Lessons about Thanksgiving in elementary classrooms have historically misrepresented the events and people involved in the “first Thanksgiving.” Teachers are looking for guidance in teaching culturally and historically accurate lessons to young children. Updated research and texts supported by primary documents and tribal oral histories allow us to present more accurate representation of the story behind this tradition. The lessons presented here invite students to share their own fall and harvest traditions, and teach students some of the cultural values and traditions of our country’s indigenous peoples. Lessons are designed to be integrated into existing curriculum on fall/autumn, food, harvest, celebrations, and/or salmon prior to the Thanksgiving holiday, but could be taught independently of other curriculum as well. Lessons 1-4 are written for k-3 and should be adapted for developmental appropriateness.

The class forms a "Presidential Task Force" for a week, empowered by the president to find answers and make recommendations concerning the future of the national power grid. Task force members conduct daily debriefings with their research team and prepare a report and presentation of their findings for the president, using an actual policy document as a guide. Although this activity is geared towards fifth-grade and older students and Internet research capabilities are required, some portions may be appropriate for younger students.

In this activity, students will review concepts covered throughout the semester by answering questions in a Jeopardy game. The questions will involve translation, vocabulary, and some questions about Chinese Culture.

In this activity students will look through a series of brochures for tour trips to different cities in China. As a group, they will chose which cities they would like to go to which tours, and decide what modes of transportation they will take. They will then create a travel itinerary for their entire group.

An Open Textbook Created with Students at the University of Arizona

Short Description:
Social media and humans exist in a world of mutual influence, and humans play central roles in how this influence is mediated and transferred. Originally created by University of Arizona Information scholar Diana Daly, this Winter 2022 Edition of the book Humans R Social Media uses plain language and features contributions by students to help readers understand how we as humans shape social media, and how social media shapes our world in turn.

Long Description:
Social media and humans exist in a world of mutual influence, and humans play central roles in how this influence is mediated and transferred. Originally created by University of Arizona Information scholar Diana Daly, this Winter 2022 Edition of the book Humans R Social Media uses plain language, audio and video, embedded questions and active learning activities, and contributions by students to help readers actively understand how we as humans shape social media, and how social media shapes our world in turn. The authors and contributors examine digitally mediated identity, microcelebrity, and relationships through sociological and feminist perspectives, and visualize networked publics and online spaces using historic forms of communication. Dynamic coverage by Daly and contributors also examines the #metoo movement, Black Lives Matter, and conversations around race and radicalism. Most notably, the world of information is examined through simple explanations of algorithms, types of misinformation, and spreadable media including memes. Designed for beginning college students, Humans are Social Media offers a unique, multimedia overview of social media in relationships with users and human cultures. (Cover design by Jacquie Kuru featuring work by iVoices Media Lab students. Top row, from left: Aditya Kumar, Anonymous, Alora, Preston Pierce Kerstin. Row 2: Jenna N Wing, Anna, Brenda Dolores Perea, Kennedy. Row 3: Jillian Bandler, Emilee Gustafson, Anonymous, Bianca. Row 4: Abby Arnold, Ashlyn Geaslen, Malia, Nellie Youssef. Row 5: Blaze Mutware, Luis A. Ruiz, Rachel Rojas, Sydney)

Word Count: 71820

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this activity, students will play a bingo game in order to help practice recognizing radicals used in Chinese characters. Students will be shown a radical, and will then search for a vocabulary word that contains that radical. Students will also practice tones and pronunciation by reading out their winning vocabulary at the end of each round of bingo.

In this activity students will be practice telling time in Chinese, as well as create schedules to describe their daily lives. Students will also practice listening comprehension by accurately responding to prompts given by the instructor. Students also will build cultural understanding on school life between China and America.

What do plants eat? This unit explores plants and how they make food.

Mystery PenPal is a fun and easy way for students to build a community and get to know one another. Weather preparing for a PenPal exchange or developing classroom community, this fun and interactive class activity is appropriate for students of all grades! In this class activity, students will learn:1. The importance of asking questions2. How asking questions can help get to know someone3. How to complete a PenPal Schools student profileStudents will achieve the following outcomes:- Students will ask questions and provide quality answers - Students will enjoy learning about their classmates- Students will understand how to participate in digital communities Standards Alignment: CCSS.ELA-LITERACY.CCRA.SL.1CCSS.ELA-LITERACY.CCRA.SL.5CCSS.ELA-LITERACY.CCRA.L.1CCSS.ELA-LITERACY.CCRA.L.2

In 1758, Samuel Johnson noted that the itch of scribbling had seized the nation. 'The rage of writing has seized the old and young' across all segments of society, he observed, so that now 'the cook warbles her lyrics in the kitchen, and the thrasher vociferates his heroics in the barn.' Johnson's observation drew attention to an important development in the eighteenth century literary world: the emergence of the labouring class writer. Over the course of the century increasing numbers of agricultural labourers, household servants, bricklayers, shoemakers, milkmaids, soldiers and sailors not only tool up writing, but also published their work, and, in some cases, made a significant impact on contemporary literary culture. This collection of resources looks at these writers.

