The European Experience brings together the expertise of nearly a hundred historians from eight European universities to internationalise and diversify the study of modern European history, exploring a grand sweep of time from 1500 to 2000. Offering a valuable corrective to the Anglocentric narratives of previous English-language textbooks, scholars from all over Europe have pooled their knowledge on comparative themes such as identities, cultural encounters, power and citizenship, and economic development to reflect the complexity and heterogeneous nature of the European experience. Rather than another grand narrative, the international author teams offer a multifaceted and rich perspective on the history of the continent of the past 500 years. Each major theme is dissected through three chronological sub-chapters, revealing how major social, political and historical trends manifested themselves in different European settings during the early modern (1500–1800), modern (1800–1900) and contemporary period (1900–2000).

This resource is of utmost relevance to today’s history students in the light of ongoing internationalisation strategies for higher education curricula, as it delivers one of the first multi-perspective and truly ‘European’ analyses of the continent’s past. Beyond the provision of historical content, this textbook equips students with the intellectual tools to interrogate prevailing accounts of European history, and enables them to seek out additional perspectives in a bid to further enrich the discipline.

The student will use the poetry of Phillis Wheatley, Jacqueline Woodson, Countee Cullen, and Amanda Gorman to draw conclusions about the historic eras in which they wrote.

"APERÇU
Construisez une fleur mécanique qui s'ouvre lorsqu'il y a de la lumière. Cette fleur utilise quelques mouvements mécaniques intéressants dont un câble push-pull pour convertir le mouvement de rotation en un mouvement linéaire pour une tige flexible. Ensuite, le mouvement est reconverti en points de pivotement rotatifs pour ouvrir et fermer les pédales. L'utilisation des clips de reliure signifie également que vous êtes libre de créer vos propres pétales de fleurs.

COMPÉTENCES + OBJECTIFS
Construction

Construire le projet en suivant les instructions d'assemblage
Menuiserie
Principes de base de la menuiserie et quincaillerie
Art + Design
Créer et concevoir vos propres pétales de fleurs
Codage"

"Cette construction est utile de deux manières : propulser des objets et tambouriner sur des surfaces. Le concept global vise à augmenter l'inertie du servo en faisant rapidement claquer le collier de serrage pour faire pivoter le bras. La mécanique de cette construction est modelée d'après une pédale utilisée dans une batterie.

L'aspect de propulsion est simplement amusant. Lancez des pièces de monnaie, des boutons et des balles de ping-pong. Lors de l'utilisation de la fonction d'enregistrement d'animation de l'Animate Shield, des rythmes peuvent être enregistrés et bouclés, y compris le réglage de la vitesse.

COMPÉTENCES + OBJECTIFS
Construction
-Construire le projet en suivant les instructions d'assemblage
Musique
-Animer un rythme
Menuiserie
-Principes de base de la menuiserie et quincaillerie
Codage
-Apprendre à utiliser des retards dans le code pour contrôler le timing du mouvement
& Plus !

** Des kits sont disponibles à l'achat sur makestuffmove.com **"

The students will analyze the 6 primary resource image frames. The Jamboard activity focuses on the Civil Rights Movement’s Freedom Riders. In 1961, this group of volunteer participants rode interstate buses throughout the segregated southern United States. Their goal was to challenge the United States Supreme Court ruling “Separate but Equal” which was used to mandate separate black and white waiting rooms at the interstate bus stations. The last frame connects the fight for Civil Rights to the massive Black Lives Matter movement in Richmond, Virginia. 

During this learning experience students will analyze and discuss a variety of sources related to Juneteenth and Independence Day. They will compare and contrast the two holidays and grapple with the question, “How do different people and groups celebrate freedom and independence in the United States?”

