!

What does a healthy recipe look like?

When we modify recipes to make them healthier we want to:

• start with whole foods-like fruit, veggies, proteins/eggs/nuts/beans, dairy foods and whole grains-REAL FOOD!
• eliminate or at least reduce processed sugars as much as possible
• reduce added salt-children have more sensitive taste receptors than adults
• used whole grains like wheat and brown rice, rather than highly processed grains like white flour or white rice
• use healthy fats like avocados, olive oil, grass-fed butter, some nutritionists consider coconut oil to be a healthy fat, though there is some debate about it because it is saturated fat

Be sure your recipe :

• Includes a list of all ingredients
• Includes step-by-step instructions
• is quick and easy-30 minutes preparation would be ideal
• is inexpensive
• is something families and most children will eat and enjoy
• follows the guidelines above for a healthier recipe
• is a recipe you have tried with success
• has suggestions for altering for common allergies to wheat, dairy, nuts, eggs
• includes a nutrition information breakdown for the recipe
• how much does this recipe cost for a family of four?

Format:

Name of the recipe

List of all the ingredients

Cost of recipe for family of four

Step-by-step instructions

Oven temperature and baking time if appropriate

Any modifications you made to the original recipe

How you might modify for vegetarians, people with common allergies or gluten sensitivity

Detailed nutritional information

Answer the following questions:

1. Why did you choose this recipe?
2. Have you made this recipe for your family?
3. Did your family enjoy this meal?
4. What if anything would you change next time you make this recipe?

Please do not post recipes that have already been posted. If you do this I will let you know you need to post another recipe. Be sure to include the nutrition information!

Type your recipe into the post by the due date or before.

Reply to at least two recipes that you would like to try yourself

Post any questions you have about the assignment in the Community Lounge.

3.8 Discussion Board 3A British North America (Graded Discussion)

Discussion Board: British Colonial America

For this discussion board I want you to review the readings, the Chapter in the text, powerpoints and videos. Specifically focus on the Barbarous Years reading and how life was in the Chesapeake Region before European contact, how European conflict affected their mentality, and the European need for land and labor and how it affected the local populations.

Remember your initial response is due by Thursday at 11:59 PM. You also need to respond to at least two other students. The two student responses are due by Sunday at 11:59 PM. Your initial response must be a minimum of 250 words. Responses to fellow students must be a minimum of 100 words.

Please select one of the following questions and respond:

1. In the text the Barbarous Years, how is Life as a Native American described in the text?
2. What was warfare between Native American tribes in the Chesapeake Region like during the time period, specifically, how did Powhatan seek to govern the region and does this contradict with what you have learned about Native American governance prior to taking this course?
3. How did the Fur Trade affect Native American society?
4. According to the Barbarous Years Reading, what type of explorers came to the America’s and what was their experience and mentality? How does the concept of “We are a product of our surroundings” play into this?

   Example 1
   Life of Native Americans was based on social structure and organized system which they used to follow. Native Americans were divided in tribes, and each tribe had its own unique rituals and social system. They used to live in small communities and the number of members often decided by the availability of resources. For food they were dependent on both agriculture and hunting. In agriculture corn was their main crop while for hunting they used to take training from childhood. It was mandatory for a man to be good hunter or otherwise he was treated in disgraceful manner in the society. Land was considered as communal resource which is owned by entire community and there was no individual ownership of land in tribes. Some tribes prefer to move from their villages for hunting, and they stay away from home for months in search of food. Reciprocity played a vital role in the social system, and many things were decided by it. They considered their relationship with other tribes, land, and with environment based on reciprocity. War and strategic alliances are also decided by reciprocity sometimes which includes exchange of humans and goods. They strongly believe in spirituality, and they consider a connection between physical world and the spiritual world. Sacrifices and gifts for spirits were common and were integral parts of their rituals. Shamans played an important role in tribes, and they were involved in performing various rituals. War and alliance between tribes were common and they were meant to show dominance of one tribe over others.

5. Example 2

   In the text the Barbarous Years, how is Life as a Native American described in the text?

