This resource was customized to include local images that are more representativesDescribe different sociological models for understanding global stratificationUnderstand how studies of global stratification identify worldwide inequalities
The Original Coloradans Social Studies Lesson 4 designed to be used with The Original Coloradans Artifact Kit. Lessons 1, 2 and 4 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. Students will create their own "rock art" using red tempera paint on brown or tan construction paper. Students will be able to: • distinguish petroglyphs from pictographs, • create their own “rock art” and evaluate each other’s symbols, • theorize on the importance of rock art to ancient people, • describe how rock art vandalism has a negative impact on our understanding of history. For more background information, see Rock Art and Cultures of the Colorado Plateau https://museumofwesternco.com/rock-art/
Short history of Rock Art styles and historical timeline for Rock Art on the Colorado Plateau with photos and diagrams.
This e-book represents the 3 years of work on the topic of European Cultural Heritage as an opportunity for employment and self-employment of young adults. All the practices are collected here and are useful to organize training activities in different socio-cultural contexts.
This resource has been realized in the frame of the project "SE-MOVEH: Social Inclusion Opportunities through the Valorization of European Cultural Heritage", co-financed by the Erasmus+ programme, under the Key Action 204.
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PDF version: https://drive.google.com/file/d/1d5fhLCb_SX6Vf9n8ap3f2Aluv0fqQbnB/view?usp=drivesdk
In the activities included below, students will closely examine images related to the Human Rights theme. Students will make connections to informational and literary texts that expand their understanding of global issues and their rights as citizens of the world. The activities included ask students to reference specific literary and informational texts, however, all activities may be adapted to fit with a number of different texts that touch on the same topics and issues.
The Shingwauk Residential Schools Centre (SRSC) holds letter books of the first principal of the Shingwauk Residential School, Rev. Edward F. Wilson, and the fourth principal Rev. George L. King. The letters range in date from 1875-1904, and include a wealth of information about the early history of Shingwauk and Wawanosh. Descriptions and links to digitized versions of the 10 books included in this collection can be found here on the Algoma Archives Website. The letter books incorporate topics such as funding, staffing, student life, religious missions to aboriginal communities, and more which is not known to the wider public. By digitizing this information we are able to provide both physical and intellectual access to the information, preserve the information for future generations, and teach people about the early history of the Residential School system. Education about the Residential School system in the elementary and high school curriculum is part of the TRC’s Calls to Action (all 94 can be viewed here). However, this education should not stop once students graduate high school. As Canadian citizens we need to continue to educate ourselves about the history of the Residential School system in order to better understand Survivors and First Nations communities. According to the TRC, “ongoing public education and dialogue are essential to reconciliation.” As part of this education process we are sharing stories compiled from the information in the letter books in this open educational resource. The SRSC has more in depth information on the topics covered in these stories and we encourage visits from those wishing to learn more.
Animated shorts without subtitles or captions, utilizing intermediate level Spanish vocabulary.
Asian Americans have been in the U.S. for over 170 years yet common stereotypes and myths persist. Even today, Asian Americans are often regarded as “perpetual foreigners” or the “model minority.” Unfortunately, the Asian American experience is overlooked, forgotten, or misrepresented in history texts and in the K-12 curriculum. The COVID-19 pandemic has evoked a disturbing surge in racist and violent acts targeting Asian American and Pacific Islanders (AAPIs) that has its roots in ignorance, xenophobia, and mistrust. These actions have galvanized the AAPI community into action and promoted solidarity between AAPI and other groups.
2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, HS.2, HS.9
Geography: 5.13
Historical Knowledge: 6.21, 8.25, HS.52, HS.60, HS.61, HS.64, HS.65
Historical Thinking: 7.25, 8.31, 8.32, HS.69
Social Science Analysis: 5.26, 5.27, 5.28, 5.29, 6.24, 6.26, 6.27, 6.28, 7.29, 7.30, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74, HS.75, HS.76, HS.77, HS.78
Language is not describing our lives. It is creating them.
What lives are we creating for each other? What type of life are we living according to media in our countries? What are the things we are believing in?
Transformation is a compilation of 7 stories from 7 different countries. Stories that we are perceiving through media, stories we dislike and we have decided to alter by creating different stories, optimistic stories, so-called counter-narratives.
