LEADER 02239nam 22004453u 450 001 9910778977803321 005 20221025193550.0 010 $a0-585-03145-2 035 $a(CKB)111004368577956 035 $a(EBL)1354609 035 $a(OCoLC)782950384 035 $a(MiAaPQ)EBC1354609 035 $a(EXLCZ)99111004368577956 100 $a20131216d2006|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 200 14$aThe Lincoln mailbag$b[electronic resource] $eAmerica writes to the president, 1861-1865 210 $aCarbondale $cSouthern Illinois University Press$d2006 215 $a1 online resource (297 p.) 300 $aDescription based upon print version of record. 311 $a0-8093-2072-X 327 $aCover; Book Title; Copyright Page; Contents; Illustrations; Preface; Acknowledgments; Introduction; A Note on Editorial Methods; Photo Gallery; 1861; 1862; 1863; 1864; 1865; Index; Author Bio; Back Cover 330 $aAs president, Abraham Lincoln received between two hundred and five hundred letters a day-correspondence from public officials, political allies, and military leaders, as well as letters from ordinary Americans of all races who wanted to share their views with him. Here, and in his critically acclaimed volume Dear Mr. Lincoln, editor Harold Holzer has rescued these voices-sometimes eloquent, occasionally angry, at times poetic-from the obscurity of the archives of the Civil War. The Lincoln Mailbag includes letters written by African Americans, which Lincoln never sa 606 $aLincoln, Abraham, 1809-1865 -- Correspondence 606 $aUnited States -- History -- Civil War, 1861-1865 -- Sources 607 $aUnited States$xHistory$yCivil War, 1861-1865$xSources 615 4$aLincoln, Abraham, 1809-1865 -- Correspondence. 615 4$aUnited States -- History -- Civil War, 1861-1865 -- Sources. 676 $a973.7/092 676 $a973.7092 700 $aHolzer$b Harold$0910532 701 $aHolzer$b Harold$0910532 701 $aLincoln$b Abraham$f1809-1865.$0555500 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910778977803321 996 $aThe Lincoln mailbag$93851640 997 $aUNINA LEADER 03807oam 2200493 450 001 9910794587803321 005 20201021092205.0 010 $a1-68140-621-7 035 $a(OCoLC)1139012434 035 $a(MiFhGG)GVRL733H 035 $a(EXLCZ)994100000011748737 100 $a20200113h20202020 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIntegrating STEM teaching and learning into the K-2 classroom /$fJo Anne Vasquez, Michael Comer, Jen Gutierrez 210 1$aArlington, Virginia :$cNSTA Press,$d[2020] 210 4$d?2020 215 $a1 online resource (xvii, 116 pages) $cillustrations 225 0 $aGale eBooks 311 $a1-68140-620-9 320 $aIncludes bibliographical references and index. 327 $aCreating a blueprint for building your K-2 STEM house -- Pioneering into STEM integration -- Unpacking the integrated STEM classroom -- Tackling the core instructional time -- Using the W.H.E.R.E. model template -- Developing a STEM unit with math as the driver--straw bridges -- Developing a STEM unit with engineering as the driver--baby bear's chair -- Developing a STEM unit with science as the driver--a pond habitat -- Moving students from inquiry to application--shade structure -- Transforming to a successful STEM school. 330 $a"It's time to ramp up science, technology, engineering, and mathematics (STEM) in the K-2 classroom. Benefits of early learning in science and math include the following: (a) It leads to social-emotional development and fewer challenging behaviors; (b) it supports the development of a mind-set that includes curiosity, communication, persistence, and problem solving; (c) it contributes to gains in other subjects by supporting literacy and language development and better reading comprehension and writing skills; and (d) it includes subjects that can engage students from varying backgrounds, including English language learners. But delivering quality early STEM information requires expertise on the part of the teacher in scaffolding the lessons. Research shows that quality STEM teaching and learning is critical in early childhood education; however, it is also points out that the teachers themselves need support as they learn how to facilitate STEM learning in their classrooms. Professional learning experiences are needed to cover how teachers can make connections between STEM topics and the everyday activities they are already doing with their students. STEM teaching and learning does not need to become one more add-on to the K-2 classroom. STEM learning should be a natural extension to what teachers are already teaching. It was with this in mind that we set out to write this book. We wanted to focus on how to naturally integrate STEM learning into K-2 classroom experiences"--$cProvided by publisher. 606 $aScience$xStudy and teaching (Elementary)$zUnited States 606 $aTechnology$xStudy and teaching (Elementary)$zUnited States 606 $aEngineering$xStudy and teaching (Elementary)$zUnited States 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States 615 0$aScience$xStudy and teaching (Elementary) 615 0$aTechnology$xStudy and teaching (Elementary) 615 0$aEngineering$xStudy and teaching (Elementary) 615 0$aMathematics$xStudy and teaching (Elementary) 676 $a372.35044 700 $aVasquez$b Jo Anne$f1943-$01511951 702 $aComer$b Michael W.$f1956- 702 $aGutierrez$b Jen$f1963- 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910794587803321 996 $aIntegrating STEM teaching and learning into the K-2 classroom$93745558 997 $aUNINA