Abanicos: lengua y cultura is designed for a first semester of elementary Spanish but it can be used to review vocabulary and grammar at any level. It offers textbook pages in color and printable worbook pages that align with the textbook. The vocabulary and grammar derive from the topics in the textbook. These topics cover physical and political geography of the Spanish-speaking world, traditions, and popular culture. Reading, listening, speaking, and writing are goals in each section. The book is complemented by videos, games and grammar practice, quizlet sets, and other resources found on internet. This project will continue with the second semester book in the near future. I welcome ideas and collaboration as well as suggestions for improving. I hope this book will be useful to many Spanish language instructors and learners.  

In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.

Spanish translation of CK-12 Conceptos de Ciencias de la Vida - Grados 6-8 - en Español. This segment describes the destruction of habits. The following concepts are evident: participles used as adjectives, present perfect, impersonal se, use of mente to create adverbs. Vocabulary used includes scientific cognates and ecology.

The Lewis and Clark Expedition of 1804–1806 was of great consequence for the United States, the future state of Oregon, and the vast numbers of Indigenous people who had been living in the American West for thousands of years. The passage of time, mythmaking, and selective interpretation have obscured or distorted both minor and major realities about the purposes of the expedition, the people involved, and its impact. In this lesson, students will explore how historical events can be viewed and interpreted differently by different people, and why some stories about historical events can dominate or exclude others. These occurrences in the historical record were often intentionally organized and supported to present a narrative that was favorable to one side over another. Students will also learn details about the Lewis and Clark Expedition that provide a fuller picture of Native American contributions to the journey and its long-term impact on Indigenous people, specifically in Oregon. This lesson can be incorporated into elementary Oregon history units and/or provided as an extension. It assumes that students are already familiar with the general outline and key people of the Lewis and Clark Expedition.

This lesson introduces students to the history and importance of the Indigenous language known as chinuk wawa. Students will have the opportunity to learn how tribes from diverse regions and language families used chinuk wawa as a method of communication among groups essential for trade, political, social and other reasons. They will also reflect on the power of language and the relationship between language and cultural identity.

ESSENTIAL UNDERSTANDINGS• Genocide • Language • History • IdentityLEARNING OUTCOMESStudents will utilize primary documents for historical investigationStudents will define cultural genocideStudents will identify how attempts at education affected the culture of PNW Native Americans2018 SOCIAL SCIENCE STANDARDS• 4.12, 4.14, 4.16-4.22 • 8.3, 8.24, 8.25, 8.28-8.33 • HS.55, HS.56, HS.60-74ESSENTIAL QUESTIONSWhat are the intended and unintended consequences of government policies?What is cultural imperialism?What is destroyed in the name of progress? What is created?

Student will practice interpreting an authentic German schedule as well as describing their own school schedule based on the different days of the week. Students will practice discussing different school subjects and their daily schedule.

This resource was created by Jeanine Figueroa, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Comment naviguer le métro parisien? Have you ever been lost in another city, another country? How would you ask for directions? Would you know how to navigate the French Metro to get from point A to point B? This activity relates to the theme of directions, navigation. Students will use their prior knowledge of vocabulary related to this theme, as well as the imperative form of verbs. Also, most likely students have all experienced being lost in a new city - it is less likely now because of cell phones and satellite maps. However, taking the wrong subway train, going in the wrong direction in a street can still happen regardless of cell phone availability. This activity teaches students how to ask and give directions in the imperative form.

Word Count: 4222

(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.)

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

This lesson provides an overview of Hawaiʻi’s history as a kingdom, the development of the plantation economy in the 19th century, and the shift to statehood in the 20th century. Since the overthrow of the Hawaiian monarchy in 1893, Native Hawaiians have been seeking sovereignty from the United States. And with the gradual influx of Asian immigrants to the island as laborers to work on sugar plantations, Native Hawaiians have seen their island’s population change, and with it, a shift in the economic and political dynamics between the indigenous people and Asian Americans.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 6.4, 7.5, HS.7, HS.9, HS.10, HS.11
Economics: 7.8, 8.14, HS.17
Historical Knowledge: 6.20, 8,25, HS.53, HS.60, HS.61, HS.63, HS.64, HS.65
Historical Thinking: 6.23, 7.25, 8.31, 8.32
Social Science Analysis: 6.24, 6.27, 6.28, 7.27, 7.29, 7.30, 8.36, HS.71, HS.72, HS.74, HS.78

This Remote Learning Plan was created by Kelly Garcia in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy 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 a grade 9-12 World Languages student.  Students will: discuss / share healthy habits in Spanish.

In this activity, students will survey one another to determine how much their classmates like/dislike certain foods. 

This unit of study consisits of 5 activities to investigate the effects of Native American Boarding Schools on the individual, the family, and the community. Students will analyze before and after pictures of indigenous students, primary source comments given by boarding school survivors, and historic newspapers to asertain attitudes towards Native Americans during this time period. Middle school students will conclude with a short writing assignment. Secondary students will prepare an essay that relates the attitudes of the time to the practices in Native American Boarding Schools. This is an emotionally difficult subject and special care should be taken if you have Native students in your classrooms, as this topic is traumatic for families who have survived this experience. See Multicultural Considerations before beginning.

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.