This website gives you the opportunity see the world through different people all over the world on a variety of topics. Watch videos, see lesson plans about global issues and looking at it from a lense of focus on 100 people.
MOSAIC selects, reviews, and promotes books that authentically and realistically portray the diversity of all students, from both historical and contemporary perspectives.
Every resource is reviewed by ESU 18 committee members for accuracy, authenticity, content and perspective, characterization, setting, and literary quality. Only the "best of the best" resources are included in the annual MOSAIC collection.
This funny song by Lebanese singers describes their ride on camels through the center of Beirut. The video shows images of downtown Beirut and how unusual it is for camels to be in a big city in the Arab world.
This unit on American Indians: By studying the regions of the United States and the cultures that live in each region, students are able to compare/contrast within regions and across regions how tribes used their environments, and their cultural and other contributions to American life.
Note that the emphasis here is on broader groups of tribes for each region with some instruction on specific tribes representing each region. In no way is this case study approach to learning about one tribe meant to be generalized to all tribes of that region. We understand that each tribe was and continues to be unique in its culture, practices, lifeways, and traditions.
This video offers a brief review of 5 wonderful films that focus on specific topics in modern Latin American History.
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.The lesson is constructed on the basis of the ADDIE Model (Kurt,2017), and it is inspired by the UDL Principles approach (CAST,2011), and the Gagne's Nine Events of Instruction.During the lesson, various online platforms and webtools are used, something that makes learning procedure more interesting and accessible for all learners to attend and follow.
This collection of resources is intended to support the OER Commons resource "Historic Games: 9 Men's Morris." In that resource, Jefferson Patterson Park and Museum's Director of Education Deb Rantanen teaches how to play one of the most popular board games from ancient times up to the United States' Colonial Era: Nine Men's Morris. Along the way she'll also share some of the history of where the gameboard has been found.
Name: ASSAM,THE LAND OF DIVERSITYDescription: The learners will learn about the state of Assam, located in the north-eastern part of India. Overview: In this content, people will learn about the state of Assam in brief. This is designed for 9th and 10th standard students as well as for aspirants of various competetive examinations. The following topics will be covered in this content.Assam - An IntroductionAssam - The PeopleAssam - The Biodiversity
This source was created to give an overview of the Australian history and culture to overseas students and professionals who plan to work or study in Australia. The source introduces the main historical and cultural aspects of the Aboriginal Australian cultures and traditions.The misinterpretation of the Australian culture and history and the lack of awareness on the historical and cultural role of Aboriginal societies is a common practice amongst international students that arrive in Australia, who often have a determination to settle down and become part of the Australian society. Therefore, the primary purpose of this lesson is to raise awareness, combat stereotypes, and promote respect for the First people of Australia.
Acceso is a complete, interactive curriculum for intermediate-level learners of Spanish. The materials on the site are provided freely to the public and are intended as a replacement for commercial textbooks, which are generally ill-suited to the learning outcomes now considered crucial to successful language study. These materials are supplemented by an online workbook built on the MySpanishLab platform of Pearson Education, Inc., as well as detailed lesson plans, rubrics for the evaluation of student work, and reliable instruments for measuring student progress and learning outcomes. Winner of 2012 Computer Assisted Language Consortium (CALICO) Focus Award
CALICO Journal 29.2 (Jan 2012): 398-405.
Hispania 95.2 (June 2012): 365-366
This resource is useful for students who can visit rare books in special collections libraries. Teachers and students of book history, literature, and art history might find this resource useful.
In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.
Jason Allen offers a comparative discussion of two important Caribbean poets and playwrights, Aime Cesaire and Derek Walcott, to emphasize the impact of Caribbean literature upon the postcolonial world. By using biographical and historical detail to support his analysis of some of Cesaire and Walcott's key texts, Allen offers insight into what it means to be a Caribbean writer - looking back to a colonial past, and forward to a global future. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.
Al-Bab is a portal website designed to introduce non-Arabs to Arab culture by providing links to news sources, country profiles, articles, and a blog on Middle East current events. There are also specific links related to learning Arabic: dictionaries, language classes, textbooks, and other information pertaining to the study of Arabic. A free e-book, The Birth of Modern Yemen, is available for download.
