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I am seeking a few GREAT teachers who would like free curriculum in return for their feedback and insight.  Let me know what you love, need, and could do without!  Here's how it works:
- I will email you a unit of resources (8-20 resources per unit).  
- For each resource, evaluate and teach if applicable to your current teaching. Complete the feedback form (3-5 minutes per resource).
- When you have completed the feedback for the unit, I will send you the next unit.  
- Get up to 10 units for your teaching area FREE.
I will select 3 reviewers per teaching level.  Questions?  Email me at docrunning@kulikuli.net  Want free stuff?  Fill out the form.  


The Civil Rights movement is an interesting era.  My students argue that we are in a new period of the movement or that the movement never ended.  For the purpose of this post, I’m referring to the Civil Rights Movement of the 1950s and 60s. I’ve written about this era here and here. It is one of my favorite eras to explore with students in part because of its relevancy.  

A key theme in our study is an examination of where we are today.  We focus on three major groups that we have already discussed as part of our Civil Rights study: African Americans, Hispanics and Latinos, and women. Students can advocate for other groups such as gays, but they need to be prepared to do extra research to identify how rights changed or didn’t from the 1950s and 60s to today. 

As part of our rational functions unit in Algebra 2, we stumble on the troubling work, mixture and motion word problems.  You know, if train a leaves at 1 and train b leaves at 3 and...or if one pipe fills a tub at a rate of 20 liters per minute and another pipe drains it at 12 liters per minute...  my students groan when we get to these.  Despite having worked with word problems and real world applications for years leading up to this topic, it is still a struggle for many students. 

Students can just memorize the formulas, but for the idea to really stick a little inquiry is helpful. We start with motion which seem the most instinctual. We start with basic but silly problems.  

The Renaissance could be a whole course. I even was lucky enough to teach a 10 week course, once. Ten weeks is a luxury.  Sometimes, you have just one or two weeks.  With that in mind, I have put together some of my best ways to teach the Renaissance in one week, two weeks, or three to four weeks.

 To approach the Renaissance,  examine first how much time you have to work with the material and the major ideas students will come away with from their study. The second parameter is often dictated by the course in which it is being taught.  I’ll start with the major ideas and then outline possible activities for 1-4 weeks of study. 
CONGRATULATIONS TO THE WINNERS!

 This giveaway is now closed.

 Don't let time run out.  Fill out the google form  (2 questions and your email!) and you are entered to win one of 3 prizes: 

  • 1st prize: $10 TPT gift card + $10 in merchandise of your choice from Education with DocRunning
  • 2nd prize: $10 in merchandise of your choice from Education with DocRunning
  • 3rd prize: $5 in merchandise of your choice from Education with DocRunning
Enter now!  Giveaway ends 9pm (PST) February 27, 2019.

Good luck. 
I’ve taught Feudal Japan as its own unit or as part of our Middle Ages unit.  The choice is largely dictated by our timeline and the scope of the course.  After teaching it a few times there some sources that I’ve found that are a nice addition to our study, and as a bonus are free (except 1)!   

 Here’s a fun little project for graphing radicals that can be done by hand or on a graphing calculator such as Desmos.  Students use square and cube roots to create a piece of art.  

The project requires:
- an understanding of the shape of the graphs of square roots and cube roots 
- how to transform these functions 
- range of functions 
-and a little creativity from the students.  
The Great Depression is an important part of US history and from a policy point of view telling of the future.  We almost had one again in 2008.  So, when we take on the Great Depression we look at how we got there and how we got out.  

 We also spend significant time on the effects on individual Americans.  One approach is through primary source analysis (what we do here) and a student-designed gallery walk (how to on student-designed gallery walks here).  I also like to use the vehicle that was popular of the era for sharing information.  In the case of the Great Depression, this is the newspaper.

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I am a research policy advocate, educator, curriculum developer, author, PhD, amateur chef and of course, ultra marathon runner. I am deeply passionate about helping every student have the best opportunity to find their passions and develop their skills.

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