Short Description:
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Long Description:
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Word Count: 294450

(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.)

Short Description:
Psychology - H5P Edition is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Long Description:
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Word Count: 294690

ISBN: 978-1-77420-091-9

(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.)

Opening image caption:Psychology is the scientific study of mind and behavior. (credit "background": modification of work by Nattachai Noogure; credit "top left": modification of work by U.S. Navy; credit "top middle-left": modification of work by Peter Shanks; credit "top middle-right": modification of work by "devinf"/Flickr; credit "top right": modification of work by Alejandra Quintero Sinisterra; credit "bottom left": modification of work by Gabriel Rocha; credit "bottom middle-left": modification of work by Caleb Roenigk; credit "bottom middle-right": modification of work by Staffan Scherz; credit "bottom right": modification of work by Czech Provincial Reconstruction Team)Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.For more information, visit: OpenStax Psychology

This Remote Learning Plan was created by Maria Nieves Ruiz Garcia in collaboration with Nicholas Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Spanish 2  students. Students will learn about food ( vocabulary, expressions, how to create their own recipe, order food and cultural aspects). This Remote Learning Plan addresses the following NDE Standard: Word Languages (communication, culture, connections,communities, cognition), level intermediate. It is expected that this Remote Learning Plan will take students 15 periods to complete.    

This booklet is a collection of opinions of nearly 50 important poets from 25 countries in 5 continents on the best ways to present poetry to secondary school pupils. It is mainly intended for use in teacher training programmes, to bring to methods of teaching poetry two important dimensions: the creative perspective of poets themselves, as well as the perspective of different cultures regarding the reading and writing of poetry.

The oral traditions of Native American tribes in Oregon tell the story of continuous existence ofIndigenous people on this land. From the coast to the inland valleys, the Columbia Plateau to theGreat Basin, tribal people have maintained continuous and balanced relationships with Oregon’snatural environment since time immemorial.This connection between Indigenous people and place has always informed their approach to whatis now called land management. Indigenous people had a thorough understanding of seasonal ecosystems and ecoregions, and this knowledge of soil, water, plants, and animals helped themsurvive. Contemporary Native people in Oregon continue to draw on traditional Indigenous knowledge, also known as traditional ecological knowledge, to guide how they manage the land.In this lesson, students will explore the components and processes of traditional ecological knowledge through the lens of contemporary tribal projects being conducted across the state. Students will consider how tribes are stewards of their lands and natural resources and how they leverage their resources by collaborating with nonprofit and government agencies.

In this lesson students will learn how Native American tribes living in what is now Oregon incorporated geologic knowledge into their lifeways and cultures. It will describe tribes’ use of stone tools, designation of prominent landforms as significant and meaningful places, and oral traditions they maintained regarding geologic events to help them understand and organize the world they lived in. This lesson assumes students have some familiarity with or prior instruction in earth science concepts such as Oregon landforms, the rock cycle, plate tectonics, and earthquakes and tsunamis.

In the wake of the much publicized birth of a new royal prince in Britain, this lesson explores the history of British monarchy and the debate about whether to end it.

Some of the most the most essential works of literature in the world are examples of epic poetry, such as The Odyssey and Paradise Lost. This lesson introduces students to the epic poem form and to its roots in oral tradition.

These two Google Sheets were created to assist teachers using the Legends and Folktales "Lecture" found here: https://www.oercommons.org/courses/legends-and-folktales

The videos are organized by theme on Sheet 1. On Sheet 2, problematic or adult/mature themes are noted as this was originally published as a third grade "lecture". There are some fantastic, concise, interesting videos on the site, but they are jumbled by theme and it is time consuming to search through them. This list was created to save teachers time.

The author is not affiliated with the Department of Defense or the Defense Language Institute - Foreign Language Center.

Students will be able to foster an appreciation of literature and develop creative skills in public speaking and performance. Students will analyze various literary forms (poetry, novels, plays, letters, diaries, etc.) as texts for oral presentation. Students will explore oral traditions and other nonliterary sources and events as oral presentation material. Class exercises introduce vocal, physical and other speaking techniques to effectively communicate a point of view. Recommended: College-level reading and writing skills are highly recommended for success in this course.

Students tell their life stories in this lesson about autobiographies based on family photographs.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Tomas and the Library Lady". With the help of the English-speaking local librarian, Spanish-speaking Tomas is encouraged to assume the role of family storyteller, finding that he cannot only be a learner but a teacher as well.

Lectures on Global Hermeneutics

Short Description:
Why do human beings interpret their overall experience in terms of selfhood? How was the notion and sense of self shaped at different times and in different cultures? What sort of problems or paradoxes did these constructions face? These lectures address these and related questions by sketching a roadmap of possible theoretical avenues for conceiving of the self, bringing to the foreground its soteriological implications, while also testing this theoretical outlook against insights offered by various disciplines. Exploring the cross-cultural spectrum of possible ways of conceiving of the self invites the more existential question of whether any of these possibilities might offer resources for dealing with the tragedies of today’s world, or maybe even saving it from some of them.