Created by NHPRC Teacher Participant/Creator Kenneth Porter for his Senior Leadership class. We all have different stories, reasons and various paths that we personally took or our relatives traversed to arrive at this nation of ours. This assignment tasks the student with researching the story of a relative/guardian who emigrated to this country. The student will learn the when, the what, the why and the how behind their story, in order to reveal to the student more about their own story.
ASL III is the third quarter of the first year study of American Sign Language (ASL) and the people who use it. ASL III will enhance the use of ASL grammar and consist of concentrated efforts to develop the studentęs expressive and receptive skills. The course will continue to provide insights into Deaf Cultural values, attitudes and the Deaf community. Now learning more abstract concepts of the language, ASL III students will be able to: narrate events that occurred in the past, ask for solutions to everyday problems, tell about life events, and describe objects. Students will also be able to: demonstrate intermediate finger spelling competency, generate complex ASL structures with intermediate vocabulary knowledge, execute a wide variety of grammatical principles, including classifiers and inflections, adapt to different sign language registers, dialects and accents, and create opportunities to interact with members of the Deaf community.
Students use the model of the infamous Bill and Ted from the feature film "Bill and Ted's Excellent Adventure" to "go back in time" to learn about deities in the ancient world. After researching, studying, and viewing reproductions of artworks that depict gods and goddesses, students transport their chosen deities to the modern world as characters they write about in a mock television talk-show script, which they enact for the class.
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.
In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.
Anteprima del volume "I BACINI CULTURALI E LA PROGETTAZIONE SOCIALE ORIENTATA ALL’HERITAGE-MAKING, TRA POLITICHE GIOVANILI, INNOVAZIONE SOCIALE, DIVERSITÀ CULTURALE. Il framework del Progetto ABACUS – Attivazione dei Bacini Culturali Siciliani, alla luce della Convenzione Quadro del Consiglio d'Europa sul valore del Patrimonio culturale per la società"
- Architecture and Design
- Computer Science
- Environmental Science
- Information Science
- Arts and Humanities
- Art History
- Performing Arts
- World Cultures
- Public Relations
- Physical Geography
- Social Science
- Political Science
- Social Work
- Material Type:
- Case Study
- Primary Source
- Teaching/Learning Strategy
- ABACUS Project Activation of Cultural Basins
- Date Added:
Arabalicious is a website full of resources for teachers of Arabic, run by Taoufiq Cherkaoui. The website includes PowerPoints available for download on concepts such as telling time, fruits and vegetables, culture, and basic greetings, to name a few. Worksheets to go along with the PowerPoints are also available for free download. The website further includes pictures that are available with the author's permission and some postings on available jobs for Arabic instructors as per 2012.
Description:Students will practice using the appropriate greeting based on the time of the day and who they are speaking to, and also will practice saying their names and asking about it.NCSSFL-ACTFL Can-Do Statements:I can greet and say goodbye to someone:In the morningIn the afternoon\evening\nightBefore bedtimeBased on who I am speaking with, I can use a culturally appropriate greeting.
Description:In this activity, students will practice using the short vowels in a word. They will also practice how to write أ،ب،ت،ث in the first\middle\end of a word.NCSSFL-ACTFL Can-Do Statements:I can differentiate between the short vowels.I can pronounce short vowels with أ،ب ،ت ،ث I can use the short vowels in a word.I can recognize and write أ، ب، ت، ث، in the first\middle\end of the word.
Description:In this activity, students will practice using the long vowels in a word. They will also practice how to write long vowels and how to read them as well.NCSSFL-ACTFL Can-Do Statements:I can understand the long vowels in Arabic.I can differentiate between long vowels and short vowels.I can write and read long vowels in Arabic.
Description: In this activity, students will practice talking about themself in four simple sentences. As well as reading new simple conversation sentences.NCSSFL-ACTFL Can-Do Statements:I can introduce myself to others.I can say:My nameMy age My nationalityMy majorI can ask others about their names, ages, majors, and nationality.
Description:In this activity, students will practice reading and writing numbers from 1-10 with simple math problems.NCSSFL-ACTFL Can-Do Statements:I can read\write numbers from 1 to 10 in Arabic.I can use simple math problems like +, -, and = in Arabic.I can exchange my number with others in Arabic.