Native Americans in the Barbarous Years relied on structured political systems and placed a major emphasis on spirituality. Their societies functioned through clear and defined roles such as chiefs who governed, warriors who defended or conquered, spiritual leaders that guided religion, and women who managed the agriculture and food production. Their agricultural and economic systems relied on the production of corn, beans, and squash, which were commonly referred to as the “Three Sisters.” A bountiful harvest correlated with population growth, political strength, and social stability. If a village or society was able to maintain stable and fruitful food production, that would allow for their community to support a larger population, which would lead to strengthened alliances and the ability to sustain more warriors. The text also shows that Native American societies were interconnected through trade networks and political alliances. Villages were generally not isolated, maintaining relationships with neighboring societies in order to foster trade and alliances. In areas like Chesapeake, tribes existed within larger alliances that brought big groups of societies together under shared leadership. Central leaders would collect tributes and direct military efforts while local chiefs maintained control over daily village affairs.

In Native American culture, Spiritual beliefs shaped both daily life and communal expectations. Nature was seen as powerful and required both respect and ceremonial/ritualistic interaction. Wars between tribes occurred often and often involved territory or access to resources. Seasonal change was harsh and would greatly affect crops, hunting patterns, and food availability. Overall, the text portrays life for Native American in the Barbarous Years as organized and structured, while maintaining a deep connection to nature.

Example 3

In the text the Barbarous Years, how is Life as a Native American described in the text?

Life for Native Americans were highly intelligent when they where in the barbarous years because they had to rely on sources like Farming, Hunting and seasonal movement between regions. Native Americans where well organized since they established agricultural practices. There most prominent crops they had was corn which was a huge source for them. In the Barbarous years New England colonists tried to send slaved Native Americans to Barbados, but Barbados did not want them to be imported to them because they were fearing that they would want rebellion. I wonder what life would like if that had went through. When Native Americans had conflict and warfare they would often form alliances with the Euro’s for trading or having a military advantage. Native Americans that were enslaved had died quickly from diseases but some were murdered or died from starvation. They struggled with the Impact of European diseases like smallpox and measles. Through the Barbarous ages African Slave traders had lacked firm category of race that might have led them to think that they were selling their own people because then the Native Americans did not want to be viewed as Indigenous Groups as part as the same race. Imperial official’s had tried to get rid of colonists autonomy threats from the Native Americans and New France on a continent that led many Colonists to believe Native Americans and also Catholics to abolish English America.

4.6 Discussion Board 4 Colonial America, Slavery and the Great Awakening (Graded Discussion)

Hello All,
For this discussion board I want you to review the materials for the past 2 weeks on Colonialism as well as slavery, the great awakening, and colonial warfare.
Remember your initial response is due by Thursday at 11:59 PM. You also need to respond to at least two other students. The two student responses are due by Sunday at 11:59 PM. Your initial response must be a minimum of 250 words. Responses to fellow students must be a minimum of 100 words.

Please select one of the following questions and respond:

1. There are many aspects of life in the American colonies that greatly influenced the development of Colonial America into the United States, Select one, Colonial life, Early Slavery, the Great Awakening or Colonial Warfare and write a brief discussion on why you think it is the most important influence from this time period on U.S. History. Note* you may select more than one, for instance, Slavery and the Great Awakening (race relations and religion and religious influence) etc.
2. What can we learn from the primary source reading Sarah Knight and her travels to Connecticut? What can we learn about the time, what can we learn about her, what can we learn about us as humans?
3. After watching the Movie: The Amistad, what are your impressions of the movie? What are your impressions of the legal debates and the fight on all sides of the legal battle? How does the movie portray the difficulty of the slavery debate and political problems it caused during the time period? How does this show resistance to slavery?

Example 1

What can we learn from the primary source reading Sarah Knight and her travels to Connecticut? What can we learn about the time, what can we learn about her, what can we learn about us as humans?

In the primary source from reading Sarah Knight and her travels to Connecticut was that she wrote journal that showed what the 18th Century of America and what was going on because during those times it was physically rough and there was so much happening all over the place. Sarah knight had provided to show us what she did as a person and showed how she got to Connecticut. She showed us information of what life was like of that time period which is very interesting. In the source I learned that women could show more independence than it might show. She describes in her journal that she had passed by multiple Indian Natives and says most where Savages that she had seen that had no care at all. Knight says they would marry their wives and them put them away as they there just treated as trash. During that time period it was very common for people to get married young. Men would be married before the age of 20, Slavery was a big issue and she says that farmers were very nice to enslaved people. She also Criticizes people for letting the enslaved people to sit and eat at the same table. Her journal shows that Connecticut is not very nice and Boston is way better town.