Students will be able to exchange information about recycling, the environment, and animals around the world. Students will learn how to describe nature and explain their opinions regarding the environment. Students will also be able to communicate with others and present their opinions to the rest of the class on their ideas on nature.

En este curso el estudiante perfeccionará su comunicación oral y escrita mediante el estudio y la discusión de temas relacionados al impacto social y cultural de la ciencia y la tecnología en ciertas sociedades hispanas. Algunos de los temas a tratar son los efectos de los cambios tecnológicos en la estructura familiar y comunitaria, en las relaciones entre los sexos, en la identidad personal y cultural, en el mundo natural y en los sistemas de valores, la religión, la educación y el trabajo. También se examinan y discuten diversas actitudes hacia la innovación tecnológica y científica así como las ramificaciones éticas de las decisiones tecnológicas.

Diverse Perspectives

Short Description:
This book is intended for readers who have never studied the Middle East, or experts who may wish to fill gaps in their knowledge of the region from other disciplines. Whether for establishing or deepening one’s knowledge of the region, these fundamentals are important to know. The languages, cultural, religious and sectarian communities of the region, and selected turning points and influential people in history are starting points for gaining an understanding of the diverse contexts of the region.

Long Description:
This book is intended for readers who have never studied the Middle East, or experts who may wish to fill gaps in their knowledge of the region from other disciplines. Whether for establishing or deepening one’s knowledge of the region, these fundamentals are important to know. The languages, cultural, religious and sectarian communities of the region, and selected turning points and influential people in history are starting points for gaining an understanding of the diverse contexts of the region. It is based on introductory and graduate courses on the contemporary Middle East, which the Center’s director, Dr. Alam Payind, has been teaching for the past 30 years. The book’s co-author, Melinda McClimans, has taught these and other courses with him, as well as her own, for the past 15 years. The material is intended engage with diverse – even conflicting – cultural and historical perspectives, and ways of perceiving both Middle Eastern and world history from perspectives within the region. It is not intended to reinforce a monolithic or matter-of-fact perception of the region. For this and many other reasons, images are an important aspect of the knowledge presented. Each chapter starts with links to its image galleries, along with other visual aids and key elements.

Word Count: 28082

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

This resource was created by Melissa Smith, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Short Description:
These modules are for academic and higher degree researchers who want to develop and extend the skills required in the contemporary research environment. (This set of modules is under development - check back regularly to find additional content.)

Long Description:
Research and Writing Skills for Academic and Graduate Researchers is for higher degree students and academics who want to develop skills to assist them on their research journey, from the beginning stages of searching the literature and developing a research proposal, to writing and presentation skills, and on to managing their researcher profile and finding evidence of their research impact.

While written with RMIT University higher degree and academic researchers in mind, other researchers world-wide may find it applicable – feel free to adopt or adapt to suit your own context.

This set of modules is under development – check back regularly to find additional content.

Word Count: 27295

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students will learn about World War II and its impact on Wyoming as part of the Pearl Harbor Day observance.

In this activity, students will watch a series of short videos about traditions and celebrations surrounding Lunar New Year . After each video, students will answer and talk about a few discussion questions relating to the videos.

In this activity, students will work together to interview one another to construct family trees. Students will pair off and ask one another a series of interview questions and draw their partners family tree. Students will then introduce their partners family to other classmates.

Many field instructors cite this Exploration Routine as their most effective teaching tool. It helps students develop a mindset of curiosity, and provides language tools to actively and directly engage with the natural world. These are important skills students can carry away and apply in any natural setting. Using this routine makes any field experience more student- and nature-centered. After introducing it, instructors can ask students to apply the routine to deepen their understanding of the natural world during any part of a field experience.

During the activity, students pick up a natural object, such as a leaf, and make “I notice…” statements out loud with a partner, then share some of their observations with the group. They do the same with “I wonder…” questions, and with “It reminds me of…” connections. Then, students practice using these tools while exploring whatever they find interesting. This simple routine can help students get beyond seeing nature as a “green blur,” and lead them to never be bored in nature again.

In this activity students will practice ordering food, discussing their meal, and paying for their meal.