Students are challenged to think as biomedical engineers and brainstorm ways to administer medication to a patient who is unable to swallow. They learn about the advantages and disadvantages of current drug delivery methods—oral, injection, topical, inhalation and suppository—and pharmaceutical design considerations, including toxicity, efficacy, size, solubility/bioavailability and drug release duration. They apply their prior knowledge about human anatomy, the circulatory system, polymers, crystals and stoichiometry to real-world biomedical applications. A Microsoft® PowerPoint® presentation and worksheets are provided. This lesson prepares students for the associated activity in which they create and test large-size drug encapsulation prototypes to provide the desired delayed release and duration timing.

The student will apply social science skills to understand how the nation grew and changed from the end of Reconstruction through the early twentieth century by e) evaluating and explaining the social and cultural impact of industrialization, including rapid urbanization; Great Migration.

Students will be presented with foundation knowledge of the Harlem Renaissance, experience some sights and sounds of this movement, then gain deeper knowledge by creating a virtual “museum exhibit” of a famous artist or author to share with others. At the end of the lesson, students will evaluate the impact and significance of the Harlem Renaissance, and consider how the arts can serve as vehicles for social change.

Students will read two secondary sources. The first is on Ida B. Wells and the second on Malala Yousafzai. Once they’ve read and analyzed these documents, they will create in collaborative groups a definition of “changemaker.” They will use that definition to identify and celebrate a changemaker in their world or in their community

Students will examine the life of Phillis Wheatley. They will explore how as a woman, Phillis was able to fight for freedom during the American Revolution as enslaved, or formerly enslaved people. Students will analyze primary and secondary sources to learn more about the life and journey of Phillis, as well as her impact on historical events.

This learning tool was developed and designed to facilitate teacher/student and student/student discussion and recognition of significant events, holidays and celebrations within their lives, families and communities and those of their peers.

Students will read General Order #3, the order that notified enslaved people in Texas that the Civil War had ended and they were to be emancipated. They will then analyze a primary source broadside from the Virginia Museum of History and Culture related to the earliest celebrations of Juneteenth. They will then be asked to write a letter to a member of their division’s central office regarding the celebration of Juneteenth.

The students will learn the reason for the creation of HBCUs in the United States. The students will analyze primary resource image frames through the two Google Jamboards: KWL and drag and drop the Virginia HBCUs and Fraternities and Sororities. 

The students will analyze the rise of violent activities against African Americans after the Civil War which lead to the addition of the 13th, 14th, and 15th amendments. Begin with a KWL Jamboard (also attached, in a PDF format) which also includes an activity in analyzing primary resources about lynching.  Students will then develop their own 5-day trip itinerary using the Negro Green Book (see the list of free PDF versions for various years) as a travel reference guide. The objective of the lesson is to have the students understand the perils faced by US citizens of color during the Jim Crow Era and how prevalent the dangers were in some areas of the United States at that time. The teacher may wish to use a formative assessment in the form of an exit ticket (see attached). 

Make Stuff Move wants students to use tools and everyday materials to learn and develop hands-on skills in building and being creative while solving problems. STEM/STEAM is great but it is even better when tools are involved!

This Learning Library includes:
*Lesson Plans
*How-to Instructions
*Coding
& More!

(Kits are available for purchase on the site as well)

Students will use their knowledge and understanding of the lives and contributions of Harriet Tubman, Frederick Douglass, and Abraham Lincoln with focus on the Civil War era by reconstructing key aspects of their lives that connect them to the Civil War.

How to adjust where the start and end position for a servo motor inside a Servo Sock.

Analog meters are all around us!. They are used to visually represent measurements and data. One of the most common analog meters is the fuel needle in a car. This converts a reading of the fuel level in the tank to an empty to full reading on the meter.

In this build, we will use one servo to build an electronically controlled meter. We will first simply use the knob on the control the board to move the needle converting the knob position to movement of the needle. Then, a sound sensor will be connected to convert sound level (ie music) to a meter reading. This will make it what is commonly known as a “VU-meter”

SKILLS + GOALS
Carpentry
- Use of basic tools and hardware
Construction
- Following visual assembly instructions
Code
- Understand math/code behind converting input readings to output readings (meter)
& more!

** Kits are available for purchase at makestuffmove.com **