This lesson follows a similar pattern to Lessons 4-6. In Work Time A, students participate in Session 6 of the close read-aloud. Similar to Lessons 4-6, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. As in Lesson 6, today's close reading session will serve as part of the Unit 2 Assessment and provide formative assessment data on students' progress toward RI.2.1, RI.2.2, and L.2.4.

In Lessons 8-9, students' learning culminates in a Readers Theater. Students work in small groups to practice and then perform scenes based on each of the three schools they studied during the close read-aloud sessions in Lessons 2-7. Not only will students find this task engaging, but it will require them to synthesize the work they have done surrounding the problems and solutions of each school in Off to Class.

This is the final lesson in Unit 2, and it culminates in students' Readers Theater performances. The performances help students revisit the learning they have done about communities around the world that find solutions to their problems to get students to school.

This lesson begins the exploration of the similarities and differences between a student's school and the schools they read about. In this unit, students will reread two sections from Off to Class, as well as a new section, to develop skills around comparing and contrasting. In this unit, contrasting will often come first because it is easier for students to recognize differences. Materials will also be named with contrast first for consistency.
Unit 3 continues the studies from Unit 2 of schools around the world.

In this lesson, students research in small groups to learn more about one of the schools they have learned about in Lessons 1-3. Students will use photographs and videos of the school to collect new information and will pull from the public notes to collect existing information. Students will then use information to help them write their "The Most Important Thing about Schools" book for the performance task in Lessons 6-9.
This is the first lesson in which students are introduced to shared or independent research.

This lesson begins with a letter from a kindergarten teacher, reminding students that kindergarteners are excited to come visit their classroom and see what they have learned about schools. This gives students a purpose for writing their "The Most Important Thing about Schools" books (W.2.2). In Work Time A, students complete their Unit 3 assessment by participating in the Collaborative Conversations protocol.

Examines traditional forms of East Asian culture (including literature, art, performance, food, and religion) as well as contemporary forms of popular culture (film, pop music, karaoke, and manga). Covers China, Japan, Korea, Taiwan, and Hong Kong, with an emphasis on China. Attention given to women's culture. The influence and presence of Asian cultural expressions in the US are also considered. Use made of resources in the Boston area, including the MFA, the Children's Museum, and the Sackler collection at Harvard. Taught in English.

Overview: This program surveys two centuries of art and culture in the city now known as Tokyo. Ceramics, screens, textiles, prints, paintings, and armor are among the materials discussed.
Subject: Arts and Humanities, Art History, Visual Arts, World Cultures
Level: Middle School, High School, Community College / Lower Division, College / Upper Division
Material Type: Diagram/Illustration, Reading, Teaching/Learning Strategy, Textbook
Provider: National Gallery of Art Date Added: 09/19/2013
License: http://www.nga.gov/content/ngaweb/notices/terms-of-use.html
Language: English Media Format: Downloadable docs, Graphics/Photos, Text/HTML

This course covers the role of physics and physicists during the 20th century, focusing on Einstein, Oppenheimer, and Feynman. Beyond just covering the scientific developments, institutional, cultural, and political contexts will also be examined.

Survey of the social, cultural, and political development of western Europe between 500 and 1300. Topics include: the Germanic conquest of the ancient Mediterranean world; the Carolingian Renaissance; feudalism and the breakdown of political order; the crusades; the quality of religious life; the experience of women; and the emergence of a revitalized economy and culture in the twelfth and thirteenth centuries.

A brief history of conflicting ideas about mankind's relation to the natural environment as exemplified in works of poetry, fiction, and discursive argument from ancient times to the present. What is the overall character of the natural world? Is mankind's relation to it one of stewardship and care, or of hostility and exploitation? Readings include Aristotle, The Book of Genesis, Shakespeare, Descartes, Robinson Crusoe, Swift, Rousseau, Wordsworth, Darwin, Thoreau, Faulkner, and Lovelock's Gaia. This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about nature and the natural environment of mankind. The term nature in this context has to do with the varying ways in which the physical world has been conceived as the habitation of mankind, a source of imperatives for the collective organization and conduct of human life. In this sense, nature is less the object of complex scientific investigation than the object of individual experience and direct observation. Using the term "nature" in this sense, we can say that modern reference to "the environment" owes much to three ideas about the relation of mankind to nature. In the first of these, which harks back to ancient medical theories and notions about weather, geographical nature was seen as a neutral agency affecting or transforming agent of mankind's character and institutions. In the second, which derives from religious and classical sources in the Western tradition, the earth was designed as a fit environment for mankind or, at the least, as adequately suited for its abode, and civic or political life was taken to be consonant with the natural world. In the third, which also makes its appearance in the ancient world but becomes important only much later, nature and mankind are regarded as antagonists, and one must conquer the other or be subjugated by it.

