The Council on Foreign Relations (CFR) presents a backgrounder on Al-Shabab; an …
The Council on Foreign Relations (CFR) presents a backgrounder on Al-Shabab; an Islamist insurgent group that remains capable of carrying out massive attacks in Somalia and surrounding countries despite a decade-long African Union offensive against the Islamist group. CFR Backgrounders provide an in-depth analysis on current political and economic issues.
The Council of Foreign Relations (CFR) InfoGuide on The Taliban examines the …
The Council of Foreign Relations (CFR) InfoGuide on The Taliban examines the two Talibans, in Afghanistan and Pakistan, and the consequences for the region. CFR InfoGuides are a multimedia series to promote understanding of complex foreign policy issues.
This course is designed for learners with no background in Chinese. It …
This course is designed for learners with no background in Chinese. It introduces basic structures of the Mandarin Chinese language with emphasis on listening, speaking, reading and writing skills. Students will gain these four skills in standard Mandarin Chinese, attaining approximately the Novice-High level on the ACTFL-ETS (American Council on the Teaching of Foreign Languages) proficiency scale. Topics of conversation include basic greetings, names, family, work, study, and hobbies.
CHN 102 is a continuation of CHN 101. The four skills of …
CHN 102 is a continuation of CHN 101. The four skills of listening, speaking, reading, and writing in standard Mandarin Chinese are further developed. Students will gain these four skills, attaining approximately the Intermediate-low level on the ACTFL-ETS (American Council on the Teaching of Foreign Languages) proficiency scale. Topics of conversation include education, sports, entertainment, travel, and health.
Upon successful completion of this course, the student should be able to:
* Understand sentence length utterances which consist of recombination of learned utterances on a variety of topics. Content refer primarily to basic personal background and needs, social conversations and some complex tasks. * Handle successfully a variety of uncomplicated task oriented and social functions. Can ask and answer questions participate in simple conversations on topics beyond the most immediate needs. * Read consistently with increased understanding simple connected texts dealing with basic personal and social needs. Student will have sufficient comprehension to understand some authentic material as it reflects similarity to specially prepared material and/or to high frequency oral vocabulary and structure. * Meet a number of practical writing needs. Can write short simple letters. Contents involves personal preference, daily routine, everyday events, and other topics grounded in personal experience. Evidence of control of the syntax of non-complex sentences. Can create a collection of sentences on a given topic. * List some essential points of Chinese geography, society, and culture.
In this two-hour program, Jean-Michel Cousteau and his team of explorers travel …
In this two-hour program, Jean-Michel Cousteau and his team of explorers travel to both the Northern and Southern hemispheres as they seek out killer whales in the Atlantic and Pacific oceans. They discover that people and orcas share surprising similarities, even similar needs, and they relate their findings to the captivity and release of Keiko, from Free Willy fame, who captured the world̢ĺŰĺŞs imagination and whose survival depended on pioneering efforts to reintroduce Keiko into the wild. The team also learns how some of the threats to killer whales now intersect with human lives. During the expedition, intriguing detours arise, leading to critical examinations of our environment, of the food on our dinner tables, even of our own health.
One of the activities is to prepare cards written on them a …
One of the activities is to prepare cards written on them a piece of information about a country such as: 1- students are divided into groups of 4.2 - One of the group takes a card written on it a piece of cultural information about a country.3- The group decide together rather this information is correct or wrong within a certain time.4- Teacher or somebody from another group( if possible) corrects the mistakes.5- Groups take turns in taking cards.6- The more the activity goes the more challenging the information is.The activity aims to teach students about other cultures as knowledge is provided through competing, not to mention that students do learn more from each other "discussions". I think this activity is quite entertaining and informative for both teachers and students.On the other hand, teachers have to prepare well before applying such activity as the teacher can add extra information at any stage. This activity can cover the three types of materials regarding the type of the given information.
This resource was created by Margarita Flores, in collaboration with Dawn DeTurk, …
This resource was created by Margarita Flores, 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.
This lesson provides teachers with support for using text-dependent questions to help …
This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the modern fairytale, Cendrillon. In this Caribbean Cinderella story, Cendrillon is treated as a servant by her step-mother and half-sister. Nannin, the gogmother, uses a magic wand to ready Cendrillon for a ball, where Cendrillon meets a rich man's son, Paul, who falls in love with her and finds her when she is lost to him.
