This is my humanities moment for the humanitiesmoment.org. I experiences this moment July 2019 when I went to visit Otavalo in Ecuador and became very interested in their unique culutre. Their culture and dedication opened my eyes to the power culture can have.
Puzzling and puzzling, how could it be so? It came without locks. It came without tags. It camewithout packages, boxes or bags. And she puzzled and puzzled 'till her puzzler was sore. Then theteacher thought of something she hadn't before. What if Google could puzzle just a little bit more.This session will show how to use Google Suite to make online puzzles for students and break out'boxes' that each student can use. It holds students more accountable and keeps them engaged.Kelleen Rosebaugh, Lincoln Southeast
Diverse Perspectives
Short Description:
This book is intended for readers who have never studied the Middle East, or experts who may wish to fill gaps in their knowledge of the region from other disciplines. Whether for establishing or deepening one’s knowledge of the region, these fundamentals are important to know. The languages, cultural, religious and sectarian communities of the region, and selected turning points and influential people in history are starting points for gaining an understanding of the diverse contexts of the region.
Long Description:
This book is intended for readers who have never studied the Middle East, or experts who may wish to fill gaps in their knowledge of the region from other disciplines. Whether for establishing or deepening one’s knowledge of the region, these fundamentals are important to know. The languages, cultural, religious and sectarian communities of the region, and selected turning points and influential people in history are starting points for gaining an understanding of the diverse contexts of the region. It is based on introductory and graduate courses on the contemporary Middle East, which the Center’s director, Dr. Alam Payind, has been teaching for the past 30 years. The book’s co-author, Melinda McClimans, has taught these and other courses with him, as well as her own, for the past 15 years. The material is intended engage with diverse – even conflicting – cultural and historical perspectives, and ways of perceiving both Middle Eastern and world history from perspectives within the region. It is not intended to reinforce a monolithic or matter-of-fact perception of the region. For this and many other reasons, images are an important aspect of the knowledge presented. Each chapter starts with links to its image galleries, along with other visual aids and key elements.
Word Count: 28082
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
The Kindergrams Classroom Guide, intended for use with the Kindergrams audio files, helps strengthen young children's cultural curiosity and allows them to compare their own customs, traditions, and beliefs to other children and families around the world.
In this lab, students will learn how to read and distinguish different sounds in Korean. They will be able to answer simple yes or no questions.NCSSFL-ACTFL Can-Do Statements:I can identify memorized or familiar words when they are supported by gestures or visuals in informational texts.I can express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals.In my own and other cultures I can identify some typical practices related to familiar everyday life.
In this lab, students will practice introducing themselves. They will be able to say their names, nationality, interests, and their jobs.NCSSFL-ACTFL Can-Do Statements:I can introduce myself using practiced or memorized words and phrases, with the help of gestures or visuals.I can answer questions about my favorite weekend activities.I can fill in a chat box by answering who, what, where, and or when questions.
In this lab, students will be practicing asking and answering questions by participating in lost and found activity. They will also practice numbers by learning how to provide their phone numbers in Korean.NCSSFL-ACTFL Can-Do Statements:In my own and other cultures, I can identify some typical products related to familiar everyday life.I can name very familiar people, places, and objects using practiced or memorized words and phrases, with the help of gestures or visuals.I can provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.
In this lab, students will be describing the locations of items. They will be arranging their bedroom, and they will have a friend who is helping them to move furniture. They will converse with their friend to place the furniture in the correct location. NCSSFL-ACTFL World-Readiness Standards:Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.Standard 1.2: Students understand and interpret written and spoken Korean on a variety of topics.
In this lab, students will be providing the locations of different states in the United States. They will be looking at various pictures to identify the placements of different objects. Lastly, they will describe the locations of campus buildings with the expressions they have learned. NCSSFL-ACTFL Can-Do Statements:I can describe where Idaho is located based on the map of the United States.I can find an object with a description. I can navigate to the correct campus building with the description that I was given.
In this lab, students will learn how to shop in Korea. Students will discuss the phrases used for shopping, and they will practice using the phrases by pretending to be a customer and a salesperson. They will also compare and contrast popular products from Korea and from their own culture.NCSSFL-ACTFL Can-Do Statements:I can ask and respond to simple questions about popular products.I can pay for products I am trying to buy.I can use rehearsed behaviors when shopping in a familiar type of store
Students will discuss their food preferences and choose a restaurant and a menu based on their preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be able explain it to the classmates at the end. NCSSFL-ACTFL Can-Do Statements:I can state multi-step instructions for completing a process, such as preparing a recipe.I can work with a partner to determine what to order at a restaurant.I can interact with others to ask for restaurant recommendations.
Project Introduction
A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.
The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.
Les pays francophones subsahariens
An article originally published in the Red Hook Star-Revue December 2013 (page 13) in response to the life of Nelson Mandela. Article is written ©Martine Bisagni/Workshop Gallery Artists Foundation. Accompanying coloring cards geared for children 4 - 8 regarding the life and legacy of Nelson Mandela. Art courtesy of ©Sindiso Nyoni. Art may not be reproduced without express written permission from WGAF and Mr. Nyoni.There are coloring cards for other years available upon request. They are to be distributed free of charge to all. martine@workshopgalleryartists.org
The Lieutenant Governor of Saskatchewan reads "When We Had Sled Dogs: A Story from the Trapline—ācimowin ohci wanihikīskanāhk" by co-authors Ida Tremblay and...
The LLC Commons (which stands for Language, Literature, Culture) is a collection of open materials and information focused on technology-enhanced teaching in Slavic languages and cultures. It includes a searchable repository of online materials for language teaching, a map with information about Slavic programs in the United States, and resource lists for online and hybrid teaching.
The online lessons (generally for Russian language courses, but other languages and more for literature and culture will be added in the future) have been produced with the following principles in mind: interactivity, multimodality, modifiability, and portability. The modules are mostly interactive videos made using H5P, though there are also YouTube videos as well as other types of activities. The collection, with over 400 resources, continues to grow.
Modules can be found through search, by topic, or by textbook, and can be embedded from the website or downloaded and modified by teachers if desired.
The website is supported by CERCLL at the University of Arizona.
This website features high-quality, critical teaching and learning materials focused on Latin American, U.S. Latinx, and African Diaspora studies and collections at the Benson Latin American Collection. Resources include K-12 lesson plans, undergraduate assignments, digital primary sources, and digital scholarship tool guides.
Photo from Pixabay of a family eating, shared with Creative Commons Attribution permission. Video and prompt for class discussion on La Familia.Las Familias Somos DiferentesVideo from Youtube, share with Creative Commons Attribution permission.
This OER La Leyenda del Coquí was created by Marcy Fuentes as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for Novice High to Intermediate Learners of Spanish. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.1, 1.2, 1.3, 2.1, 5.1 It is expected that this Lesson Plan will take students 2-4 days to complete.