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Cross-Cultural Colonial Conflicts
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CC BY
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This collection uses primary sources to explore cross-cultural conflicts during the Colonial period of US History. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Subject:
American History
Social Studies
Material Type:
Primary Source
Provider:
Digital Public Library of America
Provider Set:
Primary Source Sets
Author:
Adena Barnette
Date Added:
01/20/2016
Cultural Revolution
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This resource tells how Chinese Communist party leader, Mao Zedong launched the Cultural Revolution in August 1996.

Subject:
Social Studies
Material Type:
Demonstration
Provider:
History.com
Date Added:
02/07/2017
The Declaration of Sentiments by the Seneca Falls Conference (1848)
Unrestricted Use
CC BY
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This feature outlines the context of The Seneca Falls Convention of 1848 which produced the "Declaration of Sentiments," a CCSS exemplar for grades 11 CCR. This document made a bold argument, modeled on the language and logic of the Declaration of Independence that American women should be given civil and political rights equal to those of American men, including the right to vote.

Subject:
American History
English Language Arts
Reading Literature
Social Studies
Material Type:
Reading
Provider:
National Endowment for the Humanities
Provider Set:
EDSITEments
Date Added:
09/06/2019
El Super Cid
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In this activty, students will acquire notions of historical and literary figure of the Cid and discover the interrelationship between heroes of different cultures.

Subject:
Spanish
World Languages
Material Type:
Activity/Lab
Provider:
RutaEle
Author:
Inmaculada Barbasan Ortuno and Estrella A. Redondo Arjones
Date Added:
02/26/2019
Emily Dickinson and Poetic Imagination: "Leap, Plashless"
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CC BY
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Emily Dickinson's poetry often reveals a child-like fascination with the natural world. She writes perceptively of butterflies, birds, and bats and uses lucid metaphors to describe the sky and the sea.

Subject:
English Language Arts
Reading Literature
Material Type:
Lesson Plan
Provider:
National Endowment for the Humanities
Provider Set:
EDSITEments
Date Added:
09/06/2019
English Language Arts, Grade 11
Conditional Remix & Share Permitted
CC BY-NC
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The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Provider:
Pearson
Date Added:
11/02/2020
English Language Arts, Grade 11, Project: Growing Up Digital
Conditional Remix & Share Permitted
CC BY-NC
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In this unit, students will produce two major pieces of work.  The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas.  They will also create a museum exhibit as part of a team.  The exhibit project will help students identify what's worth preserving about their unique place in history.

PROJECT UNITS

This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.

ACCOMPLISHMENTS

Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Provider:
Pearson
English Language Arts, Grade 11, Project: Growing Up Digital, Communicating a Digital Experience, Structure Review
Conditional Remix & Share Permitted
CC BY-NC
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In this lesson, the student teams will examine theme, hook artifacts, interactivity, and storytelling more deeply. They'll also apply them to their own exhibit as it evolves.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Pearson
Date Added:
11/02/2020
English Language Arts, Grade 12
Conditional Remix & Share Permitted
CC BY-NC
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The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Provider:
Pearson
Date Added:
11/02/2020
English Language Arts, Grade 12, Global Issues
Conditional Remix & Share Permitted
CC BY-NC
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Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Provider:
Pearson
English Language Arts, Grade 12, Global Issues, The Tempest: Who Is Civilized?, Citing Quotations From A Play
Conditional Remix & Share Permitted
CC BY-NC
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What are the conventions for citing quotations from a play? You will guide students through the rules, and they’ll have one more chance to proofread their essays. Students will reflect on the Guiding Questions. Then they will select their Independent Reading books.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Pearson
Date Added:
11/02/2020
En tu Calle
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In this activity, students will use the present indicative in casual conversation while learning about hispanic culture through street names found in Spain.

Subject:
Spanish
World Languages
Material Type:
Activity/Lab
Provider:
RutaEle
Author:
Jose Ricardo March Arnao
Date Added:
02/26/2019