A survey of how America has become the world's largest consumer of energy. Explores American history from the perspective of energy and its relationship to politics, diplomacy, the economy, science and technology, labor, culture, and the environment. Topics include muscle and water power in early America, coal and the Industrial Revolution, electrification, energy consumption in the home, oil and US foreign policy, automobiles and suburbanization, nuclear power, OPEC and the 70's energy crisis, global warming, and possible paths for the future.

This class explores the interrelationship between humans and natural environments. It does so by focusing on conflict over access to and use of the environment as well as ideas about "nature" in various parts of the world.

From pineapples grown in Hawai'i to English-speaking call centers outsourced to India, the legacy of the "Age of Imperialism" appears everywhere in our modern world. This class explores the history of European imperialism in its political, economic, and cultural dimensions from the 1840s through the 1960s.

Students explore the sound, evolution, performance techniques, and culture of guitar-like instruments from around the world.

"Focus on 'Henry V'" is a peer-reviewed, multimedia, digital Open Educational Resource co-authored and co-produced by faculty, graduate students, and undergraduates on the innovative digital publishing platform Scalar. Chapters include guides to early printed editions, sources, and performance and cinematic histories of the play, as well as teaching resources and in-depth case-studies of particular scenes. All chapters include rich multimedia and audio recordings of body text and image captions. In addition to a traditional Table of Contents, the digital book allows users to navigate the materials through multiple pathways and visualizations. In this way the book offers not only a cutting-edge, renewable OER for college and K-12 teachers but also a model for maximizing the affordances of the digital medium.

" As we read broadly from throughout the vast chronological period that is "Homer to Dante," we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly "classical" or "medieval" ways of depicting or addressing them; and what do terms like "Antiquity" or "the Middle Ages" even mean? (What are the Middle Ages in the "middle" of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer's Odyssey and Dante's Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus's Oresteia and the Icelandic NjĚÁls saga); short poems of love and transformation (Ovid's Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer's Iliad, Virgil's Aeneid, and the Anglo-Saxon Beowulf)."

This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about the nature of mankind's ethical and political life in the West since the renaissance It will deal with the change in perspective imposed by scientific ideas, the general loss of a supernatural or religious perspective upon human events, and the effects for good or ill of the increasing authority of an intelligence uninformed by religion as a guide to life. The readings are roughly complementary to the readings in 21L001, and classroom discussion will stress appreciation and analysis of texts that came to represent the cultural heritage of the modern world.

This course comprises a broad survey of texts, literary and philosophical, which trace the development of the modern world from the seventeenth to the early twentieth century. Intrinsic to this development is the growth of individualism in a world no longer understood to be at the center of the universe. The texts chosen for study exemplify the emergence of a new humanism, at once troubled and dynamic in comparison to the old. The leading theme of this course is thus the question of the difference between the ancient and the modern world. Students who have taken Foundations of Western Culture I will obviously have an advantage in dealing with this question. Classroom discussion approaches this question mainly through consideration of action and characters, voice and form.

This class continues our study of the foundational texts of human culture, focusing on early modernity until the recent past. In many ways, this includes several questions such as: Why did these works achieve the fame and influence they achieved? How do they present what it means to be a human being? How do they describe the role of a member of a family, community, tradition, social class, gender? How do they distinguish between proper and improper behavior? How do they characterize the members of other groups? However, in several ways, these texts are also iconoclastic, breaking with centuries of established tradition to shed light on previously unexplored subjects, such as the status of women in society or the legacy of the colonial expansion of European countries. They also question well-established social beliefs like religion, monarchical rule and human nature in general.