This course introduces undergraduate planning students to the role of the planner in researching issues in cities both in the United States and abroad. This course is a practical, hands-on workshop that challenges students to research, write and present their ideas on two different cities: A U.S. City (preferably somewhere close) and Copenhagen. Students will be equipped to:

select and research a thesis topic,
work professionally with faculty and other experts on the topic of their choice, and
research, write and present.

The purpose of this collection is to present Samuel P. Huntington’s ‘Clash of Civilizations’ thesis, and to appraise its validity and shortcomings 25 years after the publication of his landmark article.The notion of a ‘clash of civilizations’ is examined from a multidisciplinary perspective. First, the volume examines Huntington’s contribution from a theoretical perspective, focusing on his ideas about politics and the concept of civilization. Second, the individual articles also consider Huntington’s thesis in the light of recent events, including the conflict in Ukraine, the rise of ISIS, China–India relations, the electoral success of far-right movements in Europe, the refugee crisis in the Mediterranean and the activity of the International Criminal Court in Africa. In sum, this book offers a vibrant and multifaceted conversation among established and emerging scholars on one of the most important paradigms for the understanding of international politics.

Roman Literature of the Golden Age of Augustus Caesar, produced during the transition from Republican to Imperial forms of government, was to have a profound and defining influence on Western European and American societies. These writings ultimately established lasting models of aesthetic refinement, philosophical aspiration, and political ambition that continue to shape modern cultures. This class will be exploring the Golden Age of Latin Literature from an historical perspective in order to provide an intensive examination of the cultural contexts in which these monumental works of classical art were first produced. Readings will emphasize the transition from a Republican form of government to an Empire under the rule of Augustus Caesar and the diversity of responses among individual authors to the profound structural changes that Roman society was undergoing at this time. Particular attention will be devoted to the reorganization of society and the self through textuality, the changing dimensions of the public and the private, the roles of class and gender, and the relationship between art and pleasure. Writings covering a wide variety of literary genres will include the works of Caesar, Cicero, Catullus, Livy, Virgil, Horace, and Ovid, with additional readings from Cassius Dio for background.

This revision of the Teaching and Learning in New Mexico: Considerations for Diverse Student Populations Module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes.

The Portuguese language lessons of ClicaBrasil highlight aspects of Brazilian culture. They are designed for intermediate to advanced students, but are accessible to everyone. Each lesson includes videos of Brazilians from all walks of life speaking naturally about their lives and their country. All lessons integrate reading, writing, listening and comprehension, grammar, vocabulary, oral communication and cultural activities with the videos. This is also available as a free PDF textbook and as print on demand.

ClicaBrasil was developed for intermediate level Portuguese language courses at UT-Austin. People all ove the world are now using it for different purposes: self-study, classroom instruction, tutoring, or as a pastime.The lessons in ClicaBrasil integrate reading, writing, listening and reading comprehension, grammar, vocabulary, oral communication, and cultural activities. Numerous video clips (157, to be precise!) that show different Brazilians speaking about their lives, their culture, and their country support and enhance these activities.

OpenStax College Success Concise serves First Year Experience, Student Success, and College Transition courses, and can also be used as a supplementary resource in courses across the curriculum. With the input of hundreds of instructors and academic success experts, the authors carefully prioritized the most critical topics to align to briefer courses. The offering covers material such as college culture, time management, mindset, study skills, test preparation, financial literacy, health, and planning for the future. While much of the material is very similar to the original College Success book, this version was holistically edited and updated. Users will see additions such as a new section on group work and greatly expanded coverage of stress management and wellbeing.

OpenStax College Success is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Developed with the support of hundreds of faculty and coordinators, the book addresses the evolving challenges and opportunities of today’s diverse students. Engagement, self-analysis, personal responsibility, and student support are reflected throughout the material. College Success also includes an array of student surveys and opinion polls, and OpenStax will regularly provide the results to adopting faculty.