Discover what are media instilling in minds of people from Italy, Greece, North Macedonia, Poland, Portugal, Spain, and Latvia and learn how to protect yourself from manipulation by media.
In 1862, Congress passed and President Lincoln signed the Pacific Railroad Bill, which granted public land and funds to build a transcontinental railroad. The Central Pacific Railroad would lay tracks from California heading east, and the Union Pacific Railroad would lay tracks from the Missouri River west. The photograph taken in Placer County, "Grading the Central Pacific Railroad," shows some of the construction. Work on the railroad was physically difficult and at times dangerous, and attracting workers was a challenge. The majority of the Central Pacific's laborers were Chinese. A Chinese worker is shown in the image "Heading (top cut) of East Portal, Tunnel No. 8." Both railroad companies actively recruited Chinese laborers because they were regarded as hard workers and were willing to accept a lower wage than white workers, mostly Irish immigrants. As construction progressed, the Central Pacific and the Union Pacific competed to see which could lay the most track each day. A photograph of a sign near Promontory Park, Utah, commemorates the day that Central Pacific crews laid an unprecedented 10 miles of track. The meeting of the two sets of tracks ? the "gold spike" ceremony ? took place on May 10, 1869. Several photographs and drawings depict this historic moment. Now the country was connected as never before: a journey between San Francisco and New York that previously took up to six months now took only days. The photograph "High Bridge in Loop," from Views from a Trip to California, shows a train passing quickly through a mountain pass. The transcontinental railroad allowed people to travel more, farther, and in pleasant conditions, as reflected in the photograph "Commissary Car, 'Elkhorn Club.'" The photograph "Knights of Pythias at the Santa Fe Railway Station, Anaheim" shows an example of the popularity of trains. Even as the transcontinental railroad brought the new country together, it brought change to the world of Native Americans. The tracks ran through a number of tribal territories, bringing into conflict cultures that held very different views of the land and how it might be used and lived on. The painting The First Train, by Herbert Schuyler, depicts three Indians pointing past their encampment at a train in the far distance. The railroad also brought an increasing number of European Americans west. One consequence of this influx was the depletion of the buffalo herds, a major food source for Plains Indians. European Americans would often shoot buffalo for sport from the train; by 1880, the buffalo were mostly gone and Plains Indians had been gathered onto reservations. Millions of acres of open grassland were being settled by the people moving west. Eventually, much of this land became the farmland that fed a growing nation. The transcontinental railroad opened up the West to the rest of the country, even if they never made the trip themselves. A Currier & Ives hand-colored lithograph depicts a train running along the Truckee River in Northern California. The San Francisco publishing firm of Lawrence & Houseworth hired photographers and published photographic tourist catalogs containing views of the West, which they sold commercially. The railroad took hold in popular culture, as shown by sheet music for the song "New Express Galop [sic]." There was even a railroad board game illustrating "Railroads Between New York and San Francisco, California, with Scenes on the Way."
The Original Coloradans Social Studies Lesson 1 designed to be used with The Original Coloradans Artifact Kit. Lessons 1, 2 and 4 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. This pre-activity is designed to help students activate prior knowledge before they explore the kit of genuine artifacts. This activity should open the dialogue in class about what archaeologists do, and how they ask questions to uncover a story. Ultimately students are building an understanding of how studying our past helps us to better prepare for our future, while cultivating respect for natural and cultural resources. Students examine how trash can be useful to learn about a culture by examining a teacher created "midden."
Summary
We have designed an interdisciplinary unit for eighth-grade students that will take approximately three weeks to complete. Over the course of this unit, students will examine the impact of Spanish imperialism on three Latin American nations (Mexico, Guatemala, and Chile) through studies of the history and cultures of those nations. This unit will combine elements of several different academic subjects (including Social Studies, English, Art, and Foreign Language) as students learn about not just the factual history of these countries, but also important aspects of the human experience within each nation. Alongside lessons on the legacy of Spanish colonialism in Latin America, students will interact with literature, artwork, and firsthand accounts of people from each country, allowing students to analyze the impact of history on culture and broaden their global awareness. It is our hope that this unit will also expand students’ consciousness by teaching them about the injustices that resulted from colonization as well as multiple perspectives of those involved.