Example 2

Sarah Knights account of her travels through Connecticut provides valuable insight into the customs, attitudes, and social norms of the time. She begins by discussing marriage practices, noting clear differences between settlers and Native Americans. Settler men tended to marry at a very young age, while Native men were expected to take multiple wives. Her observations reflect not only cultural differences but also the judgments Europeans made about them. When describing Black people, she uses animalistic language, suggesting that interactions between Europeans and Black people were excessive or indulgent, stating, for example, that into the dish goes the black hoof as freely as the white hand when describing shared meals. She characterizes Native Americans as the most savage of all the savages of that kind that I had ever seen. These examples show the dehumanizing attitudes and assumptions Europeans held toward people they considered different.

In addition to social customs, Sarah Knight documents economic practices, including trade and barter. Meats such as pork and beef, along with grains, were commonly exchanged, and she mentions a developing regional currency known as Boston shillings. She also notes the use of Wampum, Native American beads, as a form of exchange, illustrating the blending of European and Indigenous economic systems. Overall, Sarah Knights account highlights that unfamiliar customs and peoples were often met with suspicion or prejudice rather than curiosity and understanding. Her writings reveal both the social hierarchy and ethnocentric attitudes of the period, offering a window into how Europeans perceived and judged those who were different from themselves.

Example 3

From the primary source of Sarah Knight and her travels through Connecticut we can learn many things about the time period. Knight gives a glipse into customs abided to by the people living there at the time. She starts off with highlighting marriage and the differences she has seen/been told between natives and settlers. Settling men tend to marry very young whereas native men were to take many wives. She also depicts how non europeans were viewed at the time, the examples being black slaves and the natives themselves. Both she compares to animals with the language she uses. When referring to black people she says that the mixing of europeans and them were too indulgent and goes onto say, “into the dish goes the black hoof as freely as the white hand” when expressing the ways in which they ate together. Similarly, when she refers to the natives she expresses that they are “the most savage of all the savages of that kind that I had ever seen”. From this we can learn the popular prejudices that europeans had during the era. Later in her accounts she also discusses economy and trade within her travels. Goods were traded and bartered with by means of meats like pork and beef as well as grains. There was also a budding currency she mentions known as Boston shillings, a seemingly regional currency and an intermingling of currency with Wampum Indian beads being used for change. Overall this account tells us that things we see that are different from ourselves are not regarded in a good light. The unknown becomes a thing of prejudice rather than a means of expanding knowledge and acceptance.

** answer this for two students

*** No AI********

I’ll run it through AI detection before submitting

Healthy Recipe in the Form of a Discussion Post!

Share a Healthy Recipe!

Every one of our learning community will be able to see and try out your recipe!

You will be sharing a healthy dinner recipein this discussion for 20 possible points and to allow your learning community to see your recipe for their own use.

As parents we are always looking for easy, inexpensive, quick and NUTRITIOUS recipesthat our families will actually LIKE! As a teacher we can help families provide nutritious meals by sharing simple recipes, printed out to give to our busy, on-the-go families. Parents appreciate it when we share printed recipes they can “grab and go” on the way out.

We all appreciate new ideas for healthy meals! Especially if they are kid-tested and family approved! I have used some of the recipe ideas posted by students and have appreciate the fresh inspiration!

What does a healthy recipe look like?

When we modify recipes to make them healthier we want to:

• start with whole foods-like fruit, veggies, proteins/eggs/nuts/beans, dairy foods and whole grains-REAL FOOD!
• eliminate or at least reduce processed sugars as much as possible
• reduce added salt-children have more sensitive taste receptors than adults
• used whole grains like wheat and brown rice, rather than highly processed grains like white flour or white rice
• use healthy fats like avocados, olive oil, grass-fed butter, some nutritionists consider coconut oil to be a healthy fat, though there is some debate about it because it is saturated fat

Be sure your recipe :

• Includes a list of all ingredients
• Includes step-by-step instructions
• is quick and easy-30 minutes preparation would be ideal
• is inexpensive
• is something families and most children will eat and enjoy
• follows the guidelines above for a healthier recipe
• is a recipe you have tried with success
• has suggestions for altering for common allergies to wheat, dairy, nuts, eggs
• includes a nutrition information breakdown for the recipe
• how much does this recipe cost for a family of four?

Format:

Name of the recipe

List of all the ingredients

Cost of recipe for family of four

Step-by-step instructions

Oven temperature and baking time if appropriate

Any modifications you made to the original recipe

How you might modify for vegetarians, people with common allergies or gluten sensitivity

Detailed nutritional information

Answer the following questions:

1. Why did you choose this recipe?
2. Have you made this recipe for your family?
3. Did your family enjoy this meal?
4. What if anything would you change next time you make this recipe?