CARLA's Social Justice in Language Education project is creating instructional materials that …
CARLA's Social Justice in Language Education project is creating instructional materials that address a wide range of social justice topics in ten languages. Grounded in multiliteracies pedagogy, these materials will improve students' language abilities, intercultural understanding, and career competencies through critical engagement with target language texts.
The Social Justice in Language Education website currently includes the following: --Social Justice Bibliography: provides a curated list of resources in three main categories--general social justice resources; social justice and language education; and language-specific resources. --Social Justice and Language Education Presentations: includes recordings of a webinar highlighting the intersection of language and social justice and another webinar that describes the process of developing research-based curricular unit and lesson plan templates that support language instructors in the teaching of social justice themes.
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at …
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona is one of the 15 Language Research Centers established across the nation under Title VI of the U.S. Department of Education. CERCLL researches culture, language and literacy with less commonly taught languages. The center also strives to provide educators with teaching resources and opportunities for their professional development.
This is the first lesson in a sequential unit. Students view ceramic …
This is the first lesson in a sequential unit. Students view ceramic vessels from different time periods and cultures and discuss their meanings, functions, and original contexts. They develop criteria for value and meaning of these objects, and create a timeline to situate the objects in history.
This lesson is part of a sequential unit. Students are tested on …
This lesson is part of a sequential unit. Students are tested on what they learned about the history of ceramic forms in "Ceramics: A Vessel into History -- Lesson 1." They start work on a personal clay vessel that has a specific use or meaning in their contemporary culture, which could be discerned through study by future archeologists and art historians.
This lesson is part of a sequential unit. Students begin work on …
This lesson is part of a sequential unit. Students begin work on a ceramic vessel, which they designed in "Ceramics: A Vessel into History -- Lesson 2." They discuss their artistic choices and identify elements derived from historical examples, while considering how artists appropriate ideas from earlier artists.
This lesson is part of a sequential unit. Students hold a critique …
This lesson is part of a sequential unit. Students hold a critique session to evaluate the work of their peers using the criteria for value and meaning they developed in "Ceramics: A Vessel into History -- Lesson 1."
Language Mentors International (LMI) presents "Characteristics of Language Immersion in STARTALK Student …
Language Mentors International (LMI) presents "Characteristics of Language Immersion in STARTALK Student Programs," a study to discover the elements of effective practices in STARTALK programs that prepare learners for 21st-century skills. The study targeted institutions that offer STARTALK summer programs in Arabic, Persian, Urdu, and Hindi languages to middle school, high school and college students. The study was funded by the U.S. Department of Education International Research and Studies grant (P017A200034).
This activity was produced in conjunction with The Library of Congress and …
This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity will allow learners toinvestigate and explain how different groups of people were treated in the past, and the ways in which that treatment changed over timeidentify injustice in multiple formsidentify ways in which groups become marginalizedThis lesson leads students through several major events in the history of the Cheyenne & Arapaho tribes, and asks that they use primary source documents to describe the ways in which the treatment and perception of the tribes changed over time in southern Colorado.
This is a Connections Standards lesson for Chinese high school students. Learners …
This is a Connections Standards lesson for Chinese high school students. Learners will be able to:
• Identify a base of vocabulary on Chinese musical instruments and develop interpersonal communication skills through discussions of the key elements of Chinese musical instruments. • Develop interpretive skills through reading articles and watching video clips about Chinese musical instruments. • Write an essay about Chinese musical instruments. • Gain knowledge of traditional Chinese musical instruments through Internet research on both English and Chinese language websites. • Gain knowledge of cultural products of Chinese music instruments and their relationship with the Chinese cultural perspective of “harmony but not uniformity”. • Make connections with other subjects, such as music, geography, history and religion. • Compare the linguistic difference between the Chinese characters for pipa 琵琶 and guitar 吉他. • Discuss the major characteristics of Chinese musical instruments and compare and contrast them with those of musical instruments from other cultures in terms of structures, finger movements, hand positions, cultural symbols, etc. • Apply what students learn from this unit to their own musical learning and personal entertainment in the future. • Explain their understanding of the Chinese cultural concept of “harmony but not uniformity”. • Create a presentation for the community to promote Chinese musical instruments. • Connect with the sister school in Chongqing, China to learn more about Chinese musical instruments.
This unit was written to be used by preschool or elementary teachers …
This unit was written to be used by preschool or elementary teachers working with primary aged children. The unit visits 'Cinderella-like' characters from China, Ireland, Egypt, Africa, Mexico, and the Ojibwa tribe.
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