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.
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.
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.
They were called the Lost Generation. America's most talented writers of the 1920s were completely disillusioned by the world and alienated by the changes in modern America. The ghastly horrors of trench warfare were a testament to human inhumanity. The ability of the human race to destroy itself had never been more evident. The materialism sparked by the Roaring Twenties left many intellectuals empty. Surely there was more to life than middle-class conformity, they pined.
Powerful kingdoms, beautiful sculpture, complex trade, tremendous wealth, centers for advanced learning all are hallmarks of African civilization on the eve of the age of exploration. Hardly living up to the "dark continent" label given by European adventurers, Africa's cultural heritage runs deep. The empires of Ghana, Mali, and Songhay are some of the greatest the world has ever known. Timbuktu, arguably the world's oldest university, was the intellectual center of its age.
When immigrants reach a new land, their old ways die hard. This has been the case with most immigrant groups to the New World. The language, customs, values, religious beliefs, and artistic forms they bring across the Atlantic are reshaped by the new realities of America and, in turn, add to its fabric. The rich traditions of Africa combined with the British colonial experience created a new ethnicity the African American.
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 AwardReviewed in: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.
This interdisciplinary course surveys modern European culture to disclose the alignment of literature, opposition, and revolution. Reaching back to the foundational representations of anarchism in nineteenth-century Europe (Kleist, Conrad) the curriculum extends through the literary and media representations of militant organizations in the 1970s and 80s (Italy's Red Brigade, Germany's Red Army Faction, and the Real Irish Republican Army). In the middle of the term students will have the opportunity to hear a lecture by Margarethe von Trotta, one of the most important filmmakers who has worked on terrorism. The course concludes with a critical examination of the ways that certain segments of European popular media have returned to the "radical chic" that many perceive to have exhausted itself more than two decades ago.
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.
The African Studies Collection brings together primary and secondary resources, research and teaching materials created by University of Wisconsin faculty and staff, and unique or valuable items related to this field held by the University of Wisconsin Libraries.
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.
This course explores the experiences and understandings of class among Americans positioned at different points along the U.S. social spectrum. It considers a variety of classic frameworks for analyzing social class and uses memoirs, novels, and ethnographies to gain a sense of how class is experienced in daily life and how it intersects with other forms of social difference such as race and gender.
Interviews with speakers of German-American and American English dialects from across the United States, complemented by rare recordings of ethnic music from the Mills Music Library, as well as a number of maps, short interpretive essays, and visual images. English translations and notes on aspects of linguistic and historical interest accompany the excerpted recordings.
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.
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.
Seminar focuses on core issues and approaches in anthropological theory and method. Studies theoretical frameworks for the analysis and integration of material from other subjects in cultural anthropology. Subject provides instruction and practice in writing and revision whereby students produce one paper that is appropriate for publication or as a proposal for funding. This course introduces students to some of the major social theories and debates that inspire and inform anthropological analysis. Over the course of the semester, we will investigate a range of theoretical propositions concerning such topics as agency, structure, subjectivity, history, social change, power, culture, and the politics of representation. Ultimately, all theories can be read as statements about human beings and the worlds they create and inhabit. We will approach each theoretical perspective or proposition on three levels: (1) in terms of its analytical or explanatory power for understanding human behavior and the social world; (2) in the context of the social and historical circumstances in which they were produced; and (3) as contributions to ongoing dialogues and debate.
This class examines how anthropology and speculative fiction (SF) each explore ideas about culture and society, technology, morality, and life in "other" worlds. We investigate this convergence of interest through analysis of SF in print, film, and other media. Concepts include traditional and contemporary anthropological topics, including first contact; gift exchange; gender, marriage, and kinship; law, morality, and cultural relativism; religion; race and embodiment; politics, violence, and war; medicine, healing, and consciousness; technology and environment. Thematic questions addressed in the class include: what is an alien? What is "the human"? Could SF be possible without anthropology?
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.
Arab Culture through Literature and Film is a five unit high school curriculum that provides students with knowledge and tools toanalyze and understand the Arab world. The materials utilize a student-centered pedagogical approach that promotes critical thinking and respect and encourages engaged global citizenship. Through this curriculum, students will recognize shared themes across the region and gain a sense of the rich diversity inherent to the multidimensional cultures of the Arab world. Students will study life and culture in the Arab world and engage with primary sources including films, short stories, and poems. Exposing students to Arab voices and putting human faces on the Arab world will increase understanding and tolerance in the American classroom.
