LC Presents

My presentation introduces students to the key elements of a literary narrative (sensory detail, well-told story, and indication of significance) by first examining these features in a brief, published work of creative nonfiction. Through small and large group collaboration, students will then practice various strategies for drafting personal narratives of their own. Activities will include reading, observing, mapping, drafting, and sharing.

Standards: W.9-10.3, W.9-10.4, W.9-10.5; W.11-12.3, W.11-12.4, W.11-12.5

Ever wonder how short stories, creative nonfiction essays, and poems first get published, or how literary magazines take shape? Using LCSC’s Talking River Review as a guide, this presentation walks students through the process of editing a college literary journal from submissions and solicitations to layout, proofing, printing, and distribution. Collaboratively, students will read actual submissions to TRR, work on developing an aesthetic, and practice proofreading.

Standards: RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.6, RL.11-12.10, L.11-12.5, L.11-12.6

This presentation guides students through a step-by-step process of how to write a successful and memorable personal narrative when applying for college scholarships.

Standards: W.9-10.3, W.9-10.4, W.9-10.5; W.11-12.3, W.11-12.4, W.11-12.5

CONGRATULATIONS! You have won a travel pass to travel anywhere in the world. Your adventure is only limited by your imagination. With this amazing gift, your mission is to travel the world and discuss your trip and all its parts with the rest of the class. You will need an electronic device (laptop, cell phone, or computer) to research the trip. This Presentation is an introduction and overview of the many facets of the Hospitality, Travel and Tourism industry. It is to provide the students with an introductory look into the World of Hospitality, but also with an understanding of the world of business and particularly to business as it applies to the hospitality industry.

Standards: CTEI- Idaho Hospitality and Tourism Program Standards and Idaho Culinary Arts Program Content/Performance Standards and Idaho Teaching Standards: 1.0: Career Pathways and Industry Professional Standards; 1.1: Professional industry history, traditions and current trends; 1.2: Career paths and opportunities; 1.3: Professional and ethical workplace behaviors; 2.0: Business Essentials; 2.1: Business Structures; 2.2: Economic Impact; 2.3: Human Resources; 2.4: Sales and Marketing and accounting controls and concepts; 2.5: Safety and security; 2.6: Legal and ethical considerations

CONGRATULATIONS! You have won a travel pass to travel anywhere in the world. Your adventure is only limited by your imagination. With this amazing gift, your mission is to travel the world and discuss your trip and all its parts with the rest of the class. You will need an electronic device (laptop, cell phone, or computer) to research the trip. This Presentation is an introduction and overview of the many facets of the Hospitality, Travel and Tourism industry. It is to provide the students with an introductory look into the World of Hospitality, but also with an understanding of the world of business and particularly to business as it applies to the hospitality industry.

Standards: CTEI- Idaho Hospitality and Tourism Program Standards and Idaho Culinary Arts Program Content/Performance Standards and Idaho Teaching Standards: 1.0: Career Pathways and Industry Professional Standards; 1.1: Professional industry history, traditions and current trends; 1.2: Career paths and opportunities; 1.3: Professional and ethical workplace behaviors; 2.0: Business Essentials; 2.1: Business Structures; 2.2: Economic Impact; 2.3: Human Resources; 2.4: Sales and Marketing and accounting controls and concepts; 2.5: Safety and security; 2.6: Legal and ethical considerations

The presentation will briefly present a small cross-section of in-class activities and strategies that have been developed to teach some fundamental social science concepts to students in introductory US politics courses. The audience will be encouraged to actively engage in these activities to explore for instance why we have the impression of an imperial presidency, why there is so much money in politics, why we talk about “too” much feds’ power and a “do-nothing” Congress as well as why it is so difficult to extend civil rights.

