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.  

This OER Lesson plan/unit was created by Danielle Fulcher as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for student learning of Novice-Mid Learners of Spanish. This is a lesson to introduce the concept of culture to novice level Spanish students. Using the analogy of the "cultural iceberg" students take a closer look at what culture is and to which cultures they belong. We go further by taking a look at greetings in their own culture and comparing them to greetings in Spanish-speaking countries. Students are able to define what a typical greeting looks like and what influences how those greeting rituals look on the surface. This resource comes with a  pdf of a slideshow with information and a pdf worksheet for your students to analyze the concept of culture.This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 2.1.b, 2.2.bIt is expected that this Lesson Plan will take students 50 minutes to complete. 

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 OER Lesson plan/unit was created by Ashton Krueger as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for Novice Mid-Learners of German. Students will work together with partners to share their travel interests, write sentences, evaluate their writing, and present their ideas and new learnings. Students will interpret flags, exchange information, negotiate meaning, edit errors, and discuss some cultural activities associated with each country.This Lesson Plan addresses the following NDE World Language Standard(s): NE WL Standards: 1.1, 1.2, 2.1.It is expected that this activity will take students 30 minutes to complete.

This OER Lesson plan/unit was created by Masey Ringlein as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language French teachers for student learning of Novice Mid Learners of French. Students will analyze the text and the video on French cafe culture. Students will answer comprehension questions about the text/ video using the text to support their answers. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.2, 2.2It is expected that this Lesson Plan will take students 30 minutes to complete.

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.

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(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

Students will work together to match German sights to their descriptions and try to find interesting facts about a couple of the sights that they would like to know more about. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL Standards: 1.1, 1.2, 2.1. It is expected that this activity will take students 20 minutes to complete. 

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.

An online pedagogical reference grammar of the French language that combines authoritative grammar explanations, self-correcting exercises and online audio with surreal dialogues and cartoon images.

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.

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.  This document is a student-friendly self-assessment activity for Novice Mid world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.