In this activity, students will learn about different kinds of emotions in Arabic. They can match the scenario with the correct emotions, and ask someone about his/her emotions.Can-Do Statements:I can express emotions and react to situations that are described to me.I can review or remember emotion phrases in Arabic.I can ask someone about his/her feelings.

This collection uses primary sources to compare American responses to Pearl Harbor and September 11. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This lesson will investigate the role of the media, its influence on young people, and the growing anxiety about teenagers' newfound independence in the 1950s. Students will explore primary source materials related to movies, music, and comic books that impacted teenage culture. Learning about the 1954 Senate Subcommittee to Investigate Juvenile Delinquency, students will read and form opinions on actual congressional testimony. Additional resources will include the trailer for Blackboard Jungle and a 1956 performance of Frankie Lymon and the Teenagers' "I'm Not A Juvenile Delinquent."

This course surveys the social science literature on civil war. Students will study the origins of civil war, discuss variables that affect the duration of civil war, and examine the termination of conflict. This course is highly interdisciplinary and covers a wide variety of cases.

There is one thing I can be sure of: I am going to die. But what am I to make of that fact? This course will examine a number of issues that arise once we begin to reflect on our mortality. The possibility that death may not actually be the end is considered. Are we, in some sense, immortal? Would immortality be desirable? Also a clearer notion of what it is to die is examined. What does it mean to say that a person has died? What kind of fact is that? And, finally, different attitudes to death are evaluated. Is death an evil? How? Why? Is suicide morally permissible? Is it rational? How should the knowledge that I am going to die affect the way I live my life?

This course is premised on the belief that emotions are a fundamental part of human nature. Accordingly, understanding emotions and incorporating emotions into our research can help us better explain variation in important political phenomena. Research on emotions and how emotions can influence decision-making has dramatically increased over the past two decades. This class aims to pick up on new findings from psychology and other disciplines and marshal this knowledge toward the most important issues of political science.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

How do we behave toward and acknowledge those whose culture is different from our own? In this lesson, students will take a moment to polish their presentations, and then each group will present. Then they’ll write a reflection about the benefits and drawbacks of globalization.

In this podcast, learn how to address climate misconceptions and avoid the fear of climate change by using activities that inspire and empower students.

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.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Explain the major theories of emotionDescribe the role that limbic structures play in emotional processingUnderstand the ubiquitous nature of producing and recognizing emotional expression

Poster showing a family looking fearfully at a ghoulish silhouette of a soldier labelled "Prussianism." Text continues: See your bank or write to Liberty Loan Committee, 108 So. 4th St. Forms part of: Willard and Dorothy Straight Collection.