Make a beat em up game.Must have 3 levels. Must have one 3D aspect. must show all of the class files used to make the game. Game must have audio. The game should have a win/lost state in the game so the game will end. the code should be organised and commented code and lastly have all media used in the game
Critical Response Paper
You will write four, 2-3 pages, 1.5-spaced, critical response papers throughout the quarter.
Papers should respond to the themes, concepts, and questions illuminated through the weeks lectures and readings. Responses must incorporate at least 1 secondary source and 1 primary source from the weeks assigned readings. Papers may include connections to other readings, draw on personal experiences, critiques of the authors approach and post future questions and research possibilities
Response papers will help deepen your engagement with the readings, hone your analytic skills and push you to make meaningful connections between primary and secondary sources–this is the work of the historian!
Quote and cite your evidence in your analysis* Use all sources (minimum 5 quotes to be used in the paper)
Primary Source –
D. J. Waldie. Holy Land: A Suburban Memoir. WW Norton & Company, April 17, 2005
Primary Source –
Harvest of loneliness (film)- https://www.youtube.com/watch?v=PcV2EOo-Xdc&feature=youtu.be
Secondary Source –
George Snchez. Whats Good for Boyle Heights is Good for the Jews: Creating Multiracialism on the Eastside during the 1950s. American Quarterly (September 2004)
Secondary Source –
Mae M. Ngai Impossible Subjects: Illegal Aliens and the Making of Modern America. Chapter 4 (127 – 166)
The main point to focus and answer:
-Bracero Program ( 1942-64, between Mexico and the US)
– Growing dependence on Mexican Labor in Southwest
-wetback Problem – limits of Mexican-American solidarity
-Jewish inclusion into American national identity
-Jewish race-> ethnicity
-Jewish/Latinx inter-group coalitions in the border region
Part One: Manipulatives
A. Identify four hands-on mathematical manipulatives appropriate for elementary-age students.
1. Describe one classroom use for each of the four hands-on manipulatives.
2. Discuss one advantage of each of the four hands-on manipulatives.
3. Discuss one disadvantage of each of the four hands-on manipulatives.
B. Identify four virtual mathematical manipulatives appropriate for elementary-age learners.
1. Describe one classroom use for each of the four virtual manipulatives.
2. Discuss one advantage of each of the four virtual manipulatives.
3. Discuss one disadvantage of each of the four virtual manipulatives.
Note: See the web links section below for virtual manipulative ideas.
Part Two: Lesson Plan
C. Create an original elementary-level (K6) mathematics lesson plan incorporating a manipulative identified in either part A or part B. Be sure that alignment is evident among all components of the WGU Lesson Plan Template.
Part Three: Reflection
D. Based on the Instructional Materials section of your lesson plan, explain how the lessons manipulative from part C (which was identified in either part A or part B) will enhance student learning outcomes in mathematics. Include relevant examples from your lesson plan to support your claims.
E. Based on the Instructional Plan section of your lesson plan, explain how the instructional strategies you provided encourage students development of critical thinking, problem solving, and performance skills in mathematics. Include relevant examples from the lesson plan to support your claims.
F. Based on the Instructional Strategy section of your lesson plan, explain how one research-based instructional approach (e.g., collaborative learning, project-based learning, discovery-based learning) is effectively used in your lesson plan. Include relevant examples from the lesson plan to support your claim.
G. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
1. approx. 1.5 A4 pages for the description of the colonial power and its objectives (geographic and
political)
2. about 1.5 A4 pages for the description and interpretation of the caricature
1. present the colonial power assigned to you in a continuous text Answer in
this part at least the following guiding questions:
a) What goals and interests did the colonial power assigned to you pursue? (e.g.
economic, power-political, civilisational etc.) Use the technical terms for
the driving forces in the history book (e.g. economic imperialism, Social Darwinism
etc.). Of course, several goals and interests are possible. So please structure
Your text in such a way that a logical structure is created and no repetitions occur.
b) Where (in the geographical sense) were the colonies located? Were there certain reasons for this?
Here a map would be nice (research!), to which you can refer.
c) Are there special features that shape the colonial policy of your colonial power? (e.g.
Naval power, internal imperialism, indirect rule, timing etc.)
2. caricature:
a) Describe the caricature of your assigned country (p. 3-9) briefly (= factual, only
write what you see).
b) Interpret the caricature in relation to the aims and interests of your
Colonial power. Do we recognize the driving forces behind these interests and goals? By what? What
does the cartoon say about your colonial power? Who made the caricature (from which
country she comes from)? What criticism is made or who and how is praised?
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