As a summative assessment for this unit, students will choose one of the three Latin American nations they studied and design a creative project (either independently or collaboratively) that will showcase their learning about a significant aspect of that country’s history or culture. Students will have a list of options to choose from, all of which require them to use their creative talents to synthesize their learning and communicate it effectively through their chosen medium. These options include (but are not limited to) writing a fictional travel journal that incorporates the religion, politics, or culture of the region, designing a newspaper page set during the time of an important historical event, and writing and filming an imaginary interview with a significant cultural figure.
This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.
Cross Orchards is a part of the Museums of Western Colorado. Our volunteer Kathy explains the origins of Victory Gardens and the place they can have for us today! A Victory Garden was a small food garden planted for defense and survival at private residences or public parks during WWI to help ensure people had enough to eat during the war.
This subpage of the Virtual Arabic blog offers realia material (realia is real life material meant to be used to aid language study in classroom situations) regarding food and drink items found in different parts of the world. The items are listed on various Arabic signs and advertisements, and serve as useful examples of how food and drink material are visually and stylistically represented in the restaurant and advertisement industries.
This subpage of the Virtual Arabic blog offers realia material (realia is real life material meant to be used to aid language study in classroom situations) regarding shopping and currency. The material listed on this subpage includes pictures and videos related to Arab modes of currency, signs signifying shopping malls/outlets, and commercials designed to advertise particular products.
"My name is Sata Vanasouk and I’m a media arts major at Boise State University, minoring in Chinese studies and global studies. My project, Visualizing Chinese, aims to intersect storytelling and language learning through colorful illustrations and unique little stories. It is important to note that this work is more vocabulary-focused."
-Sata Vanasouk
Visualizing Cultures was launched at MIT in 2002 to explore the potential of the Web for developing innovative image-driven scholarship and learning. The VC mission is to use new technology and hitherto inaccessible visual materials to reconstruct the past as people of the time visualized the world (or imagined it to be).
Topical units to date focus on Japan in the modern world and early-modern China. The thrust of these explorations extends beyond Asia per se, however, to address "culture" in much broader ways—cultures of modernization, war and peace, consumerism, images of "Self" and "Others," and so on.
Vital Ice STEM Kit. The Natural Sciences Education & Outreach Center collaborates with CSU faculty, National Parks and citizen science programs to translate their current scientific research into unique STEM experiences for students in the form of Educational Kits that can be checked out. Each kit contains just about all of the materials needed (minus common things like water and paper towels) to explore some really interesting scientific research topics.The kits are available for teachers and informal educators in Colorado to check out for a duration of a week by submitting either a local pickup form or a delivery form available at the linked website. This kit is provided free for educational use. This Kit is available in Spanish. Global Surface Temperatures: https://scratch.mit.edu/projects/283054052/
Il volume rappresenta la tappa finale della prima stagione di implementazione del Progetto ABACUS (giugno 2019 - settembre 2020), sostenuta dal finanziamento pubblico garantito dalla Regione Siciliana e dalla Presidenza del Consiglio dei Ministri. In tal senso, la pubblicazione raccoglie sia una sezione di materiali di discussione critica sul percorso progettuale e sui primi esiti maturati, sia una ricca parte di contributi tematici offerti da referenti istituzionali, studiosi ed esperti, docenti accademici e ricercatori, professionisti e rappresentanti di organismi del Terzo settore Sono state così affrontate ed esaminate differenti tematiche e problematiche socio-culturali e socio-economiche, e prospettive e approcci metodologico-operativi tra loro affini e convergenti, che si sviluppano a cavallo delle politiche sociali, giovanili e culturali, della progettazione sociale e culturale, dell'innovazione sociale e della diversità culturale, in differenti contesti socio-territoriali siciliani e italiani, con una particolare attenzione per quelle iniziative che rappresentano casi paradigmatici in cui le istanze istituzionali, della ricerca, dell'educazione e della formazione si incontrano con le aspettative dei pubblici differenziati e, specialmente, delle giovani generazioni, anche sull'orizzonte della innovazione dell'occupazione giovanile.