This is an online module created for the 3rd Grade of the Junior High School. The topic of the lesson is the "7 Wonders of the World", and its main emphasis is placed on the Listening comprehension skills practice.
This class examines the ways humans experience the realm of sound and how perceptions and technologies of sound emerge from cultural, economic, and historical worlds. In addition to learning about how environmental, linguistic, and musical sounds are construed cross-culturally, students learn about the rise of telephony, architectural acoustics, and sound recording, as well as about the globalized travel of these technologies. Questions of ownership, property, authorship, and copyright in the age of digital file sharing are also addressed. A major concern will be with how the sound/noise boundary has been imagined, created, and modeled across diverse sociocultural and scientific contexts. Auditory examples--sound art, environmental recordings, music--will be provided and invited throughout the term.
Australian Aboriginal art is one of the oldest continuing art traditions in the world. Much of the most important knowledge of aboriginal society was conveyed through different kinds of storytelling—including narratives that were spoken, performed as dances or songs, and those that were painted. In this lesson students will learn about the Aboriginal storytelling tradition through the spoken word and through visual culture. They will have the opportunity to hear stories of the Dreamtime told by the Aboriginal people, as well as to investigate Aboriginal storytelling in contemporary dot paintings.
Huitzilopochtl, God of the Sun, was the Aztec principal god. He had an insatiable appetite for blood. Under his urging, the Aztecs rose from a band of primitive farmers to become the bloodiest civilization of the early Americas. Many Central America cultures indulged in human sacrifice. The Aztec practiced it on an industrial scale, sacrificing tens of thousands of victims each year.
In the wake of Columbus' historic voyage in 1492, expeditions, especially from Imperial Spain, swarmed into Aztec territory. They came in search of gold and souls gold to enrich the coffers of the Spanish king (and their own), and heathen souls to rescue for Christianity. Within a generation, America's ancient civilizations were crushed. Both the Aztec and Inca Empires collapsed after campaigns lasting just a couple of years. How did they fall so fast? Historians suggest many causes.
A brief history of conflicting ideas about mankind's relation to the natural environment as exemplified in works of poetry, fiction, and discursive argument from ancient times to the present. What is the overall character of the natural world? Is mankind's relation to it one of stewardship and care, or of hostility and exploitation? Readings include Aristotle, The Book of Genesis, Shakespeare, Descartes, Robinson Crusoe, Swift, Rousseau, Wordsworth, Darwin, Thoreau, Faulkner, and Lovelock's Gaia. This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about nature and the natural environment of mankind. The term nature in this context has to do with the varying ways in which the physical world has been conceived as the habitation of mankind, a source of imperatives for the collective organization and conduct of human life. In this sense, nature is less the object of complex scientific investigation than the object of individual experience and direct observation. Using the term "nature" in this sense, we can say that modern reference to "the environment" owes much to three ideas about the relation of mankind to nature. In the first of these, which harks back to ancient medical theories and notions about weather, geographical nature was seen as a neutral agency affecting or transforming agent of mankind's character and institutions. In the second, which derives from religious and classical sources in the Western tradition, the earth was designed as a fit environment for mankind or, at the least, as adequately suited for its abode, and civic or political life was taken to be consonant with the natural world. In the third, which also makes its appearance in the ancient world but becomes important only much later, nature and mankind are regarded as antagonists, and one must conquer the other or be subjugated by it.
"Focus on 'Henry V'" is a peer-reviewed, multimedia, digital Open Educational Resource co-authored and co-produced by faculty, graduate students, and undergraduates on the innovative digital publishing platform Scalar. Chapters include guides to early printed editions, sources, and performance and cinematic histories of the play, as well as teaching resources and in-depth case-studies of particular scenes. All chapters include rich multimedia and audio recordings of body text and image captions. In addition to a traditional Table of Contents, the digital book allows users to navigate the materials through multiple pathways and visualizations. In this way the book offers not only a cutting-edge, renewable OER for college and K-12 teachers but also a model for maximizing the affordances of the digital medium.
This course covers French politics, culture, and society from Louis XIV to Napoleon Bonaparte. Attention is given to the growth of the central state, the beginnings of a modern consumer society, the Enlightenment, the French Revolution, including its origins, and the rise and fall of Napoleon.
Learning to Share Information (5 days)
1.Today we are going to start a research project on Greek gods. We started reading A True Book: Ancient Greece in shared reading today. One of the things that was really important to the ancient Greeks was religion. They believed in many gods and they believed that their gods looked and acted like humans, but had incredible powers and lived forever.
2. Yesterday you chose which god you were going to be an expert on. I have the list up here. Also, you started to research and write notes on your graphic organizer. I showed you how to make sections to take notes in and how to add more to each section as you read through different sources.
3. For the past two days, you have been working hard to gather information about your gods. All of you have several sections filled in. Some of those sections have lots of information and some of those sections only have one or two facts. Today we are going to talk about deciding which information to keep and which information to get rid of.
4. Yesterday you worked on choosing information to share in your infographic. Today you will need to begin planning how you will want your infographic to look.
5. Yesterday you used your graphic organizer to plan your infographic. Today you can start making your infographic.
Attention high school Spanish teachers! This is a Webquest that I created to be used as a group project in a High School Spanish I class. It is a cultural learning project spanning three weeks for classroom groups composed of four students. Within each group, each student will carry out one of four different roles/tasks in preparation for an imaginary trip that the class is going to make to Mexico and Central America. Each group will have the option of choosing to research one of the seven countries included, which can accommodate a classroom of up to 28 students under the parameters given. The nice thing about this project is that each group will give a presentation on a different country which will broaden the students' cultural knowledge of Mexico and Central America. This project is intended for high school Spanish students but could also be used for middle school. The only technology needed is a computer, projector, and an internet connection. ¡Que lo disfruten!
This 10-minute documentary tells the story of Marie Wilcox, the last fluent speaker of the Wukchumni language and the dictionary she created in an effort to keep her language alive.
Week 29, Day 1---Day 5
D is for Dancing Dragon: A China Alphabet
"This book is called D is for Dancing Dragon: A China Alphabet. It was written by Carol Crane and illustrated by Zong-Zhou Wang.
You might think that an alphabet book is for kindergartners, but this is no ordinary alphabet book. That’s because it also teaches us about China. On the first page, you can see a map of China, which is a country on the other side of the world."
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
visual: comparison chart
Review and Share Written Responses
This is an unconventional alphabet book because of the extensive background information about the word that is given for each letter. We have chosen to use the first 5 days for instruction. If you have extra time, you could read additional segments.
In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea.
In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.
This lesson reviews the Spanish verb GUSTAR - it's conjugation, use with nouns and infinitives, and using it in the Simple Form versus the Emphasis & Clarity Form.
" This course is an introduction to writing prose for a public audienceŰÓspecifically, prose that is both critical and personal, that features your ideas, your perspective, and your voice to engage readers. The focus of our reading and your writing will be American popular culture, broadly defined. That is, you will write essays that critically engage elements and aspects of contemporary American popular culture and that do so via a vivid personal voice and presence. In the coming weeks we will read a number of pieces that address current issues in popular culture. These readings will address a great many subjects from the contemporary world to launch and elaborate an argument or position or refined observation. And you yourselves will write a great deal, attending always to the ways your purpose in writing and your intended audience shape what and how you write. The end result of our collaborative work will be a new edition, the seventh, of Culture Shock!, an online magazine of writings on American popular culture, which we will post on the Web for the worldwide reading public to enjoy."