Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. But political parties did form in the United States, with their beginnings in Washington's cabinet.

This site provides information to enable teachers to broaden their tools for teaching about multiculturalism. Beginning on page 24, flower cloths or story clothes are described as important to the culture of the Hmong People who are from China. When the Hmong became refugees in Thailand, they began to sew cloth with stories or myths from Hmong history. These are the story cloths. They are important to the Hmong because the Hmong had no written language until the 1950s, and relied on oral histories passed down from generation to generation in these story clothes. Photographs are provided. This is an example of how artistic expression contributes to community. Students can make their own "story cloths" with a drawing or painting.

Students will: Identify and classify the different markets in Spanish in the regional and global communities. Learn how to buy in the public markets and supermarkets in a local market and as well in some countries of Latin-American. This lesson was developed by Freddy Rivera as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This is a reading text describing alpine cattle raising. It explains how temporary farm workers - Senners - are hired for only four months during the short Alpine summer to attend to herds of cows on meadows in higher altitudes. Besides descriptions about the labor also the ceremonial driving down of cattle from the pastures back into the valley and the rich traditions linked to this event are elaborated in text and picture. An audio recording of this event can be clicked. The text is child-friendly, written for native speakers 10 years and up.

In this lesson, students learn about community celebrations and their importance to a community’s cultural heritage. Students compare different celebrations including place, time, purpose, history, food and drinks, activities, and other important ideas associated with culture.

Students will learn how to say hello in five different languages. This activity focuses on the different cultural languages spoken throughout the world. Students will learn how to say, ?Hello? in five different languages?Spanish, Portuguese, French, Swahili, and Japanese. (Adjust this to the diversity of the students in your class or area you wish to study.) Just as there are differences in the way we look around the world, there are also differences in the way we speak.

Since 1988, the U.S. Government has set aside the period from September 15 to October 15 as National Hispanic Heritage Month to honor the many contributions Hispanic Americans have made and continue to make to the United States of America. Our Teacher's Guide brings together resources created during NEH Summer Seminars and Institutes, lesson plans for K-12 classrooms, and think pieces on events and experiences across Hispanic history and heritage.

The lessons in this unit are designed to help your students recognize how people of different cultures and time periods have used cloth-based art forms (quilts) to pass down their traditions and history.

Discuss how people live in countries all over the world. People Celebrate many holidays. Those people who celebrate Christmas havesimilar, but different traditions, ways and things they do to celebrate Christmas.

This is a chart used to record the elements of culture found within the various versions of Cinderella, or any other text.  I used this for my second grade students during our Culture Unit/How We Express Ourselves PYP Unit.  

The lessons in this unit provide you with an opportunity to use online resources to further enliven your students' encounter with Greek mythology, to deepen their understanding of what myths meant to the ancient Greeks, and to help them appreciate the meanings that Greek myths have for us today. In the lessons below, students will learn about Greek conceptions of the hero, the function of myths as explanatory accounts, the presence of mythological terms in contemporary culture, and the ways in which mythology has inspired later artists and poets.

This lesson provides students with an opportunity to study and analyze the innovative legislative efforts of Presidents Kennedy and Johnson in the social and economic context of the 1960s.

Students discover why Leonardo is considered the ultimate Renaissance man. They will learn about his famous notebooks, focusing upon his machines of motion, then zooming in on the flying machines.

In this lesson, students will understand who we are (as a country) by examining the different foods and customs that represent the different cultures and geographic areas of the country. Students will understand that their families (ancestors) participated in making the country what it is today. Students will examine the diversity within their own class and in other locations throughout the country.

In this lesson, students gain a sense of the dramatic effect of FDR's voice on his audience, see the scope of what he was proposing in these first two "Fireside Chats," and make an overall analysis of why the series of speeches were so successful.

Published in 1929, "The Sound and the Fury" is often referred to as William Faulkner's first work of genius. Faulkner's style is characterized by frequent time shifts, narrator shifts, unconventional punctuation and sentence structure, as well as a stream-of-consciousness technique that reveals the inner thoughts of characters to the reader. This curriculum unit will examine narrative structure and time, narrative voice/point of view, and symbolism throughout "The Sound and the Fury."

How did Abraham Lincoln understand the relationship between principles of the Declaration of Independence and the U.S. Constitution?

Although antiwar organizations existed even before World War I, it was during the interwar period that pacifism became the fastest-growing movement in America. Numerous American politicians, businessmen, journalists, and activists made proposals for multilateral agreements on arms control and collective security. Through an examination of memoirs, photographs, and other primary source documents, students examine the rise of antiwar sentiment in the United States, as well as some of the concrete measures taken during the 1920s to prevent the outbreak of future wars.