This assignment is designed as a mini-research project with the purpose of …
This assignment is designed as a mini-research project with the purpose of having students engage with marginalized actors in history. The purpose is to help students find themselves in the archives by focusing on self-representation that is important to their own socio-economic and ethnic groups. By providing historical research in the form of primary and secondary documents on figures that have been historically "left out" of the historical narrative, the students will help fill the gaps in the archive, be active in the creation of new curriculum, and gain a better understanding of marginalization and the power of historical memory in the process.
This course examines the ways in which people in ancient and contemporary …
This course examines the ways in which people in ancient and contemporary societies have selected, evaluated, and used materials of nature, transforming them to objects of material culture. Some examples are: glass in ancient Egypt and Rome; sounds and colors of powerful metals in Mesoamerica; cloth and fiber technologies in the Inca empire. It also explores ideological and aesthetic criteria often influential in materials development. Laboratory/workshop sessions provide hands-on experience with materials discussed in class. This course complements 3.091.
This course will survey the conditions of material life and changing social …
This course will survey the conditions of material life and changing social and economic conditions in medieval Europe with reference to the comparative context of contemporary Islamic, Chinese, and central Asian experiences. Subject covers the emergence and decline of feudal institutions, the transformation of peasant agriculture, living standards and the course of epidemic disease, and the ebb and flow of long-distance trade across the Eurasian system. Particular emphasis will be placed on the study of those factors, both institutional and technological, which have contributed to the emergence of capitalist organization and economic growth in Western Europe in contrast to the trajectories followed by the other major medieval economies.
The course explores the literary masterworks of three of the most celebrated …
The course explores the literary masterworks of three of the most celebrated authors of the Middle Ages in their original literary and historical contexts. The various themes they take up - the importance of writing in the vernacular; the discourse of love as a form of discipline practised upon the self; the personal and political aspirations of the self in society; the constitution of ideal forms of social organization; the role of religion in the life and works of lay authors - transformed the course of much of Western literature for the next five centuries. Readings will include the entire Divine Comedy, generous selections from the Decameron, and all of Troilus and Criseyde in the original Middle English, together with samplings from the Troubadour tradition and the dolce stil nuovo.
As a quasi-historical, quasi-legendary figure of consistently great popularity, King Arthur has …
As a quasi-historical, quasi-legendary figure of consistently great popularity, King Arthur has been subject to an extraordinary amount of reinvention and rewriting: as a Christian hero and war-leader; as an ineffective king and pathetic cuckold; and as a tragic figure of noble but doomed intentions. As we trace Arthur's evolution and that of principal knights, we will ask what underlies the appeal of this figure whose consistent reappearance in western culture has performed the medieval prophecy that he would be rex quondam et futurus: the once and future king.
This survey provides a general introduction to medieval European literature (from Late …
This survey provides a general introduction to medieval European literature (from Late Antiquity to the Fifteenth Century) from the perspective of women writers from a variety of cultures, social backgrounds, and historical timeperiods. Though much of the class will be devoted to exploring the evolution of a new literary tradition by and for women from its earliest emergence in the West, wider historical and cultural movements will also be addressed: the Fall of the Roman Empire, the growth of religious communities, the shift from orality to literacy, the culture of chivalry and courtly love, the emergence of scholasticism and universities, changes in devotional practices, the persecution of heretics, the rise of nationalism and class consciousness. Authors will include some of the most famous women of the period: Hildegard of Bingen, Heloise of Paris, Marie de France, Christine de Pizan, Joan of Arc, Margery Kempe, along with many interesting and intriguing though lesser known figures.
Materials developed under a grant from the Michigan Dept of Education. The …
Materials developed under a grant from the Michigan Dept of Education. The MI Open Book Project is a multi-year initiative funded as part of the Technology Readiness Infrastructure Grant (TRIG) which will empower groups of master teachers to come together, collaborate, and develop a open education resource for use in classrooms around Michigan. Full textbooks. All books will run on iOS, OSX, Andriod, Windows, and Chrome.
This resource is a lesson plan intended to introduce minoritized freshman and sophomore …
This resource is a lesson plan intended to introduce minoritized freshman and sophomore college students to the study of mythology and to its universal importance as the foundation of our common cultural heritage. The module may also be modified to accomodate high school level language arts courses. This resource will represent approximately three weeks of a typical 10 to 15 week World Literature survey course.
This online textbook contains short articles on each major deity, hero, monster, …
This online textbook contains short articles on each major deity, hero, monster, etc., in Greek mythology. The text is supplemented with color photographs and maps to enhance the learning experience.
The Spanish were savage and barbaric in Mexico… And the Conquest of …
The Spanish were savage and barbaric in Mexico… And the Conquest of the Mexica was extremely bloody. But it’s often told as ONLY the Spanish Vs. the Aztecs. And that’s not true… It’s not even close. The so called, “Conquest” of Mexico-Tenochtitlan was really a NATIVE REVOLT. It was ancient indigenous Mexicans against other Native Mexicans. Clearly… the Spanish were the main manipulators.
But it was Native Mexicans who organized, fought and overthrew: Mexico-Tenochtitlan. So much so…. That Native Mexicans accounted for 99% of all people who fought or assisted in the overthrow of the Aztecs, of Mexico-Tenochtitlan in 1521.
