In this curriculum unit, students will learn about the origins of four major types of British surnames. They will consult lists to discover the meanings of specific names and later demonstrate their knowledge of surnames through various group activities. They will then compare the origins of British to certain types of non-British surnames. In a final activity, the students will research the origins and meanings of their own family names.

It is important to know the capitals of Spanish speaking countries.  Why? The truth is that each capital is packed with history and places to see.  In this seminar you will learn about the capitals of Spanish speaking countries.  As you continue to plan your future trips keep in mind Spanish-speaking capitals as destination sites.ACTFL StandardsCommunication: Interpretive Communication and Presentational CommunicationConnections: Making ConnectionsCommunities: School and Global CommunitiesLearning TargetI can write the names of countries on a mapHabits of MindStriving for accuracyCritical Thinking SkillInvestigation

How can you tell if harmful bacteria are growing in your food? Students learn to culture bacteria in order to examine ground meat and bagged salad samples, looking for common foodborne bacteria such as E. coli or salmonella. After 2-7 days of incubation, they observe and identify the resulting bacteria. Based on their first-hand experiences conducting this conventional biological culturing process, they consider its suitability in meeting society's need for ongoing detection of harmful bacteria in its food supply, leading them to see the need for bioengineering inventions for rapid response bio-detection systems.

[The author] asked immigrants from 28 countries why they're serving in the U.S. military — and it's not primarily to gain citizenship.

Kevin Allocca is YouTube's trends manager, and he has deep thoughts about silly web video. In this talk from TEDYouth, he shares the 4 reasons a video goes viral. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 7-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.

In this lesson, students examine the role of women in the media; critique and discuss different portrayals of women in popular culture and focus on how these reflect larger societal and cultural values.

In this workshop participants will be able to discuss cultural sensitivity and learn to embrace diversity. Cultural blindness — being “fair” by treating everyone the same is often hard to view as problematic. Discussion in this workshop will focus on inspiring students to understand different cultures and beliefs as well as the importance of culturally sensitivity to these different beliefs. This workshop will encourage participants to; explore their own biases, consider different points of view and will utilize cultural lenses to develop cultural sensitivity.

This open course for World Civilization I at Georgia Southern University (Armstrong) was created under a Round Eight ALG Textbook Transformation Grant. The course includes readings, films, research, writing guidelines, online resources, and publishing opportunities.

World History: Cultures, States, and Societies to 1500 offers a comprehensive introduction to the history of humankind from prehistory to 1500. Authored by six USG faculty members with advance degrees in History, this textbook offers up-to-date original scholarship. It covers such cultures, states, and societies as Ancient Mesopotamia, Ancient Israel, Dynastic Egypt, India’s Classical Age, the Dynasties of China, Archaic Greece, the Roman Empire, Islam, Medieval Africa, the Americas, and the Khanates of Central Asia.

It includes 350 high-quality images and maps, chronologies, and learning questions to help guide student learning. Its digital nature allows students to follow links to applicable sources and videos, expanding their educational experience beyond the textbook. It provides a new and free alternative to traditional textbooks, making World History an invaluable resource in our modern age of technology and advancement.

This semester, we will read writing about travel and place from Columbus’s Diario through the present. Travel writing has some special features that will shape both the content and the work for this subject: reflecting the point of view, narrative choices, and style of individuals, it also responds to the pressures of a real world only marginally under their control. Whether the traveler is a curious tourist, the leader of a national expedition, or a starving, half-naked survivor, the encounter with place shapes what travel writing can be. Accordingly, we will pay attention not only to narrative texts but to maps, objects, archives, and facts of various kinds.
Our materials are organized around three regions: North America, Africa and the Atlantic world, the Arctic and Antarctic. The historical scope of these readings will allow us to know something not only about the experiences and writing strategies of individual travelers, but about the progressive integration of these regions into global economic, political, and knowledge systems. Whether we are looking at the production of an Inuit film for global audiences, or the mapping of a route across the North American continent by water, these materials do more than simply record or narrate experiences and territories: they also participate in shaping the world and what it means to us.
Authors will include Olaudah Equiano, Caryl Philips, Claude Lévi-Strauss, Joseph Conrad, Jamaica Kincaid, William Least Heat Moon, Louise Erdrich, Álvar Núñez Cabeza de Vaca.
Expeditions will include those of Lewis and Clark (North America), Henry Morton Stanley (Africa), Ernest Shackleton and Robert F. Scott (Antarctica).

توقف عن فرك يدك على الإيدز، السرطان وإنفلونزا الطيور. أمراض القلب والأوعية الدموية تقتل أكير من كل شيء آخر مجتمعين -- وهي في الغالب يمكن تجنبها. د/ دين أورنيش يشرح كيف يمكن لتغيير المظام الغذائي إنقاذ الأرواح.