Long Description:
Why do human beings interpret their overall experience in terms of selfhood? How was the notion and sense of self shaped at different times and in different cultures? What sort of problems or paradoxes did these constructions face? These lectures address these and related questions by sketching a roadmap of possible theoretical avenues for conceiving of the self, bringing to the foreground its soteriological implications, while also testing this theoretical outlook against insights offered by various disciplines (including philosophy, cognitive science, anthropology, archaeology, psychology, religious studies, intellectual history, and contemplative practices) and in specific historical cultures (ancient India and Greece, the modern West). The resulting journey is a way of practicing hermeneutics, the art of understanding and interpreting experience in its multifarious manifestations (which include different genres of written texts, oral traditions, social structures and practices, various sorts and domains of experience, ideas and ideals). This form of hermeneutics is best understood as ‘global hermeneutic’ both because of its temporal and geographical scope, and because of its interest on a phenomenon so broad and deeply rooted as selfhood. The purpose of the journey is not only descriptive, though. Exploring the cross-cultural spectrum of possible ways of conceiving of the self invites the more existential question of whether any of these possibilities might offer resources for dealing with the tragedies of today’s world, or maybe even saving it from some of them. An open access pdf and printed version is published via the University of Groningen Press.

Word Count: 204910

Included H5P activities: 2

ISBN: 9789403430089

(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 jigsaw activity, students are placed in groups. Each group reads a different written record of an indigenous oral history about tsunamis. These indigenous stories are from around the world. To guide their interpretations, students answer activity questions. They study how the tsunami is described (tsunami characteristics) and any safety information that is described in the story. Then the groups are mixed, with at least one representative of each story in each new group. Students share what they learned from each story. Groups compare stories. They discuss: Are there any similarities in the warning signs, descriptions of the tsunami waves, or damage and did the traditional stories contain any safety information? Students will learn the importance of preserving and utilizing traditional knowledge.
This activity leads into future instruction on tsunami science and safety. Lessons from the stories that students read can later be integrated into lessons on modern scientific understanding of tsunamis (causes and characteristics) and tsunami safety (natural warning signs).
Instructors can also tie this lesson into hazard management. Students learn that disaster management personnel are using traditional knowledge to improve local hazard preparations.

This micro-credential course introduces students to the written and spoken words of Haudenosaunee women through the author’s lens and voice. Innovative content speaks to topics of traditional women’s roles, rights, culture, truth and reconciliation, residential schools, life and death, education, family traditions, and healing. Topics explore past and present realities and the power of writing to illicit political, spiritual, and educational messages. Guided learning and interactive content engage learners to develop a greater awareness of the historical contributions and lived experiences of Haudenosaunee women. Subject matter experts and selected authors share personal experiences and reflections. This course increases the learner’s understanding and appreciation of the richness and power of the words of Haudenosaunee women, and the role of literature as a tool to reflect and shape perceptions of ourselves and those who share Mother Earth with us. Pedagogical Approach: This course is inspired by and feature the works of Haudenosaunee women and authors from the Six Nations of the Grand River community. Their voices come from their lived experiences and worldviews and as such, is an essential and contextually specific pedagogical approach. Further, experiential learning through direct and active experience with authors upholds the oral traditions and customs of the Onkwehonwe people. Reflective observation and inquiry-based learning are evidence-based approaches that generate effective student learning. A critical look at the political, historical, and cultural contexts will include class discussion and constructive critiques that extend learners’ horizons. Knowledge and Skills: participants in this course will increase knowledge of historical and contemporary perspectives related to ancestral stories, traditional practices, lived experiences, and kinship relationships; identify explicit and implicit themes and commonalities within the writings and make connections to real world issues; explore the influence of Haudenosaunee women’s literature as an educational, politician, informative, and educational medium; and research, analyze, and discuss the contributions made by Haudenosaunee women writers to cultural continuity, spiritualism, resilience, truth, and reconciliation.

We’wha, a Lhamana (Zuni Two Spirit) individual, took on both male & female tasks as a Zuni cultural ambassador and pottery and textile artist. Also a spiritual leader, We’wha endeavored to preserve the history, traditions, & knowledge of the Zuni people.

This resource is from a collection of biographies of famous women. It is provided by the National Women's History Museum, and may include links to supplemental materials including lesson plans about the subject and related topics, links to related biographies, and "works cited" pages. The biographies are sponsored by Susan D. Whiting.

Students will examine themselves within various contexts—including family, culture and community—as a means to better understand who they are as individuals and who they are in relation to people around them. The lesson asks students to consider “Who is an immigrant?” and challenges them to dig deeper and extend their response as they come to understand themselves more deeply. Students will complete one of two extension activities at the end of this lesson: creating a cereal box suitcase or connecting with a pen pal.

Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people.

LEARNING OBJECTIVES:

Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government.
Students will learn about the Eastern Shoshone people through the use of research and technology.
Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years.
Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people.
Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion.
Students will learn how to construct, read, compare and analyze different population graphs.
Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived.
Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map.
Students will be able to further describe how their culture has shaped them.
Students will be able to define the concept of culture.
Students will be able to explain some of the attributes of culture.