Please do not post recipes that have already been posted. If you do this I will let you know you need to post another recipe. Be sure to include the nutrition information!

Type your recipe into the post by the due date or before.

Reply to at least two recipes that you would like to try yourself

Post any questions you have about the assignment in the Community Lounge.

***answer this for 2 students

**** No AI I
*** I’ll run it through AI detect before submitting

Daily Health Checks-Your Experiences

Discussion Time!

After reading the chapter and viewing the DAILY HEALTH CHECK videos, let’s share your own experiences here.

If you are working in a school setting, share your experiences.

If you are not working in a classroom, think about the procedures at your

own child’s school or your own experiences as a student.

1. Why is it important to send sick children home instead of letting them

stay in the classroom? Share 3 different reasons.

1. Share how the daily health check works, from your own experience.

Let us know if this is in your own classroom, or from other experiences

you have had. What does the teacher do or ask the parents during the

daily health check?

1. If you volunteer in a classroom, have you noticed teachers doing

daily health checks? (It is possible to conduct a daily health check

very casually, without it being obvious.) If you are volunteering or a

TA, you should ask the teachers about the health check and what they do.

1. Have you seen teachers send a child home after noticing a health

issue at check in time? If so, how did the parent seem to feel about being

asked to take the child home?

1. How can we make sure parents will not be surprised if they are

asked to take their child home after symptoms are noticed at the

health check? What should teachers and Directors do to prepare them?

WORD COUNT: 150-200 words required

Week 2 Discussion #3

What Are Your Thoughts on the Anti-Bias Classroom?

After reading the previous article on selecting children’s books, and the information on what to look for in the learning environment, please post your response to the following prompts and engage in discussion with your learning peers.

1. Have you visited or observed a preschool classroom?

NOTE: The question above is particularly important for your instructor as I assume some basic understanding of preschool classrooms that not all of you may have. If there are students without this experience we may need to backtrack and have a refresher on learning centers and basic preschool classroom design.

1. If you are teaching or working in a preschool, have you seen multicultural materials in the classroom?

NOTE: It is actually not common to find a preschool classroom that meets the criteria of an Anti-Bias classroom. Another thing to consider is intentionality—has the classroom been intentionally and thoughtfully designed with an Anti-Bias perspective or are the few multicultural materials accidentally or haphazardly included.

1. What are your initial thoughts about choosing materials, and props with an Anti-Bias mindset?

Typically this class has many weeks to build up to the discussion of how to design an Anti-Bias classroom, but we have so little time during intersession that we are jumping ahead before you may fully understand the rationale for Anti-Bias work with children.

1. What concerns do you have about Anti-Bias teaching for preschool children?

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Discussion #2-Your Personal Experiences-What is a “normal” family?

As a teacher you will work with many different families throughout your career. Our perception of family generally comes from our own experiences with our own family. We may think of our own family as normal, and the ways of other families as unusual or strange.

1. Think back to your childhood and your memories of your family. Did you think of your family as normal when you were a child?

1. Did this perception change at all as you grew up, or did something happen to change your view of your family?

1. For those of you who are teaching, do you tend to assess or judge parenting behaviors and styles of the parents in your programs from the lens of your own experience?

1. Did your family have customs or traditions that were different from the other children you knew growing up? This could be languages used, holidays celebrated, religious practices, foods your family enjoyed, your economic situation, or other elements of culture.

1. Is there such a thing as a normal family in America today? How might it negatively affect your interaction with children and families to view a child’s family as abnormal?

*** no AI

**the student is from Iraq

Discussion #1-Reflecting on Your Upbringing

This week you will begin to reflect on bias and how it is formed. This requires us to reflect on our own upbringing.

Take some time to reflect on the questions below before you begin to write your post. There are no right or wrong answers to the questions in this assignment. It is important to think about how your upbringing made you the person you are today.

We ALL have bias, it is unavoidable to be a human and not have conscious or unconscious bias. Our goal as teachers, or future teachers, is to confront our bias and to be role models for working on ourselves to become more accepting. As a teacher, you will work with all types of people and you’ll need to be able to work as a team with any parent for the benefit of their child.

IMPORTANT! It is up to you to reveal as much or as little as you are comfortable with here. The purpose of this discussion is for YOU to think more deeply about how you have become the person you are today. Our parents, home culture, our religious training, the economic circumstances we grow up with, our home language and our experiences as a child, and much more combine to make us who we are.

