This video offers a brief review of 5 wonderful films that focus on specific topics in modern Latin American History.

Produto educacional destinado, principalmente a pescadores artesanais e comunidades ligadas a pesca artesanal, contendo informações sobre espécies relacionadas a acidentes que envolvem animais aquáticos e pescadores artesanais, o perigo de determinados procedimentos inadequados e procedimentos recomendados como medidas de primeiros socorros.

This video explains how and why Fidel Castro supported the MPLA in Angola from 1975 to 2002. The Battle of Cuito Cuanavale was the largest military confrontation in Africa after World War II. The civil war in Angola was one of the longest and bloodiest conflicts of the twentieth century.

This module offers a communication studies perspective on anti-racism.Students who complete this module will 1) Think about how we ought to talk about race. 2) Learn about the social construction of race. 3) Listen to conversations about race. 4) Take part in conversations about race.[Title page image description: White, stenciled letters against a black background that appears to be smeared with white paint read, "STOP RACISM."]

Archiving for the Future is a free training course designed to teach language documenters, activists, and researchers how to organize, arrange, and archive language documentation, revitalization, and maintenance materials and metadata in a digital repository or language archive. Then entire course can be completed in approximately 3-5 hours.

This course was developed by the staff of the Archive of the Indigenous Languages of Latin America at the University of Texas at Austin in consultation with representatives of various DELAMAN (https://www.delaman.org/) archives and other digital data repositories in the United States, the United Kingdom, the European Union, Australia, and Cameroon.

The course material is based upon work supported by the National Science Foundation under Grant No. BCS-1653380 (September 1, 2016 to August 31, 2020). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

This assignment introduces students to commonly used datasets in ethnic conflict studies. It also encourages them to think critically about data quality and measurement challenges when using large datasets.

Nearly Everything You Need To Know About the Aztecs Can Be Found Within the Sacred Precinct.

This engaging video examines the most important part of the entire Aztec world: the literal center of the Universe: The Sacred Precinct of Mexico-Tenochtitlan. Now, nearly everything you need to know about the Aztecs can be found within this sacred space located in the center of its majestic city: Tenochtitlan. There’s about 78 structures, although all of them haven’t been found yet…. But these buildings can you teach you nearly everything… about the Culhua Mexica. You can learn about Aztec religion…. Social structure… architecture… engineering… sports… their cleanliness.

Model of Sacred Precinct is located at the Mexican National Museum of Anthropology and History.

Interdisciplinary survey of people of African descent that draws on the overlapping approaches of history, literature, anthropology, legal studies, media studies, performance, linguistics, and creative writing. This course connects the experiences of African-Americans and of other American minorities, focusing on social, political, and cultural histories, and on linguistic patterns.

BlackPast.org provides free access to documents, transcripts, timelines, videos, and lesson suggestions. With over 6,000 pages of information, BlackPast.org is the single largest free and unrestricted resource on African American and African history on the Internet today. Through this knowledge, the site aims to promote greater understanding to generate constructive change in our society.This resource highlights teacher-developed lessons for using BlackPast.org in the classroom and links to different sections of the BlackPast.org website.

The following is a Generative AI instructional framework that seeks to warn up-and-coming professionals, corporations, and organizations of the potential social dangers of the widespread usage of generative artificial intelligence (AI), while also providing a framework for safeguarding digital racial and gender justice at the institutional level. 

Call and response has an important history in traditional West African music, especially in spiritual music and protest movements. Although the specific expression of this practice varies across the diaspora depending on the geographic location and musical lineage of practitioners, there are striking similarities in seemingly disparate locations, like the southern United States, Cuba, and northern Brazil. The preservation of call and response practices within these locations (and many others) suggests the importance of collectivity when healing from systemic oppression.

With this interest in mind, David Diaz invites students to join into this call and response by listening to and producing sounds and/or movements as they are comfortable. In joining a collective, there is also space for individuality, and even dissonance. In that interest, students can recognize the shared histories and practices that the music reveals, as well as the particularities of specific cultures and historical actors.

Casa y Comunidad: Latino/a/x Housing in Oregon is an oral history-based limited documentary series about salient housing access issues affecting the Latino/a/x community in Oregon, one of the fastest-growing immigrant gateways for Mexican and Central American migrants in the U.S.

In Summer 2022, an all-Latino/a/x team set out to document the everyday realities of the Latino/a/x community as they seek to satisfy one of the most basic of human needs—housing. The team covered the seven major regions of the State of Oregon, each of which presents a unique housing challenge.

We encourage you to learn more about this topic. Together, we can make Oregon a better place to call home.

This video explains the teachings of Confucius. Education is the path to moral excellence, which is central to building a harmonious society. Education is a lifelong process and the purpose of learning is to acquire virtues.