Keywords: American Government, Presidency, Congress, Civil Rights, Logic, Critical Thinking, Campaigning & Money in Politics

Standards: Social Studies: Goal 4.2., Goal 4.4. and Goal 4.5

The presentation will focus on a small cross-section of in-class activities and strategies that have been developed to teach some fundamental concepts to students in introductory geography and social science courses. The audience will be encouraged to actively engage in these activities to reflect on the importance of geography on national security, to business relations and to a better understanding of cultural diversity through the exploration of distance decay, mental maps, cultural influences on the awareness of spatial relations, and the critical analysis of maps and texts.

Keywords: Geography, Global Perspectives, Interdependence, Diversity, Spatial Relations, Critical Thinking, Distance Decay, Mental Maps, National Security

Standards: Social Studies: Goal 2.1., Goal 2.2., Goal 2.4., Goal 2.5., Goal 5.1

Fear that American news organizations are systematically and deliberately misleading the public has recently reached its crescendo with the incumbent U.S. president not only regularly calling news coverage “fake news”, but going so far as labeling the mainstream media as the “enemy of the people”. This presentation takes a closer look - through in-class activities and lecture material - at the three major categories of media biases: affective, informational, and partisan. Students will be encouraged to reflect on why affective and information biases are much more ubiquitous than the commonly discussed partisan biases.

Keywords: Media, Media literacy, News, Critical Thinking, American Government, Fourth Branch, Biases, Media Ownership

Standards: Social Studies: Goal 3.2, Goal 4.1, Goal 4.2., Goal 4.4., Goal 4.5

This presentation will explore the venerable and respected legal profession. The complexities of the legal system have created an abundance of rewarding career opportunities for students to evaluate. This presentation will introduce students to a wide range of career possibilities within the expanding and evolving legal profession. It will also explore degree requirements, educational costs, common traits and qualities of a legal professional, and expected pay. Class/group activities will be incorporated as part of this presentation.

Standards: Idaho Content Standards American Government, Standard 4--Civics and Government, 9-12.G.4.3.3; Idaho Workplace Readiness Standards, Performance Standards 1.1 and 1.2--Qualities, Knowledge & Skills; Idaho Administrative Service CTE Standards, Performance Standard 3.2 and 6.7--Business Formation, Ethics & Career Investigation

Radiology (x-ray) offers a vast array of career avenues to pursue. This presentation is an introduction to an x-ray department, including different modalities (CT, MRI, Ultrasound and Cath. Lab), the staff responsibilities, and the technology involved in a modern radiology department. It emphasizes the role a radiology technologist plays on a medical team. Students will understand the ability to collaborate in stressful situations while using technology to save lives. Students will be able to identify the exam of choice for different medical scenarios and provide reasoning for the choices. The students will realize the digital responsibilities of medical workers and importance of modern technology in radiology.

Standards: Information and Communication Technology: Standard 2 -Digital Citizen, Goal 2

Presentation includes some background on climate change (radiation, greenhouse gases and greenhouse effect) and student activities designing short experiments with temperature and heating of gases, interpreting local data, and calculating student carbon footprints and strategizing solutions to climate change.

Standards: HS-ESS-3.5, HS-ESS-3.6, MS-PS-3.3, MS-ESS-3.5, HS-ESS-2.6

Can you answer these questions about your own health: What medical conditions do I have? How do I fill a prescription? Who is my insurance carrier? What is family medical history? What are my allergies and what is the reactions? Just to name a few.

Standards: Health Education 1.1.1 to 1.1.7; 7.1.1 to 7.1.4; 6.1.1 & 6.1.2

 A course designed to explain electrical energy. Focus is on how electrical energy is converted to other energy forms for use in household appliances. For example, electrical energy may be converted to magnetism (induction loads) or heat (resistive loads). Students will discover how electricity influences their daily lives.

