Students examine and listen to a variety of forms of music to learn about the cultural, geographic, and stylistic diversity available within the United States.
This text provides just a small sampling of some of the various musical styles and traditions that might be found, though the skills developed in this course can be applied to any type of music.
This lesson traces the long history of how African Americans have used music as a vehicle for communicating beliefs, aspirations, observations, joys, despair, resistance, and more across U.S. history.
Music is a mobile art. When people move to faraway places, whether by choice or by force, they bring their music along. Music creates a meaningful point of contact for individuals and for groups; it can encourage curiosity and foster understanding; and it can preserve a sense of identity and comfort in an unfamiliar or hostile environment. As music crosses cultural, linguistic, and political boundaries, it continually changes. While human mobility and mediation have always shaped music-making, our current era of digital connectedness introduces new creative opportunities and inspiration even as it extends concerns about issues such as copyright infringement and cultural appropriation.
In this video segment from Religion & Ethics Newsweekly, learn about the daily prayer rituals of the Muslim faith and their significance in the life of a Muslim living in America.
Past and present come together when students interview their parents and create a skit that compares their parents' experiences as middle schoolers with the students own lives.
By exploring myths and truths surrounding Independence Day, students think critically about commonly believed stories regarding the beginning of the Revolutionary War and the Independence Day holiday.
This self-paced course is based on the Nahuatl variant from the Huasteca of Veracruz that is spoken in Chicontepec, Veracruz, Mexico. The principal aim of this course is to develop the student’s oral, written, and comprehension abilities primarily through the study of grammar, listening, and reading. The intended audience for this pedagogical resource is foreign students interested in developing their language skills, as well as native teachers in bilingual schools in the Chicontepec region.
Informed by a writing philosophy that values both spontaneity and discipline, Michelle Bonczek Evory’s Naming the Unnameable: An Approach to Poetry for New Generations offers practical advice and strategies for developing a writing process that is centered on play and supported by an understanding of America’s rich literary traditions. With consideration to the psychology of invention, Bonczek Evory provides students with exercises aimed to make writing in its early stages a form of play that gives way to more enriching insights through revision, embracing the writing of poetry as both a love of language and a tool that enables us to explore ourselves and better understand the world. The volume includes resources for students seeking to publish and build a writing-centered lifestyle or career. Poets featured range in age, subject, and style, and many are connected to colleges in the State University of New York system. Naming the Unnameable promotes an understanding of poetry as a living art of which students are a part, and provides ways for students to involve themselves in the growing contemporary poetry community that thrives in America today.
The andut website provides up-to-date resources and guidance on foreign language learning in grades PreKĐ8, with the intention that such information will help provide a strong foundation for long-term language instruction. The website offers multiple links to other resources, such as a searchable database for early language learning schools and teaching resources. A listserv is available as well via the website.
The mission of the National African Language Resource Center (NALRC) at the University of Indiana is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities. The intent is to improve the accessibility and quality of African language instruction in the United States.
The "National Archives Experience: Digital Vaults" is a site that features digital items (mostly created or associated with the federal government) from the National Archives' extensive collection relating to United States history. The site provides interactive exercises and a tool to create posters, as well as slideshows with audio, captions, and multiple images.
Among the various visual elements illustrating Indigenous cultures, the circle is at the centre, which represents being together in spirit of reconciliation. The orange colour represents truth-telling and healing. The pathway represents the road to reconciliation. First Nations, Inuit and Métis are represented in the image.
The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.
The mission of the National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles is to develop effective pedagogical approaches to teaching heritage language learners, first by creating a research base and then by pursuing curriculum design and teacher education. Some of the center's projects for Arabic include facilitating STARTALK workshops, publishing articles on Arabic linguistics, and more. The NHLRC is one of 15 Language Resource Centers established under Title VI of the U.S. Department of Education.
This lesson challenges students' views of Native Americans as a vanished people by asking them to compare their prior knowledge with information they gather while reading about contemporary Native Americans.
This class examines the relationship between the study of natural history, both domestic and exotic, by Europeans and Americans, and exploration and exploitation of the natural world, focusing on the eighteenth and nineteenth centuries.
Students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback.
Students take a walk on the wild side when they research an animal and create a scavenger hunt activity for their classmates.
¡Naveguemos Juntos! Navigate with Us! welcomes you to the Spanish-speaking world and its language. This OER is designed to provide students access to interactive activities in order to reinforce the acquired knowledge of basic Spanish vocabulary and grammatical points. The activities presented in each chapter are contextualized and interconnected through the Spanish language and culture.
¡Naveguemos Juntos! was created for students taking the first year of Spanish. It is intended as an introductory Spanish course that covers levels 1 and 2 at community colleges. All resources found here are free! Instructors can use it as is, download a PDF of all the activities, or incorporate it in the LMS of their college (including Canvas). Furthermore, instructors have the option to adapt, edit, modify, and create their own version by using the LibreTexts’ Remixer tool.
The goal of this OER is to help students access these free activities while saving them hundreds of dollars in costly homework platforms offered by commercial textbooks.
It is with great hope that the content provided in ¡Naveguemos Juntos! fulfills the academic expectations across the community colleges in California.