Across the Arab world, kinship and familial association are cornerstones of society and the experience of every individual. Though each kin group functions in a unique way, there is a pervasive pattern of reliance on family networks regardless of religion, gender, ethnicity, or class. This unit explores concepts and structures of family in Arab societies from a variety of angles. Students will explore Jordanian customs and consider the values behind them and their relation to family. They will also hear from gay and lesbian Middle Easterners who reflect on their concepts of family and its impact on their coming-out processes. Students will read select short stories and poems and watch Ajami, a film in which the plot is fueled by character reactions to their families' needs. In the final lesson of this unit, students will synthesize all of the lessons above to create an Arab kinship themed version of Chutes and Ladders that demonstrates the role of kinship in setting and realizing individual goals.
This curriculum understands gender and gender roles as social constructs that are built, defined, and fulfilled on an individual and societal level. These roles are both an outcome of and rationale for appearance, behavior, and interactions of individuals and groups. Such concepts of gendered behavior are impacted by various factors including one's age, geographic location, social class, religion, marital status, and ethnicity. In this unit, students explore the dynamics of gender in the Arab world and consider their varied manifestations, perhaps challenging traditional notions of gender in the region. Students will explore the nuances of gendered interactions in public and private space and the pressures that gender expectations may place on individuals in the region. By engaging with texts and stories from the region, students will consider how those traditional expectations are negotiated and contested in a variety of ways.
The Arab world is a large and diverse region that spans from Morocco in the west, through the Levant, and the Arabian Peninsula. It includes twenty-three countries and represents a wide range of customs, traditions, and cultures. This unit frames the region through the lens of cultural unity and diversity, a concept essential to this curriculum. The historical and cultural background provided in this unit serves as a foundation for students to identify and understand the nuances and complexities of the region. Additionally, students are introduced to the primary tool used for cultural analysis of the Arab world throughout the curriculum, the culture as an iceberg metaphor.
Though the Arab world is broadly defined by a shared Arab ethnicity, there are actually a variety of ethnic groups in the region, many of whom are indigenous to the land. Each of these ethnic groups, including the Amazigh, the Bedouin, the Nubians, and the Kurds, has a unique history and culture and often their own language as well. Since the early years of Arab expansion, these indigenous groups have negotiated their acceptance and integration into the dominant Arab culture, at times adopting elements of the culture and at other times, rejecting it. This unit introduces students to ethnic groups in the Arab world and guides them through an understanding of their lived experience as minorities in the region. Students will consider the challenges that face specific ethnicities and explore how these groups negotiate their collective identity and membership in the region. Students will study the activity of Amazigh activists, read Kurdish poetry, and watch a documentary about the Nubians. They'll end the unit by conducting independent research on an ethnic minority of their choosing.
Religion permeates through the cultures and societies of the Arab world, manifesting itself in diverse ways. Its presence is seen at an institutional level as well as in personal behaviors and interactions including dress, daily routines, and patterns of speech. Although religion is ubiquitous, the way individuals understand and practice their religion varies widely. Furthermore, while Islam is the predominant religion of the region, religious sentiment pervades broadly and a host of other religions are practiced throughout the region. This unit guides students through an understanding of religion in the Arab world within its own cultural context. It challenges students to consider the complexities of religion and religious expression in a region in which its presence is unavoidable. This unit exposes students to diverse religious practices and expressions of Islam and the relationships between religious practitioners in the region.
This blog is an initiative to celebrate and recognize Arab women writers, promote awareness of the breadth of their contributions to Arab and world culture, and create a focal point for information related to Arab women writers and their work. Information on books, generations of authors, a suggested reading list, references, upcoming events, and more is all available via the website. Books discussed have all been translated into English.
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.
A 3-part audio series that explores different aspects of Arab music: the musical instruments of the Arab World; what makes Arab music unique; and the styles of music in the Arab World.
An interactive learning tool and game, highlighting the world of Ziryab and 9th century Al-Andalus.
This webpage provides elementary information on aspects of Arab culture and history, including religion, politics, naming conventions, and Persian influence on Arab culture and language. The information seems to have been authored by the site's administrator, and contains no references or citations.
This is a textbook for beginning Arabic language learning. The textbook is divided into twelve lessons. Each lesson focuses on an activity and common theme to introduce the basics of Arabic. Each lesson starts with a short video, which you'll be asked to watch. To help you understand the video, each lesson also includes a transcript (in English), a list of vocabulary (with audio clips), and language and grammar notes.
This blog is from an American woman living and working in Saudi Arabia. It includes information about living and working in Saudi Arabia as well as her travels elsewhere in the Middle East. This particular section of the blog includes lessons on Arabic, which are all transliterated. Conversations that are transliterated and translated, vocabulary lists, and cultural information are all included. The lessons include one on bread, one on time and the concept of time, and one on New Year's Resolutions.
The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry.
This is a blog that links to videos, music, and other information about studying and learning Arabic. The blog provides comments on information provided. For instance, there is a link to an episode of The Simpsons in Arabic while providing sentences and translations of some of the more complicated phrasing.