techtonica / curriculum Goto Github PK

The lesson plan should live at html-and-css/ids-and-classes.md and have a similar workflow to the intro to HTML.

Students should understand

• floating and positioning,
• the box model,
• how to style text, and
• how to quickly build a simple layout.

One idea for an "assessment" would be to have the students participate in a build-the-ugliest-website competition.

The following may be used as references:

• https://www.girldevelopit.com/materials/html-intro
• http://fellowship.hackbrightacademy.com/materials/lectures/css/

Acceptance Criteria:

• The lesson has a defined time scope (45 minutes? 2 hours? etc.)
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/functions.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/dictionaries.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at pair-programming/pair-programming.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at inclusion/inclusion.md.

It should discuss

• unconscious bias,
• privilege,
• allyship,
• common issues,
• microaggressions,
• empathy, and
• strategies to combat issues in tech.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at git-version-control/git-version-control.md.

By the end of the lesson, students should understand

• add, commit, status, log
• rm, stash [pop], reset [soft/hard]
• remote [-v/add]
• push [-f], fetch, clone
• checkout [-b], merge, push -u

The following may be used as resources:

• https://www.youtube.com/playlist?list=PL5-da3qGB5IBLMp7LtN8Nc3Efd4hJq0kD
• http://www.thedom.io/journal/2015/8/12/temporary-post-learning-tools
• http://fellowship.hackbrightacademy.com/materials/lectures/git-1/

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at jquery/jquery-programming-fundamentals.md.

Acceptance Criteria:

• The lesson can be covered in 45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at version-control/git-collaboration/git-collaboration.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at web-patterns/web-patterns.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

#21

The lesson plan should live at sass/sass.md. The lesson should discuss mix-ins and variables.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at giving-presentations/giving-presentations.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at react/react-with-python.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at dev-tools-setup/dev-tools-setup.md and teach students how to set up Sublime Text to write Python and JavaScript.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at intro-to-request-response/intro-to-dns-ip.md and discuss what happens when you type a URL in a browser and hit enter.

You may want to draw on https://medium.freecodecamp.com/how-the-web-works-a-primer-for-newcomers-to-web-development-or-anyone-really-b4584e63585c#.azg1qed4h as a reference.

Acceptance Criteria:

• The doc is linked to from the main table of contents
• The lesson can be covered in 45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at command-line/command-line-advanced.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at APIs/api-basics.md.

By the end of the lesson, students should be able to read API documentation.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at react/react.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at version-control/github/github.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at bootstrap/bootstrap.md. By the end of the lesson, students should understand what responsive design is and how Bootstrap enables it.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at intro-to-request-response/load-balancing.md.

Acceptance Criteria:

• The doc is linked to from the main table of contents
• The lesson can be covered in 45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at django/django.md.

As references, you may want to consider

• Hello Web App by Tracy Osborn
• http://fellowship.hackbrightacademy.com/materials/lectures/flask/

Acceptance Criteria:

• There is an explicit time scope for the lesson (30 minutes? 2 hours? etc.)
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/lists.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at how-to-learn/how-to-learn.md and discuss different learning styles and strategies.

For reference material, see

• https://medium.freecodecamp.com/learning-how-to-learn-the-most-important-developer-skill-7bf62dfaf67d#.20bwpsdcr
• http://fellowship.hackbrightacademy.com/materials/lectures/how-to-hackbright/
• https://www.coursera.org/learn/learning-how-to-learn
• http://learning.blogs.nytimes.com/2010/09/13/learn-your-lesson-using-effective-study-strategies/?_r=0
• http://bigthink.com/neurobonkers/assessing-the-evidence-for-the-one-thing-you-never-get-taught-in-school-how-to-learn
• http://www.criticalthinking.org/pages/how-to-study-and-learn-part-one/513

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at command-line/command-line-interface.md and teach students how to

• make directories,
• move around,
• copy files,
• rename files, and
• use man.

Acceptance Criteria:

• The lesson can be covered in 2 hours
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/runtime.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/datetime.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/python.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

Currently, as of April 11, 2017, there's an initial template for what the JavaScript curriculum should look like, but that template should be updated to include an accurate time scope. It should also be broken up into four more manageable pieces, with assessments for each.