Description:This activity will have different and fun instructions using a tool called Jamboard. Students will write, pronounce, and memorize the opposites in Arabic.
Description:In this activity, students will practice reading and writing colors in Arabic with a fun game! As well as practicing using the color with feminine and masculine form. NCSSFL-ACTFL Can-Do Statements:I can read the colors in Arabic.I can write the colors in Arabic.I can use colors with feminine and masculine forms.
Description:In this activity, students will practice how to describe their emotions for something, they will be shown multiple pictures and they will describe their feelings when seeing the pictures. They will also practice what to say when visiting someone sick.NCSSFL-ACTFL Can-Do Statements:I can describe my feelings in Arabic.I can understand and use the emotions phrases for either feminine or masculine. I can use the appropriate phrase for someone sick.
Description:In this activity, students will be learning about Arabic countries in addition to European, South American countries. also practice asking and answering questions about various nationalities. Using feminine and masculine form.NCSSFL-ACTFL Can-Do Statements:I can identify the names of Arabic countries.I can ask someone where they are from and say where I am from. I can use either feminine or masculine to say my nationality.
Description:In this activity, students will practice grammar. The Arabic Subject Pronouns is a forum of multiple-choice questions. They will also practice using the Arabic subject pronouns in a sentence and a question.NCSSFL-ACTFL Can-Do Statements:I can use Arabic subject pronouns in a sentence.I can use Arabic subject pronouns in a question.I can distinguish between Arabic subject pronouns.
Description:In this activity, students will practice the body parts vocabulary. They will also practice simple grammar using the demonstrative pronouns (this-that) for either masculine or feminine.NCSSFL-ACTFL Can-Do Statements:I can say all my body parts in Arabic.I can use the Demonstrative Pronouns (this/that) for either Feminine or Masculine.
Description:In this activity, students will practice studying school vocabulary. They will be able to respond to simple questions related to school. Students will also practice identifying school-related vocabulary by looking at pictures. They will also be able to write a full sentence in Arabic using the vocabulary they are given individually. NCSSFL-ACTFL Can-Do Statements: I can introduce myself and others.I can respond to a question about my preferences. I can identify and describe objects/ideas using provided pictures. I can compose a sentence(s) about a specific topic when prompted.
Description:In this activity, students will focus more on giving and completing tasks. The activity for this week will consist of two parts. Students will start by answering questions about their daily routine. Then they will pretend to be a character using cards provided to them. NCSSFL-ACTFL Can-Do Statements (Keep these in English):I can compare and share my daily routine with friends.I can interact with a partner to create a daily routine.I can explain daily schedules and see how people organize their time.
Description:In this activity, students will focus more on giving and completing a task. Students will be given a tree; each with words on the side. Students will create their own family tree and then will ask and answer questions about families. NCSSFL-ACTFL Can-Do Statements (Keep these in English):I can describe my family tree to othersI can ask someone about their family I can answer specific questions about my family
Description:In this activity, students will play a game to learn some of the most common present tense verbs to use in their daily life. The verb is related to the units that they are taking during the semester.NCSSFL-ACTFL Can-Do Statements:I can identify words through the description. I can communicate and work with others as a team.I can read and identify verbs.
Description:In this activity, students will focus more on playing a game called Interest Bingo to learn asking and answering questions about weather as well as practicing تنوين الفتح adverbs. In a very fun way. NCSSFL-ACTFL Can-Do Statements:I can answer questions about myself and my daily routine. I can describe the weather easily. I can form sentences using the adverbs/vocabs that were given in this lab.
Description:In this activity, students will practice discussing their hobbies, likes, and dislikes. They will be able to describe their daily activities. Students will also be able to discuss the preferences they have about their daily activities. Students will learn to ask others questions about their schedules and daily activities. NCSSFL-ACTFL Can-Do Statements:I can ask and answer questions about my hobbies.I can talk to someone about their hobbies.I can talk about my likes and dislikes.
Description:In this activity, students will be given a task to practice what to say if they were either a doctor or a patient. Along with using hospital vocabulary and the لـ، مع، عند grammar. NCSSFL-ACTFL Can-Do Statements:I can identify and describe parts of the body. I can listen to and understand doctor prescriptions.I can explain in simple words to help others understand the solution(s) I’m giving.