Conversations Host Harry Kreisler welcomes historian and classicist Victor Davis Hanson for a discussion of the Peloponnesian War and its lessons for today. He compares that conflict with the war in Iraq. He talks about imperial ambition, the conflict between civilizations, and military power as an instrument to achieve democratization in the struggle between modernity and tradition. (53 min)

Geographer Michael Watts, the Director of the UC Berkeley's Institute of International Studies, talks about his personal and political evolution as a researcher and scholar of internationalism and modernity. (62 min)

Conversations host Harry Kreisler welcomes Kishore Mahbubani for a discussion of the changing relationship between the West and Asia. In the interview, he describes the major transformations occurring because of the "march of modernity" made possible by the ideas and global institutions created by the West. He goes on to criticize the West for failing to adapt to the changing balance of power which follows from Asia's rise. (57 minutes)

This is an advanced graduate-level seminar that will analyze the effectiveness of development and planning theories from the perspective of practitioners who implement projects and policies based on such theories. The course will be organized around 12 implementation puzzles, which should be considered for re-theorizing both developmental and planning processes.

The 11th 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 11th 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. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will produce two major pieces of work.  The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas.  They will also create a museum exhibit as part of a team.  The exhibit project will help students identify what's worth preserving about their unique place in history.

PROJECT UNITS

This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.

ACCOMPLISHMENTS

Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.

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 does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

In this lesson, you will share the perspective you gained by interviewing your Digital Immigrant. You'll also hear about the perspectives other students gained and workshop the introduction of your essay.In this lesson, students will share the perspective they gained by interviewing their Digital Immigrant. They'll also hear about the perspectives other students gained and workshop the introduction of their essay.

This project discovers the history of Modern Europe, starting at the Hundred Years War and ending at the present time.
A chronological perspective of history is attempted within this text. Although this is the case, it is also important to understand patterns within European History, therefore chapters will attempt to cover a breadth of material even though their titles might be that of a specific pattern in history rather than a time period.

Through the comparative study of different cultures, anthropology explores fundamental questions about what it means to be human. It seeks to understand how culture both shapes societies, from the smallest island in the South Pacific to the largest Asian metropolis, and affects the way institutions work, from scientific laboratories to Christian mega-churches. This course will provide a framework for analyzing diverse facets of human experience such as gender, ethnicity, language, politics, economics, and art.

Alienation, overcrowding, sensory overload, homelessness, criminality, violence, loneliness, sprawl, blight. How have the realities of city living influenced literature's formal and thematic techniques? How useful is it to think of literature as its own kind of "map" of urban space? Are cities too grand, heterogeneous, and shifting to be captured by writers? In this seminar we will seek answers to these questions in key city literature, and in theoretical works that endeavor to understand the culture of cities.

This course studies several important examples of the genre that between the early 18th century and the end of the 20th has come to seem the definitive literary form for representing and coming to terms with modernity. Syllabi vary, but the class usually attempts to convey a sense of the form's development over the past few centuries. Among topics likely to be considered are: developments in narrative technique, the novel's relation to history, national versus linguistic definitions of an "English" novel, social criticism in the novel, realism versus "romance," the novel's construction of subjectivities. Writers studied have included Daniel Defoe, Henry Fielding, Samuel Richardson, Lawrence Sterne, Mary Shelley, Jane Austen, Walter Scott, Emily and Charlotte Brontë, Charles Dickens, George Eliot, Joseph Conrad, H. G. Wells, James Joyce, Virginia Woolf, Salman Rushdie.

This seminar is about the pleasures and power of reading. From the Sumerian clay tablets of more than four millenia ago through the spectacular emergence of the electronic text, the written word—in all its forms—has captivated the human mind, embodied our insights into the world around us, and made enduring our most profound artistic creations and scientific discoveries.

This course examines the modern definition of freedom, and the obligations that people accept in honoring it. It investigates how these obligations are captured in the principles of our political associations. This course also studies how the centrality of freedom plays out in the political thought of such authors as Hobbes, Locke, Rousseau, Burke and Montesquieu, as well as debating which notions of freedom inspire and sustain the American experiment by careful reading of the documents and arguments of the founding of the United States.
This course is part of the Concourse program at MIT.

The "small wonders" to which our course will attend are moments of present time, depicted in the verbal and visual media of the modern age: newspapers, novels and stories, poems, photographs, films, etc. We will move between visual and verbal media across a considerable span of time, from eighteenth-century poetry and prose fiction to twenty-first century social networking and microblogging sites, and from sculpture to photography, film, and digital visual media. With help from philosophers, contemporary cultural historians, and others, we will begin to think about a media practice largely taken for granted in our own moment.

This course centers on the changing relationships between men, women, and technology in American history. Topics include theories of gender, technologies of production and consumption, the gendering of public and private space, men's and women's roles in science and technology, the effects of industrialization on sexual divisions of labor, gender and identity at home and at work.

This class will be constructed as a lecture-discussion, the purpose being to engage important theoretical issues while simultaneously studying their continuing historical significance. To enhance discussion, three debates will be held in class. Each student will be required to participate in one of these debates. Each student will also be required to write three short papers. Class participation is essential and will be factored into the final grade.
The course will portray the history of theory neither as the history of architectural theory exclusively, nor as a series of prepackaged static pronouncements, but as part of a broader set of issues with an active history that must be continually probed and queried. The sequence of topics will not be absolutely predetermined, but some of the primary issues that will be addressed are: pedagogy, professionalism, nature, modernity and the Enlightenment. Classroom discussions and debates are intended to demonstrate differences of opinion and enhance awareness of the consequences that these differences had in specific historical contexts.

Western Civilization: A Concise History​ is an Open Educational Resource textbook covering the history of Western Civilization from approximately 8,000 BCE to 2017 CE. It is available in three volumes covering the following time periods and topics:

Volume 1: from the origins of civilization in Mesopotamia c. 8,000 BCE through the early Middle Ages in Europe c. 1,000 CE. Volume 1 covers topics including Mesopotamia,Egypt, Persia, Greece, Rome, the Islamic caliphates, and the early European Middle Ages.
Volume 2: from the early Middle Ages to the French Revolution in 1789 CE. Volume 2covers topics including the High Middle Ages, the Renaissance, the European conquest of the Americas, the Reformation, the Scientific Revolution, and the Enlightenment.
Volume 3: from the Napoleonic era to the recent past. Volume 3 covers topics including the Industrial Revolution, the politics of Europe in the nineteenth century, modern European imperialism, the world wars, fascism, Nazism, and the Holocaust, the postwar era, the Cold War, and recent developments in economics and politics.

Words of Wisdom can come from anyone. In this text we discuss topics ranging from "Are Humans good by nature?" to "Is there a God?" to "Do I have the right to my own opinion?" Philosophy is the study of wisdom, and can emerge in our conversations in places like social media, in school, around the family dinner table, and even in the car. The text uses materials that are 2,500 years old, and materials that were in the news this year. Wise people come in all shapes and types, and from every culture on earth. We have poetry and folktales, sacred writings and letters. Dialogues and interviews, news columns, podcasts, Ted Talks, You Tube recordings and even comedy are all a part of the content in this text.You will be most successful using this collection this on line.