Initial ideas for what this should include:

• conditions
• variables
• math
• functions
• loops
• lists/arrays
• dictionaries

Students should also understand how to e.g. loop using Array.prototype.map rather than a for loop

Acceptance Criteria:

• There are four docs in the javascript folder with progressive lesson plans on using JavaScript
• Each of the docs are explicitly time-scoped (45 minutes? 2 hours? etc.)
• Each of the docs has a defined set of topics students should have learned
• There is a new issue to track work related to this new lesson plan

The lesson plan should live at interviewing/interviewing.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at html-and-css/tags-you-cant-see.md.

Acceptance Criteria:

• The lesson has a defined time scope (45 minutes? 2 hours? etc.)
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at html-and-css/intro-to-css.md.

Acceptance Criteria:

• The lesson has a defined time scope (45 minutes? 2 hours? etc.)
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at welcome-tips-rules/welcome-tips-rules.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/debugging.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at intro-to-request-response/intro-to-tcp-tls.md. You may want to use https://medium.freecodecamp.com/how-the-web-works-part-ii-client-server-model-the-structure-of-a-web-application-735b4b6d76e3#.1u4cd7gy6 as a reference.

Acceptance Criteria:

• The doc is linked to from the main table of contents
• The lesson can be covered in 45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at ajax/ajax.md.

It should discuss

• async,
• threads of execution,
• APIs (Google Maps), and
• promises.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at intro-to-request-response/servers.md.

Acceptance Criteria:

• The doc is linked to from the main table of contents
• The lesson can be covered in 45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at databases/databases.md.

Acceptance Criteria:

• The lesson can be covered in 1-2 days
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

It appears the location of the curriculum materials related to requests and responses has changed between what was originally in the repo and where contributors actually put things.

Acceptance Criteria:

• Location of Request/Response lesson plans has been consolidated into one directory
• That directory is properly linked to by the main table of contents

The lesson plan should live at python/package-management.md.

It should cover

• bundler vs. virtualenv
• NPM
• organizing Python projects

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at growth-mindset/growth-mindset.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at intro-to-request-response/clients-and-browsers.md.

Acceptance Criteria:

• The doc is linked to from the main table of contents
• The lesson can be covered in 45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/classes.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 3-4 hours
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at what-is-tech/what-is-tech.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

• The lesson plan should be saved into this file. The template is a copy of the React lesson that will be learned the day before.

• Save the accompanying slideshow in this file.

• Find or make an intro to redux video and paste the link in the issue comments.

The lesson plan should live at html-and-css/basic-attributes.md.

Students should look at a sample page to figure out what different tags do, tinker, and eventually try their own (C9 or CodePen or W3Schools, JSLint to avoid needing setup. The lesson should cover block vs. inline, specific tags, and things not to use. By the end of the lesson, students should be able to view source on a web page and understand it.

For example, students should be able to

• Use <h1-6>, <p>, <a>, <img>, <ul>/<ol>/<li>, <div>, <span>, <dl>/<dt>/<dd><form>/<fieldset>/<input> semantically.
• Name classes and ids semantically.
• Use Web Inspector quickly (hint: keyboard shortcuts)."

See

• https://www.girldevelopit.com/materials/html-intro
• http://fellowship.hackbrightacademy.com/materials/lectures/html-combo/
• https://medium.freecodecamp.com/the-practical-guide-to-becoming-a-professional-web-developer-2f255bc25c90#.dylhyrijn

as reference sources.

Acceptance Criteria:

• The lesson should have a defined time scope (45 minutes? 2 hours? etc.)
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at python/recursion.md.

Acceptance Criteria:

• The lesson is linked to from the Python table of contents
• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at ui-ux-design/ui-ux-design.md. See http://jgthms.com/web-design-in-4-minutes/#content as a reference.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at html-and-css/your-first-tags.md.

Acceptance Criteria:

• The lesson can be covered in 30-45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.

The lesson plan should live at intro-to-request-response/intro-to-http.md.

Acceptance Criteria:

• The doc is linked to from the main table of contents
• The lesson can be covered in 45 minutes
• There are clear objectives
• The activity helps different kinds of learners (e.g. spatial, auditory, verbal, kinesthetic)
• There is a cheatsheet or other handout
• There is an assessment

Note that self and peer assessments are preferable to grades.