In this course the conquest and colonization of the Americas is considered, with special attention to the struggles of native peoples in Guatemala, Canada, Brazil, Panama, and colonial New England. In two segments of the course-one devoted to the Jesuit missionization of the Huron in the 1630s, the other to struggles between the government of Panama and the Kuna between 1900 and 1925-students examine primary documents such as letters, reports, and court records, to draw their own conclusions. Attention focuses on how we know about and represent past eras and other peoples, as well as on the history of struggles between native Americans and Europeans.

Oftentimes, when we engage with the framework of decolonization, it comes from a very specific theoretical strand within the academy and does not include or interconnect with the lives of Indigenous Peoples, especially those who have survived and continue to survive genocide. This OER engages with the idea of decolonization through a short narrative that highlights a conversation from a grandchild and their grandmother. The story does not adhere to a linear format of time, yet goes back and forth between the past and present, an almost cyclical reflections as one plans and figures out their future. The work of decolonization requires an entire epistemological, ontological, axiological, and methodological shift internally and externally. This is simply the beginning of a lifetime commitment.

Glossary
ahéhee’ – thank you
k’ad – phrase used to end a conversation or start a new one
kinaaldá – women becoming ceremony
nahjee’ – phrase used for expressing that I’m finished and/or go away.
shídeezhí – my little sister
shimásaní – my grandma
shiyazhí – my little one
yadilah – phrase used in frustration

References
Smith, L. T. (2012). Decolonizing methodologies: Research and Indigenous peoples. Zed Books.
Tuck, E., & Yang, K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education, & Society, 1(1), 1-40.

For many years scholars have recognized that late nineteenth-century Durham, North Carolina makes an ideal case study for examining emancipation, industrialization, immigration, and urbanization in the context of the New South. "With its tobacco factories, textile mills, black entrepreneurs, and new college," the historian Syd Nathans observes, "Durham was a hub of enterprise and hope." By the early twentieth century, Durham became renowned for its vibrant entrepreneurial spirit. Both W.E.B. Du Bois and Booker T. Washington wrote articles for the national press about their visits with members of Durham's African-American community. After his visit in 1910, Booker T. Washington dubbed Durham the "City of Negro Enterprises." The Digital Durham website offers students, teachers, and researchers a range of primary sources with which they can investigate the economic, social, cultural, and political history of a post-bellum southern community. Letters from mothers to daughters, parents to children, and husbands and wives give insight into the domestic lives of some of Durham's elite citizens. Entries from Atlas Rigsbee's general store ledger together with data from the 1880 census provide a view into the social experience of those Durham citizens who have not left written documents. Taken together the new materials on Digital Durham touch on over 600 topics including African American business enterprise, the emergence of textiles, tobacco production and marketing, child labor, prohibition, evangelical revivalism, nineteenth-century medical practices, women's experience of childbirth, and public and private education. The holdings of the website provide access to a wide range of manuscript and printed materials from the 1870s through the 1920s. The site also features a new collection of maps that depict Durham from the late 1860s to the present day. Digital Durham offers its users a selection of manuscript letters taken from the Southgate-Jones family papers and James Southgate papers, accounts from Atlas M. Rigsbee's general store ledger, photographs, ephemera, census data, printed works as well as a rich collection of maps. The site also includes audio postcards created by Duke students in an undergraduate research seminar on the history of Durham and the New South. Additionally, the site includes resources for K-12 educators--a reference section with glossary of terms used in the 1880 census and lesson plans that tie to the North Carolina Standard Course of Study.

This video offers a summary and analysis of the main themes in the Epic of Gilgamesh. The world’s first recorded epic poem, from Mesopotamia, explores important questions: can humans defy aging and conquer death?

For years I’ve wanted to write a book about racism. But after visiting Barnes and Nobles, both online and our actual bookstore here in Boise, Idaho; I realized there were already volumes of books and articles written on the subject of racism. I asked myself, could I write a book on racism that would be different than the books already available? So, I started to think about my twenty years of personal experiences, conducting courses, giving seminars, lectures, and writing articles about racism. In those seminars, lectures and articles, I always wanted to make sure my students, the attendees , and readers learned something specific; something they could take home and use immediately. After realizing what I’d been doing for all those years, I decided that teaching something very specific about racism would make my book different. In all my lectures, seminars, courses and articles, I always had a primary goal; teach people how to move from being a non-racist, to becoming an antiracist. Everything I spoke, taught and wrote was about helping people to see where they really stood regarding racism and how to take the necessary action to becoming a positive change agent.

This Lesson Plan was created by Joanna Pruitt as part of the 2020 ESU-NDE Remote Learning Plan Project. This original lesson is for classroom use; however, there is a virtual option as well. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Lesson Plan is designed for Grades 9-12 English Language Arts students; however, this could also be used as a Social Studies project as well. Students will evaluate credible sources through research on genocides post World War II after completing a novel unit covering the Holocaust. Students will also create scrapbooks using summarizing, citation, informative writing, textual evidence, caption writing, and persuasive writing. Students will also be expected to demonstrate oral communication skills as they have to present their projects to the class. Students will use background knowledge to clarify text and also gain a deeper understanding by using relevant evidence from a variety of sources to assist in analysis and reflection of informative text.