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 An example from the University of Maryland University College [UMUC]UMUC  The title of the activity is: The Building of the Chesapeake and Ohio Canal.  Although this is an online activity, the ideas can be transformed and applied to our courses.  Original text  In this example, students examine illustrations and information relating to the canal system of early America and answer questions aimed at assessing its economic and social impact. Though primarily intended for second-level students, this example and many others in this resource could be easily adapted to the needs of undergraduates.  The exercise on the building of the Chesapeake and Ohio Canal suggests how teachers might use archival sources as a basis for teaching basic information about the industrial history of America. 2

 One of the suggested topics related to the “Managing Diversity” course is:  “Trace the historical development of the concept of equity from Salamanca Statement to NCLB”  Helps students understand the connection of various concepts in these stages  Students can further understand the need of diverse learners  Resources needed  Relevant documents: Salamanca Statement, Dakar Framework of Action, IDEA, and NCLB  Provided in one of the format: online, softcopy, or hardcopy 3

 One of the suggested topics related to the “School Guidance and Counselling” course is:  “Impact of resilience approach on the assessment of guidance need of school children in Hong Kong rapid changing social context”  According to the course outline, this may be related to CILO 1& 2  Resources needed  To be determined by the Counselling Team 4

 There are a number of disciplines in the UMUC site  If resources available, the use of technology to help implement OBL can be introduced to our Department 5