This unique book combines state-specific facts and 30 fun-to-do hands-on projects. The People Projects Book includes using sidewalk chalk to draw a life-sized state People on Parade, making a diversity flag, writing a poem about a state poet, designing a scrapbook of famous state women and more! Kids will have a blast and build essential knowledge skills including research, reading, writing, science and math. Great for students in K-8 grades and for displaying in the classroom, library or home.

This unique book combines state-specific facts and 30 fun-to-do hands-on projects. The Symbols Projects Book includes creating a model of the state bird, counting popcorn to visualize state population, creating state borders using craft materials, making a scrapbook of unique state facts and more! Kids will have a blast and build essential knowledge skills including research, reading, writing, science and math. Great for students in K-8 grades and for displaying in the classroom, library or home.

Work with data like a pro using this guide that breaks down how to organize, apply, and most importantly, understand what you are analyzing in order to become a true data ninja. From the stock market to genomics laboratories, census figures to marketing email blasts, we are awash with data. But as anyone who has ever opened up a spreadsheet packed with seemingly infinite lines of data knows, numbers aren't enough: we need to know how to make those numbers talk. In The Model Thinker, social scientist Scott E. Page shows us the mathematical, statistical, and computational models—from linear regression to random walks and far beyond—that can turn anyone into a genius. At the core of the book is Page's "many-model paradigm," which shows the reader how to apply multiple models to organize the data, leading to wiser choices, more accurate predictions, and more robust designs. The Model Thinker provides a toolkit for business people, students, scientists, pollsters, and bloggers to make them better, clearer thinkers, able to leverage data and information to their advantage.

In the decades following World War II, professional city planners in Detroit made a concerted effort to halt the city's physical and economic decline. Their successes included an award-winning master plan, a number of laudable redevelopment projects, and exemplary planning leadership in the city and the nation. Yet despite their efforts, Detroit was rapidly transforming into a notorious symbol of urban decay. In Redevelopment and Race: Planning a Finer City in Postwar Detroit, June Manning Thomas takes a look at what went wrong, demonstrating how and why government programs were ineffective and even destructive to community needs. In confronting issues like housing shortages, blight in older areas, and changing economic conditions, Detroit's city planners worked during the urban renewal era without much consideration for low-income and African American residents, and their efforts to stabilize racially mixed neighborhoods faltered as well. Steady declines in industrial prowess and the constant decentralization of white residents counteracted planners' efforts to rebuild the city. Among the issues Thomas discusses in this volume are the harmful impacts of Detroit's highways, the mixed record of urban renewal projects like Lafayette Park, the effects of the 1967 riots on Detroit's ability to plan, the city-building strategies of Coleman Young (the city's first black mayor) and his mayoral successors, and the evolution of Detroit's federally designated Empowerment Zone. Examining the city she knew first as an undergraduate student at Michigan State University and later as a scholar and planner, Thomas ultimately argues for a different approach to traditional planning that places social justice, equity, and community ahead of purely physical and economic objectives. Redevelopment and Race was originally published in 1997 and was given the Paul Davidoff Award from the Association of Collegiate Schools of Planning in 1999. Students and teachers of urban planning will be grateful for this re-release. A new postscript offers insights into changes since 1997.

Considers S. 2035, to authorize the extension of the Missouri River Basin Project.

Exploring Michigan through Project-Based Leaning includes 50 well-thought-out projects designed for grades 3-5. In assigning your students projects that dig into MichiganÕs geography, history, government, economy, current events, and famous people, you will deepen their appreciation and understanding of Michigan while simultaneously improving their analytical skills and ability to recognize patterns and big-picture themes. Project-based learning today is much different than the craft-heavy classroom activities popular in the past. Inquiry, planning, research, collaboration, and analysis are key components of project-based learning activities today. However, that doesnÕt mean creativity, individual expression, and fun are out. They definitely arenÕt! Each project is designed to help students gain important knowledge and skills that are derived from standards and key concepts at the heart of academic subject areas. Students are asked to analyze and solve problems, to gather and interpret data, to develop and evaluate solutions, to support their answers with evidence, to think critically in a sustained way, and to use their newfound knowledge to formulate new questions worthy of exploring. While some projects are more complex and take longer than others, they all are set up in the same structure. Each begins with the central project-driving questions, proceeds through research and supportive questions, has the student choose a presentation option, and ends with a broader-view inquiry. Rubrics for reflection and assessments are included, too. This consistent framework will make it easier for you assign projects and for your students to follow along and consistently meet expectations. Encourage your students to take charge of their projects as much as possible. As a teacher, you can act as a facilitator and guide. The projects are structured such that students can often work through the process on their own or through cooperation with their classmates.