Standards: Idaho Content Standards in Science: PSP2-HS and PSC3-HS/ ICTE Electrical Year I Content Standard 2.0/ ICTE HVAC Year 2 Content Standard 3.0/ ICTE Industrial Mechanics Content Standard 6.0/ ICTE Electronics Technology Content Standard 2.0

Have an authorized OSHA trainer visit your classroom for discussion on construction site hazards. Learn about the Focus Four:

• Falls
• Electrical
• Caught-In/Between
• Struck-By

Standards: Idaho Health Standards 1-8 for grades 9-12

Being successful in today’s job market doesn’t just revolve around classes and grades. Employers seek multifaceted workers who can communicate, collaborate, and innovate. Whether you’re planning to go to college, technical school, or join the workforce right away, you need a plan. But, coming up with an effective game plan requires strategy and calculation. In this session, prepare to maximize your time and efforts by taking an inventory of your strengths and leveraging interests and experiences to construct a personalized vision board. In connecting goals to dreams, you'll be able to envision a path to success that is within reach!

Keywords: job, college, technical, career, goals, creativity

Standards: Workplace Skills for Career Readiness 1.2.6-1.2.8

When we write argumentative essays or give persuasive speeches, we must deal with opposing views. Oftentimes, we choose weak counterarguments to make our own claims seem mightier. In this session, you will address strong counterarguments head on in a game-like format by first acknowledging and then rebutting naysayers. You’ll sharpen your improvisation and critical thinking skills during this cooperative workshop intended to make you a stronger and more fearless rhetorician.

Keywords: argument, counterargument, naysayer, essay, speech, critical thinking, rhetoric

Standards: 9/10 OC-3 & OC-4; 11/12 W-2; 11/12 OC-3 & OC-4

Can humans change their habits? Do our attitudes and self-talk determine our success? This session provides an interactive learning experience that digs into the fascinating capability of our brains, how our brains change and adapt, and how choosing a growth mindset can positively impact our lives. As you participate in this presentation, consider how you can cultivate a can-do spirit to overcome challenges you might face.

Standards: (NF) 9/10.RC-6, (RW) 9/10.W-1, (OC) 9/10.ODC-1

Cell phones have revolutionized our world, giving many people instant access to information, communication, and resources. But what do we know about the long-term impacts of cellphone use? Does the impact change depending on the age of the individual? This interactive learning experience examines the impacts of cell phone usage on physical, emotional, and mental health and invites students to consider how their cell phones might currently impact their own lives.

Standards: (NF) 9/10.RC-6, (RW) 9/10.W-1, (OC) 9/10.ODC-1 

While each time period and culture has defined beauty in various ways, the advent of social media in the 21st century has ensured that exposure to a specific “idealized” body type now spans boundaries of all kinds. No matter where we turn, we are inundated with images of the “idealized” body type. This interactive learning experience explores the ways in which media and social media can impact the way we see our bodies, how this harms physical, mental, and emotional health, and what we can do to decrease the potentially negative impacts.

Standards: (NF) 9/10.RC-6, (RW) 9/10.W-1, (OC) 9/10.ODC-1

Over 400 years after his death, William Shakespeare continues to exert a profound influence on our language and culture. We use words that he invented and quote his plays virtually every day, usually without knowing it. His works form the basis of novels, movies, and television shows, and his characters supply archetypes for life’s most fundamental experiences: unbridled joy, unrequited love, irrational jealousy, thwarted ambition, impenetrable sadness, boundless hope. Shakespeare’s plays have been translated into over 100 languages and are performed all over the world. Combining lecture with interactive lessons, this presentation teaches about Shakespeare’s value and enduring global influence.

Standards: Reading Compression Standards 5 a-e, Vocabulary Development Standards 2a-d

We are in motion each and everyday. How one body moves is different than another. Learn about factors that impact how we move, physiological responses to movement, and the importance of moving efficiently. This interactive presentation will get you moving and thinking critically about what that looks like and why it matters.

Standards: 9-12.H.1.1.7 9-12.H.5.1.7 9-12.PE.2.1.2 9-12.PE.5.1.4

The social movements of the 1960s are reflected in popular music, which helped shaped perceptions of the world, especially among the teenagers and young adults of the United States during a turbulent time. This presentation uses changes in music from “girl groups” and women singers in the late 1950s through the 1960s to examine a growing awareness of empowerment among girls and women.

