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.
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Allegories are similar to metaphors: in both the author uses one subject to represent another, seemingly unrelated, subject. However, unlike metaphors, which are generally short and contained within a few lines, an allegory extends its representation over the course of an entire story, novel, or poem. This lesson plan will introduce students to the concept of allegory by using George Orwell’s widely read novella, Animal Farm, which is available on Project Gutenberg.
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.
Australian Aboriginal art is one of the oldest continuing art traditions in the world. Much of the most important knowledge of aboriginal society was conveyed through different kinds of storytelling—including narratives that were spoken, performed as dances or songs, and those that were painted. In this lesson students will learn about the Aboriginal storytelling tradition through the spoken word and through visual culture. They will have the opportunity to hear stories of the Dreamtime told by the Aboriginal people, as well as to investigate Aboriginal storytelling in contemporary dot paintings.
Through studying Beatrix Potter's stories and illustrations from the early 1900s and learning about her childhood in Victorian England, students can compare/contrast these with their own world to understand why Potter wrote such simple stories and why she wrote about animals rather than people.
Becoming Human is an interactive documentary experience that tells the story of human origins. Multimedia, research and scholarship are presented to promote greater understanding of the course of human evolution. This site includes classroom materials, subject-designed exercises, games and activities to help make connections between the concepts that are presented and student learning. PDF versions of the resources may be downloaded from the site.
Noh, the oldest surviving Japanese dramatic form, combines elements of dance, drama, music, and poetry into a highly stylized, aesthetic retelling of a well-known story from Japanese literature, such as The Tale of Genji or The Tale of the Heike. This lesson provides an introduction to the elements of Noh plays and to the text of two plays, and provides opportunities for students to compare the conventions of the Noh play with other dramatic forms with which they may already be familiar, such as the ancient Greek dramas of Sophocles. By reading classic examples of Noh plays, such as Atsumori, students will learn to identify the structure, characters, style, and stories typical to this form of drama. Students will expand their grasp of these conventions by using them to write the introduction to a Noh play of their own.
The Comic Creator invites children and teens to design their own comic strips. Their creations can be just for fun or as part of more structural learning activities: planning writing activities, before- and after-reading activities, and responding to books.
This FREE, pioneering curriculum is designed to empower students to think critically and make informed choices about how they create, communicate online
In this text, you will see information literacy examined from the perspective of students in the School of Education and the School of Information at the University of Michigan. The diversity of these perspectives contribute to new understandings and realizations as their divergent backgrounds, experiences, aspirations, and influences, both in libraries and 'in the wild', are examined in common. Their findings lend a fresh perspective to the existing body of literature on information literacy.
Sociology is the study of human social life. Human social life is complex and encompasses many facets of the human experience. Because of the complexity, the discipline of sociology subdivided over time into specialty areas. The first section of this book covers the foundations of sociology, including an introduction to the discipline, the methods of study, and some of the dominant theoretical perspectives. The remaining chapters focus on the different areas of study in sociology.
Introduction to Sociology is a featured book on Wikibooks because it contains substantial content, it is well-formatted, and the Wikibooks community has decided to feature it on the main page or in other places. Note: See "Instructor Resources" to find a list of Course Adoptions and accompanying PPTs.
In this course, we will study the history of Western art, beginning with the first objects created by prehistoric humans around 20,000 years ago and ending with the art and architecture of the High Gothic period in fourteenth-century Europe. The information presented in this course will provide you with the tools to recognize important works of art and historical styles, as well as to understand the historical context and cultural developments of Western art history through the end of the medieval period. Upon successful completion of this course, student will be able to: demonstrate an understanding of the general arc of the history of the Western world, from Prehistory through the end of the medieval period; identify the major historical events in Western history and the roles of various religious and political leaders in these events; demonstrate an understanding of the vital role that imagery played as various cultures have sought to perpetuate religious, political, and cultural ideologies; understand the relationships between various cultures over timeĺÎĺĚ_ĺÜhow cultures build on the traditions of older cultures to create something new; identify the major stylistic developments in Western art from Prehistory through the end of the Medieval period; discuss the different techniques used by Western artists from the Prehistoric through the Medieval periods and understand which techniques were favored by which cultures; demonstrate an understanding of how technological developments over the course of history changed the appearance, function, and reception of works of art; identify the culture and art-historical period in which works of art were created, based on an understanding of distinctive stylistic features; demonstrate an understanding of how cultures coexisting in different geographical regions related to one another, and how artistic styles were transmitted from one region to another; identify specific monuments and be able to provide basic identifying information: title, date, location, artists, patrons, and art-historical period (i.e. Prehistoric, Egyptian, Ancient Near East, Gothic, etc). (Art History 110)
In this course, we will study important movements and some influential artists in Western art history. It begins with the Proto-Renaissance in Italy in the 13th century and continues through to the late 20th century, providing a framework for considering how and why certain artistic movements emerged in certain places at certain times. Upon successful completion of this course, student will be able to: identify the major styles of works of art in the West from the Italian proto-Renaissance through contemporary art; explain how political, social, and religious ideas inform art styles and images; explain prevalent artistic and architectural techniques developed through the period covered; eiscuss formal aspects of works of art in terminology basic to the field; recognize important artworks and describe them in terms of their form, content, and general history of their creation. (Art HIstory 111)
Respecting a child's race, colour, gender, religion, political view, nationality, origin of birth. What does this have to do with the students in my classroom or children all over the world? Ethics and social responsibility in the classroom are invited in this unit of study.Have your students ever thought about looking at an idea through different lenses? What about thinking about one item in different ways? Through the thinking, writing, speaking exercises the students will examine the Declaration of the Rights of The Child and will create a scrapbook weaving multiple genres.
Listen to "The Attribution Song" and learn to always give credit where credit is due when using other people's creations.
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.
Over the past 35 years, instructors at the University of California, Santa Cruz have taught organic farming and gardening skills to more than a thousand apprentices through the UCSC Farm & Garden Apprenticeship program. Teaching Organic Farming & Gardening: Resources for Instructors is their 600-page manual and covers practical aspects of organic farming and gardening, applied soil science, and social and environmental issues in agriculture. Units contain lecture outlines for instructors and detailed lecture outlines for students, field and laboratory demonstrations, assessment questions, and annotated resource lists. Although much of the material has been developed for field or garden demonstrations and skill building, most of the units can also be tailored to a classroom setting.
The training manual is designed for a wide audience of those involved in teaching farming and gardening, including colleges and universities with programs in sustainable agriculture, student farms or gardens, and on-farm education programs; urban agriculture, community garden, and farm training programs; farms with internships or apprenticeships; agriculture extension stations; school gardening programs; organizations such as the Peace Corps, US AID, and other groups that provide international training in food growing and ecological growing methods; and master gardener programs.
In this lesson, students study issues related to independence and notions of manliness in Ernest Hemingway’s “Three Shots” as they conduct in-depth literary character analysis, consider the significance of environment to growing up and investigate Hemingway’s Nobel Prize-winning, unique prose style. In addition, they will have the opportunity to write and revise a short story based on their own childhood experiences and together create a short story collection.