In this lesson, student groups create a short, simple play based on their study of broadsides written just before the American Revolution. By analyzing the attitudes and political positions are revealed in the broadsides, students learn about the sequence of events that led to the Revolution

In small groups and class discussion, students share knowledge about Christopher Columbus and his voyages, learn about the impact of Columbus, and consider some ecological and political results of the encounter.

This course is designed around analyzing what’s so funny and why is it that we laugh when we do. How is comedy characterized on the fictional page, the screen, and the stage? And what might the comic teach us about the self and culture(s), especially when we come to understand its patterns of transgression as confounding social norms through jokes and laughter? Tracking a history of comedy, beginning with the first Greek humorists, Aristophanes and Plautus, we will traverse genres, periods and cultures to reflect on various types of humor: satire, farce, slapstick, love, tragedy, parody, and screwball.

It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts - or for that matter, people - we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries.
"Communicating Across Cultures" is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

In this seminar you will be able to discuss Spanish artists using comparison phrases and o-->ue stem changing verbs.  Comparison phrases such as more than, less than, and as much as can be used in conjunction with previously learned adjectives.   In this seminar you will compare and contrast various Spanish-speaking artists and their influence in art.  ACTFL StandardsCommunication: Interpersonal CommunicationCultures: Relating Cultural Products to PerspectivesConnections: Making ConnectionsCommunities: Lifelong LearningLearning TargetI can discuss and make comparisons between different artists from Spanish-speaking countries.Habits of MindThinking flexiblyCritical Thinking SkillComparing

In this lesson, djembefola Weedie Braimah will introduce students to the cultural traditions of drumming in Congo Square. Students will collaboratively plan and design a community “Square” that represents a collective cultural space.

- Discuss the western African music traditions of Congo Square in New Orleans.
- Describe the essence and purpose of Congo Square.
- Examine personal, social, and cultural identities.
- Identify personal, social, and cultural traditions.
- Design a common cultural community space for expressing music, history, and culture.
- Present cultural community space concepts to an audience.

Preservation Hall Lessons is designed for all K-12 teachers or educational professionals that want to foster the culture and history of New Orleans music genres. The lessons can be integrated into general content areas like Language Arts, Math, Social Studies, and Science, or beginning to advanced Music Education studies.

A compilation of video scenarios of people interacting with each other in Portuguese. Conversations include dialogs, questions, turn taking exchanges, clarifications, false starts, hugs, laughter, asides. The scenarios are enhanced by transcriptions, translations, content analysis, and notes and discussion blogs.

This course enhances cross-cultural understanding through the discussion of practical, ethical, and epistemological issues in conducting social science and applied research in foreign countries or unfamiliar communities. It includes a research practicum to help students develop interviewing, participant-observation, and other qualitative research skills, as well as critical discussion of case studies. The course is open to all interested students, but intended particularly for those planning to undertake exploratory research or applied work abroad. Students taking the graduate version complete additional assignments.

This project entails lessons an activities that allow students to study the history of Spanish and the countries in which it's spoken. The final product is a cultural celebration event in which students showcase their country's portfolios.

This resource is to educate others on the importance of cultural competence in special education and the lack of cultural awareness that is currently in special education classrooms. It includes history of special education and the laws surrounding it, the importance of cultural awareness and competence, what the current system is doing and why it does not work and what the future will hopefully look like for culture in special education.

This OER Lesson plan/unit was created by Danielle Fulcher as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for student learning of Novice-Mid Learners of Spanish. This is a lesson to introduce the concept of culture to novice level Spanish students. Using the analogy of the "cultural iceberg" students take a closer look at what culture is and to which cultures they belong. We go further by taking a look at greetings in their own culture and comparing them to greetings in Spanish-speaking countries. Students are able to define what a typical greeting looks like and what influences how those greeting rituals look on the surface. This resource comes with a  pdf of a slideshow with information and a pdf worksheet for your students to analyze the concept of culture.This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 2.1.b, 2.2.bIt is expected that this Lesson Plan will take students 50 minutes to complete.