Standards: 6-12.MU:GM.5.1, 6-12.MU:GM.5.2, 9-12.US2.22, 9-12.US2.27, 6-12.HT2.1, 6-12.HT2.4

The 1960s often overshadow the 1950s when people think of protest, social movements, and changes in society. Yet, the rock and roll of the 1950s ushered in changes in society, especially for the younger generation. These changes allowed for a larger questioning of the social and political world that boiled over in the 1960s. Examining rock and roll from the allegedly tamer 1950s (as seen with singers such as Elvis Presley, Hank Ballard, Jerry Lee Lewis, Chuck Berry, and Littler Richard) demonstrates the influence this earlier music had on monumental shifts we see in the 1960s.

Standards: 6-12.HT2.1, 9-12.US2.27, 6-12.MU:GM.5.1, 6-12.MU:GM.5.2, 9-12.US2.22, 6-12.HT2.4

Women were key factors in the U.S. war effort, whether that was by taking on new jobs at home, serving their country abroad in the Women’s Army Auxiliary Corps, or by reshaping their daily lives in light of rationing and changes in society. This presentation will examine the multitude of roles women took on during the war, and how the changes in their lives not only helped win the war, but kept the country afloat.

Standards: 6-12.HT2.1, 6-12.HT2.4, 9-12.US2.17

Often dismissed as 'less than' forms of literature, comics, graphic novels, and picture books are often considered to be juvenile, and not considered as literature. However, in recent years, there has been a movement backed up by research, that shows different forms of art can and should be considered literature and included in classroom instruction at all levels. In this session, we will explore various examples of these media, including digital texts, and develop strategies for advocating their inclusion in instructional spaces.

Standards: ODC.9-10.1. E, ODC.11-12.1.

This presentation looks at the vital role of packaging in not only containing and protecting products, but supporting brand identity. We’ll look at examples of brands that have embraced and exemplify this important connection. Students will learn about the variety of packaging material options and the considerations in choosing which is best. Methods and options for applying decoration to various containers will be broken down from concept development and design to final production. We’ll accomplish this exploration through the perspectives of the structural and/or graphic designers that are tasked with creating an effective package/container.

Standards:

• Marketing: Performance Standard 6.2: Product Packaging and Branding
• 6.2.1 Identify the common elements and functions of product packaging.
• 6.2.2 Describe the importance of packaging in marketing.
• 6.2.3 Identify the qualities of effective branding.
• 6.2.4 Compare national, private label, generic brands, and product packaging.
• 6.2.5 Describe the importance of branding in marketing strategies.
• Digital Comm: Performance Standard 6.2: Branding and Corporate Identity
• 6.2.1 Analyze branding and corporate identity, its purpose and constituents.
• 6.2.2. Create a visual that appropriately represents the brand’s identity in multiple media formats.
• Digital Comm: Performance Standard 1.4: Principles and Elements of Design to Layout
• 1.4.5 Explain the importance of consistency of design.
• 1.4.6 Explain the importance of usability.
• 1.4.7 Describe visual hierarchy and how it is used in design to control the viewer’s eyes.
• Idaho Content Standards: Information & Communication Technology
• 9-12.ICT.4.1 Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• 9-12.ICT.4.2 Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
• 9-12.ICT.4.3 Develop, test and refine prototypes as part of a cyclical design process.
• 9-12.ICT.5.1 Analyze problems, identifying opportunities to apply technological methods for solution development.

This presentation explores the diverse career opportunities in collision repair, covering roles such as auto body technicians, paint specialists, estimators, service advisors, insurance adjusters, and claims examiners, along with management and support positions. As the automotive industry evolves, new opportunities are emerging in specialized areas like advanced materials and electric vehicle repair. Whether in repair shops or insurance companies, this field offers numerous pathways for growth and development. You’ll also have the chance to try a VR paint simulator, providing a hands-on experience of one of the key skills in the industry.

Standards: CTEI- Automotive Collision Repair content standard 2.0: Investigate industry Careers; 6.4.7 Apply basecoat/clear coat for overall refinishing.