And… Who were the Indigenous Mexican allies of the Spanish? They were the Tabascans, the Cempoalans, Texcocans, the Totonacs, Huezotzingos, Chalcas, Quauhquecholtecas, the Zapotec, Mixtec, the Yope, the Xochilmcos, the Tlaxcalans, the Tarascans……And many….. Many….. more. And what did Native Allies provide a handful of Spanish….. Food….. Translation… Advice… Medical Assistance… Labor, especially porters… Housing… Clothing… Guides… Spies.. Messengers….Moral Support…Sex….. And …. Warriors to fight the Aztec and their allies. And much, much, more.
Now… this brief film isn’t a history of the so-called Spanish Conquest….. This is a history of the Native Revolt against Mexico-Tenochtitlan …… it’s a Native Revolution… As Cortes and about 500 Spaniards marched to Mexico-Tenochtitlan from the East… (their maximum number perhaps doubled). He was joined by hundreds of thousands of the largest and fiercest army ever assembled in Mesoamerica.
A brief history of the Neolithic Era that covers the end of …
A brief history of the Neolithic Era that covers the end of the Paleolithic Era to the rise of agriculture and domestication of animals to the eventual development of complex societies.
Many people are fascinated with ancient Egypt. The amazing, unique culture influenced …
Many people are fascinated with ancient Egypt. The amazing, unique culture influenced many other civilizations and cultures. If you study the history of math, you will see how this influence included mathematics. Ancient Egypt also lasted an incredibly long time – over 3000 years. According to Egyptologist Bob Brier, “No civilization lasted so long, contributed so much, or repeatedly amazed as did ancient Egypt.”
In this Open Educational Resource activity, students will have the opportunity to learn about ancient Egyptian numerals and basic arithmetic. For motivation, the setting is a scribal school with each student using a clipboard, paper, and fine point black marker to simulate a board, papyrus, and brush with ink. The activity can also be completed on its own without the scribal school setting.
Short Description: Written by Sophocles and first performed around 429 BC, Oedipus …
Short Description: Written by Sophocles and first performed around 429 BC, Oedipus Rex, also known by its Greek title, Oedipus Tyrannus, or Oedipus the King, is an Athenian tragedy. Originally, to the ancient Greeks, the title was simply Oedipus, as it is referred to by Aristotle in Poetics. Of the three Theban plays, Oedipus Rex is the first in order of the events depicted in the plays, but was the second to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.
Long Description: Written by Sophocles and first performed around 429 BC, Oedipus Rex, also known by its Greek title, Oedipus Tyrannus, or Oedipus the King, is an Athenian tragedy. Originally, to the ancient Greeks, the title was simply Oedipus, as it is referred to by Aristotle in Poetics. Of the three Theban plays, Oedipus Rex is the first in order of the events depicted in the plays, but was the second to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.
Word Count: 13604
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
Short Description: Written shortly before Sophocles's death in 406 BC and produced …
Short Description: Written shortly before Sophocles's death in 406 BC and produced by his grandson (also called Sophocles) at the Festival of Dionysus in 401 BC, Oedipus at Colonus (also known as Oedipus Coloneus) is one of the three Theban plays. Of the three Theban plays, Oedipus at Colonus is the second in order of the events depicted in the plays, but was the last to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.
Long Description: Written shortly before Sophocles’s death in 406 BC and produced by his grandson (also called Sophocles) at the Festival of Dionysus in 401 BC, Oedipus at Colonus (also known as Oedipus Coloneus) is one of the three Theban plays. Of the three Theban plays, Oedipus at Colonus is the second in order of the events depicted in the plays, but was the last to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.
Word Count: 14987
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
A book-length resource for teachers and students to explore multiple facets of …
A book-length resource for teachers and students to explore multiple facets of ancient Maya culture, history, science, and more. Over 300 pages of teacher resources (including rubrics and answers) and student pages provide a greater depth and breadth to Maya studies than any other resource for middle and secondary students. Many pages are also translated into Spanish. Individual components are uploaded separately in both English and Spanish for easier reference. This work is modular; each section can be used in isolation if desired to support instruction in Social Studies, math, English, or other topics.
This presentation provides a very brief overview of the periods of Ancient …
This presentation provides a very brief overview of the periods of Ancient Egypt. It covers some of the achievements and changes made during each period.
Over the course of the three week block, students will research and …
Over the course of the three week block, students will research and create a replica of an ancient building using three bibliographic citations for sources on appearance, daily use and cultural significance of their chosen structure. Students will present their model to the class as a capstone project.
This sourcebook offers a carefully-honed selection of Latin authors, predominately from classical …
This sourcebook offers a carefully-honed selection of Latin authors, predominately from classical antiquity, and supplemented by texts from later periods. The sourcebook purposefully includes both prose and poetry, and a range of genres, including epic, epigram, history, oratory, the letter, and the philosophical essay. Most of the core texts include supplemental notes that will elucidate key grammatical and cultural information for intermediate-level Latin students, as well as provide questions to guide their reading and contextualizing essays on the authors, texts, and ideas with which students are engaging. The book will also include a range of pedagogical resources for students at this level that have been developed and tested through over 15 years of educational practice.
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