The following questions are only for you to think about and consider. You do not need to respond to each question. After you spend this week thinking about these questions and how you have become the person you are today, please answer the questions at the bottom of this discussion assignment by the due date. It is optional to reply to your peers this week but you may if you choose to.

GENERAL MESSAGES-Reflection questions only

• Where geographically were you were born or adopted?
• Did you grow up in a traditional or non–traditional family? Same sex parents, single parent, blended family, raised in foster care, or by a grandparent or guardians, or in a two parent family.
• Your parent(s) racial and ethnic background(s)–if known
• The number of siblings you grew up with
• Was your first language English or other?

FAMILY MESSAGES-Reflection questions only

• What messages were you given by the people in your immediate family and extended family members about your abilities, your challenges and your appearance?
• What did/does your family value? These core values are often about what is very important in the family.
• How did these spoken or unspoken messages affect you as a child? How do they affect you today?
• Do you still hold these same values today? If not what changed?
• Were you told by parents or extended family members to avoid any particular group or type of person as a child?
• Did you ever begin to question your parent’s views about people who looked or behaved or believed differently?

MESSAGES FROM YOUR WIDER COMMUNITY-Reflection questions only

• What do you recall about your personal experiences related to how you were treated by others in your community, school, religious organization, or other social groups?
• Was there any social/societal group that you were part of where you did not feel socially, emotionally or physically safe or accepted for who you are? What were the circumstances and how did you deal with this?
• How do you think the messages you received as a child impacted you in your life choices and personal development?
• Did you ever experience mistreatment or bullying in school based on your appearance, your characteristics or who you are in terms of racial, ethnic, cultural identity, your abilities, your gender your sexual orientation or other?
• Did you discuss the mistreatment with others? What was the result?
  
• Did you ever notice others being bullied? What was the reason this person was targeted by bullies? What did you want to do about this?
• Did you ever see anyone stand up to a bully? What was the situation? Have you personally ever stood up to a bully?

PERSONAL REFLECTION/CONCLUSION -Required discussion questions

After spending some time thinking about the questions above, answer the following discussion prompts.

1. What question or questions above impacted you when you were thinking about them?
2. Did anything come up in your memory while thinking about your childhood or upbringing?
3. Is there anything that happened as a child that you as a teacher or educator would want to help children in your classroom deal with?
4. Did you identify any personal bias in yourself that was part of your upbringing? How do you feel about it? Is it a bias you want to work to change?
5. Is there anything you want to share about your experience reflecting on these questions?

Word Count” 150-200 words

Example 1

BIAS: HOW IS IT FORMED?

As a Muslim person I grew up with bias related to my religion, those biases were the base of my upbringing in my childhood. I tough a lot about all the questions which were related with religion, because sometimes you do not want to follow certain rules or beliefs from your religion, in my case, the dress code I needed to follow when I was younger and when I used to live in Iraq.

As a teacher I would love to help children to feel secure in all the aspects, I am mother of three beautiful kids, so my biggest wish is to make all children feel listened to, feel that they really matter, does not care anything more, kids really deserve a good treat and education.

Currently I do not have bias which can result negative in my process of being an instructor, but I really hope a lot from parents and children, I mean, I would like to include all of them in a process where they do not result as the negative factor, no problems, non-sense complains, etc. About this I do not feel always comfortable, but I would not like to change it, I think I can really achieve an environment where everyone acts according totheir values.

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Example 2

.While thinking about these questions, I saw how my childhood helped shape who I am today. The questions about family and school impacted me the most. I was born in Southern California and raised in Mexico in a traditional family. Spanish was my first language, and I learned English in school. Growing up in Mexico helped me learn a lot about family, culture, and community. My family taught me to be respectful, work hard, and be kind to others. They also taught me to help family members and stay close as a family. These values are still very important to me today.

When I thought about my childhood, I remembered times in school when I felt left out or not understood. I also saw other kids being treated unfairly or judged. In Mexico, I also saw how some children did not have the same opportunities in school. These experiences helped me understand how important it is for children to feel safe, accepted, and supported at school.

Reflecting on bias helped me see that some of my ideas come from what I learned growing up and from my culture and environment. I want to keep learning and try to be more open, fair, and understanding with everyone. This activity reminded me why I want to be a teacher who creates a caring, safe, and welcoming classroom for all children.

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