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Images of the American Revolution

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This lesson focuses on the American Revolution, which encouraged the founding fathers' desire to create a government that would, as stated in the Preamble, insure domestic tranquility and provide for the common defense. This lesson correlates to the National History Standards and the National Standards for Civics and Social Sciences.

Material Type: Lesson Plan

Causes of the American Revolution

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This kit provides teachers and other educators with the materials and guidance to help fourth grade students understand the reasons that the British colonists elected to declare their independence from King George III between the years 1763-1776. As a part of these lessons students will be encouraged to consider the intent and impact of media documents from a variety of points of view including those of the colonists, King George, patriots, loyalists, slaves and Native Americans.

Material Type: Activity/Lab, Assessment, Diagram/Illustration, Homework/Assignment, Lesson Plan, Primary Source, Teaching/Learning Strategy, Unit of Study

Authors: Amy Eckley, Andrea Volckmar, Chris Sperry, Karen Griffin, Lynn VanDeWeert, Rachel Coates, Sox Sperry, Whitney Bong

Lexington and Concord: Tipping Point of the Revolution

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This lesson looks at how the Battles of Lexington and Concord changed the character of American resistance to British rule. America in Class Lessons are tailored to meet the Common Core State Standards. The Lessons present challenging primary resources in a classroom-ready format, with background information and analytical strategies that enable teachers and students to subject texts and images to the close reading called for in the Standards.

Material Type: Diagram/Illustration, Lesson Plan, Reading

Making the Revolution, America 1763-1791: Primary Sources

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The National Humanities center presents reading guides with primary source materials for the study of America in 1763-1791: The Making the Revolution. Primary source materials include letters, diaries, journals, poems, paintings, maps, pamphlets, sermons, petitions, broadsides, cartoons, and more. Resources are divided into the topics: Crisis, Rebellion, War, Independence, and Constitution.

Material Type: Diagram/Illustration, Reading

American Environmental Photographs 1891-1936

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The collection consists of 4,500 photographs documenting natural environments, ecologies, and plant communities in the United States at the end of the nineteenth and the beginning of the twentieth century. Produced between 1891 and 1936, these photographs provide an overview of important representative natural landscapes across the nation. They demonstrate the character of a wide range of American topography, its forestation, aridity, shifting coastal dune complexes, and watercourses. Among the natural features these images document are ecological settings such as dunes, bogs, forests, and deserts; individual plants from the Ponderosa pine and birch to grasses and mosses; landscape features like the Grand Canyon, Lake Superior, and the Sierra Nevada; and the consequences of natural and human changes to the environment ranging from erosion and floods to irrigation and lumbering.

Material Type: Diagram/Illustration, Primary Source, Reading

Art Appreciation and Techniques

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This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought. Upon successful completion of this course, students will be able to: interpret examples of visual art using a five-step critical process that includes description, analysis, context, meaning, and judgment; identify and describe the elements and principles of art; use analytical skills to connect formal attributes of art with their meaning and expression; explain the role and effect of the visual arts in societies, history, and other world cultures; articulate the political, social, cultural, and aesthetic themes and issues that artists examine in their work; identify the processes and materials involved in art and architectural production; utilize information to locate, evaluate, and communicate information about visual art in its various forms. Note that this course is an alternative to the Saylor FoundationĺÎĺ_ĺĚĺ_s ARTH101A and has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. This free course may be completed online at any time. (Art History 101B)

Material Type: Assessment, Full Course, Homework/Assignment, Reading, Syllabus

Introduction to Western Art History: Proto-Renaissance to Contemporary Art

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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)

Material Type: Assessment, Homework/Assignment, Lecture, Reading, Syllabus

Author: Individual Authors


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In this course, the student will attempt to determine why Shakespeare's works have become so widely revered. The student will begin by familiarizing ourselves with Elizabethan theatre, language, and culture, then conduct close readings of Shakespeare's most acclaimed plays, ending with his poetry. By the end of this course, you will have developed a strong understanding of Shakespeare's works and working knowledge of the Elizabethan Period in which he wrote. Upon completion of this course, students will be able to: identify, compare, and contrast the major dramas and poems produced by William Shakespeare; describe Shakespeare's identity as well as provide an account of his life and the legacy of his work; describe Elizabethan England in social and historical context; list the major figures who likely shaped the work of Shakespeare; explain the origins of Shakespearean drama in Greek theater; define a variety of Shakespearean dramatic forms, including Shakespearean tragedy, history, and comedy plays; identify and describe the major themes of Shakespearean tragedy, comedy, and history plays; explain the roots of the Shakespearean sonnet in earlier sonnet traditions; identify and describe the major themes and ideas at work in Shakespearean sonnets. (English Literature 401)

Material Type: Assessment, Full Course, Lecture, Lecture Notes, Reading, Syllabus

Not Shakespeare: Elizabethan and Jacobean Popular Theatre

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This series of six lectures introduces six plays from the Elizabethan and Jacobean theatre. Once popular and now little-known, they can tell us a lot about what their first audiences enjoyed, aspired to and worried about - from immigrants in early modern London to the role of women in the household, from what religious changes might mean for attitudes to the dead to fantasies of easy money and social elevation. Each lecture outlines the play so there is no assumption you have already read it, then goes on to try to understand its historical context and its dramatic legacy, drawing parallels with modern film and contemporary culture as well as with Elizabethan material. The lecturer's aim with students in the room and with interested listeners on iTunes U is to broaden our understanding of the theatre Shakespeare wrote for by thinking about some non-Shakespearean drama, and to recreate some of the excitement and dramatic possibilities of the new, popular technology of Renaissance theatre.

Material Type: Lecture, Reading

Author: Emma Smith

Comedy, Spring 2008

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This course looks at comedy in drama, novels, and films from Classical Greece to the twentieth century. Focusing on examples from Aristophanes, Shakespeare, Cervantes, MoliĚŹre, Wilde, Chaplin, and Billy Wilder, along with theoretical contexts, the class examines comedy as a transgressive mode with revolutionary social and political implications. This is a Communications Intensive (CI) class with emphasis on discussion, and frequent, short essays.

Material Type: Full Course

Author: Kelley, Wyn

Voices of Civil Rights

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Documents the civil rights movement in the U.S. Nearly 50 photos, posters, and descriptions depict important events and individuals: school integration in Little Rock (1957), the lunch counter sit-in in Greensboro (1960), the memorial service for Medgar Evers (1963), the March on Washington (1963), the Selma-to-Montgomery March (1965), the Voting Rights Act (1965), and others.

Material Type: Diagram/Illustration, Primary Source, Reading