This lesson focuses on comparing and contrasting national governments in North America and/or Central America. It is the second in a sequence, the first being "Comparing Governments - Local, State, and National" by Tami Weaver and Wendy Pineda.

Features 50 highlights from rare books, maps, paintings, and artifacts. The exhibit explores pre-Columbian cultures of Central America and the Caribbean, encounters between Europeans and indigenous peoples, the growth of European Florida, and piracy and trade in the American Atlantic. Highlights include Columbus's account of the 1492 voyage, Frances Drake's maps, the first natural history of the Americas, and a 7th century wooden box that recorded Mayan dynastic lineage.

Tiene como objetivo ser fuente de consulta amigable y visual para un público diverso, interesado en las expresiones sociales contemporáneas, particularmente para los estudiosos del tema que puedan poner en contexto la migración de los países latinoamericanos sin restringirla exclusivamente al cruce entre México, Centroamérica y los Estados Unidos.

[Translation:] "Dictionary of Immigration and Otherness in the Americas in the 21st Century"

Its aim is to be a friendly and visual source of reference for a diverse audience interested in contemporary social expressions, particularly for scholars of the subject who can contextualize the migration of Latin American countries without exclusively restricting it to the crossing between Mexico, Central America, and the United States.

In addition to terminology associated with migration and immigration, this Spanish-language dictionary contains profiles of all countries in the Americas, showing patterns of migration, summarizing immigration laws, and including an example of migration-related art or literature for each country.

The artist lays on the Democrats the major blame for violence perpetrated against antislavery settlers in Kansas in the wake of the Kansas-Nebraska Act. Here a bearded "freesoiler" has been bound to the "Democratic Platform" and is restrained by two Lilliputian figures, presidential nominee James Buchanan and Democratic senator Lewis Cass. Democratic senator Stephen A. Douglas and president Franklin Pierce, also shown as tiny figures, force a black man into the giant's gaping mouth. The freesoiler's head rests on a platform marked "Kansas," "Cuba," and "Central America," probably referring to Democratic ambitions for the extension of slavery. In the background left is a scene of burning and pillage; on the right a dead man hangs from a tree.|"Pub. by J.L. Magee 48 Pasyunk Road Phila."|Drawn by John L. Magee.|Title appears as it is written on the item.|Weitenkampf, p. 115.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1856-8.

Existing textbooks on international relations treat history in a cursory fashion and perpetuate a Euro-centric perspective. This textbook pioneers a new approach by historicizing the material traditionally taught in International Relations courses, and by explicitly focusing on non-European cases, debates and issues.

The volume is divided into three parts. The first part focuses on the international systems that traditionally existed in Europe, East Asia, pre-Columbian Central and South America, Africa and Polynesia. The second part discusses the ways in which these international systems were brought into contact with each other through the agency of Mongols in Central Asia, Arabs in the Mediterranean and the Indian Ocean, Indic and Sinic societies in South East Asia, and the Europeans through their travels and colonial expansion. The concluding section concerns contemporary issues: the processes of decolonization, neo-colonialism and globalization – and their consequences on contemporary society.

History of International Relations provides a unique textbook for undergraduate and graduate students of international relations, and anybody interested in international relations theory, history, and contemporary politics.

This OER La Purisima: A Nicaraguan Celebration was created by Jill Camargo  and 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 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.C, NE.WL.1.1.D, NE.WL.2.2.C, NE.WL.2.1.DIt is expected that this Lesson Plan will take students 90 minutes to complete.

Attention high school Spanish teachers! This is a Webquest that I created to be used as a group project in a High School Spanish I class. It is a cultural learning project spanning three weeks for classroom groups composed of four students. Within each group, each student will carry out one of four different roles/tasks in preparation for an imaginary trip that the class is going to make to Mexico and Central America. Each group will have the option of choosing to research one of the seven countries included, which can accommodate a classroom of up to 28 students under the parameters given. The nice thing about this project is that each group will give a presentation on a different country which will broaden the students' cultural knowledge of Mexico and Central America. This project is intended for high school Spanish students but could also be used for middle school. The only technology needed is a computer, projector, and an internet connection. ¡Que lo disfruten!

This class is a selective survey of Latin American history from the beginning of the twentieth century to the present. Issues studied include Latin America in the global economy, relations between Latin America and the U.S., dictatorships and democracies in the twentieth century, African and Indigenous cultures, feminism and gender, cultural politics, revolution in Mexico, Cuba, and Central America, and Latin American identity.

Students listen to a story and answer questions about a family in Central or South America that barters to get the ingredients for chicken sancocho, a kind of stew. The students complete sentences that record the various trades carried out by the family to obtain all of the ingredients for the sancocho. They also participate in trading activities that illustrate money's advantages over barter.

Course Sequences
Spanish IV aims at developing and improving student’s oral and written communication through the continued study of the language, literature and culture of Spain, Latin America and Hispanic communities in the United States. It also seeks to improve students’ ability to read and appreciate literary and non-literary texts in Spanish, deepening this way students’ awareness and understanding of the cultural diversity of the Spanish-speaking world. The course is organized by themes based on contemporary social, political and cultural issues of Spanish-speaking societies such as: cultural identity, the changing roles of women and family, economic development and its effects on cultural heritage and environment, and the individual’s rights in the political system.

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).