: Students will analyze primary sources, images, and speeches to form opinions about causal relationships and compare and contrast those opinions with historical documents.
In this lesson, students will learn about the implementation of the Indian Removal Act and the Trail of Tears. Students will engage with primary and secondary sources to build a comprehensive understanding of the events.
Students will use prior knowledge to interpret and infer from the optic “American Progress”. Students will link the images and information to the time period and communicate effectively about those conclusions.
As students rotate through learning stations, they analyze the Magna Carta, Mayflower Compact, and the English Bill of Rights. Students interpret the historical documents and draw conclusions as to how these docuemnts have influenced the U.S. system of government.
Students will be able to apply their knowledge of the principles of the U.S. Constitution in relation to the events and issues of Andrew Jackson’s Presidency, explain if the principles were demonstrated or violated, and justify their reasoning.
Students will be involved in a simulation of the War of 1812 on a map, its causes, events, and effects.
6 Section 2: Education Laws and Rules
This section provides an overview of general state and federal education laws and rules related to work-based learning (WBL).
5 Section 4: Local School Policies
This section discusses local school policies pertain to work-based learning (WBL), as well as how those policies are typically applied in Texas high schools.
5 Section 3: Texas Education Agency Rules Impacting Work-Based Learning
This section describes Texas Education Agency (TEA) rules related to work-based learning (WBL), with an emphasis on Section V of the Student Attendance Accounting Handbook (SAAH) and rules regarding career preparation and practicum courses. In addition, it provides a brief overview of career and technical education (CTE) funding and coding guidelines.
4 Section 7: Training Plans for Career Preparation and Practicum Courses
This section explains what a work-based learning (WBL) training plan is, how it is used, why it is important, and how to correctly complete it.
6 Section 5: Workplace Laws and Rules
This section describes workplace laws and rules that must be considered when overseeing student work-based learning (WBL) experiences and where to find additional information and resources related to the laws and rules.
7 Section 6: WBL Training Sites
This section explains how to identify and select appropriate training stations for students’ WBL experiences, and ensure that training sponsors understand their responsibilities.
4 Section 8: Recordkeeping and Documentation for WBL
This section describes the records that the Texas Education Agency (TEA) requires work-based learning (WBL) teacher-coordinators to verify, produce, and/or maintain to comply with federal and state laws and policies.
8 Section 9: Timeline for Implementing an WBL Program
This section explains the critical tasks and typical timeline for implementing work-based learning (WBL) in career preparation and practicum courses.
10 Section 10: Classroom Tips for WBL
This section explores some classroom practices that experienced work-based learning (WBL) instructors recommend for implementing the classroom component of WBL. Learners will learn strategies that will help them establish expectations, manage the WBL classroom, work with special populations, and much more.
5 Section 12: Preparing WBL Students for Life After Graduation
The primary purpose of career and technical education (CTE) is to prepare students for life beyond high school by helping them develop the academic, technical, and employability skills needed to pursue their chosen career. Participating in a work-based learning (WBL) experience is a major milestone on a CTE student’s career pathway. This section describes the WBL instructor’s critical role in preparing students for the transition from high school to the next phase of their life journey. It includes the definition of “college and career readiness,” a description of post-secondary opportunities for students, and a list of recommended WBL activities for students.
Introduction to Section 8
This section describes required and recommended records that should be kept when coordinating work-based learning (WBL) experiences, with an emphasis on those records career preparation or practicum teachers must produce and maintain.
Lesson 8.1: Recordkeeping Requirements
This resource describes the career and technical education (CTE) records required to demonstrate compliance with federal and state laws, regulations, and policies.
Lesson 8.2: Creating a WBL Filing System
This lesson shares recommendations from experienced work-based learning (WBL) teacher-coordinators on how to get and stay organized.
Introduction to Section 10
In this section, learners will explore standard classroom practices experienced instructor recommend for implementing the classroom component of work-based learning (WBL). This section also includes many resources, templates, and other instructional materials.