A curriculum unit of three lessons in which students explore Hopi place names, poetry, song, and traditional dance to better understand the ways Hopi people connect with the land and environment through language. The unit is centered on the practice of growing corn. Students make inferences about language, place, and culture and also look closely at their own home environment and landscape to understand the places, language, and songs that give meaning to cultures and communities
Monroe brought a vision of an expanded America to his presidency—a vision that helped facilitate the formulation of what has become known as the Monroe Doctrine. In this unit, students will review the Monroe Doctrine against a background of United States foreign relations in the early years of the republic.
American foreign policy continues to resonate with the issues surrounding the debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its ultimate failure provides insight into international affairs in the years since the end of the Great War.
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.
The traditional religions of Great Britain’s North American colonies had difficulty maintaining their holds over the growing population. This did not, however, result in a wholesale decline in religiosity among Americans. In fact, the most significant religious development of 18th century America took place along the frontier, in the form of the Great Awakening. This curriculum unit will, through the use of primary documents, introduce students to the First Great Awakening, as well as to the ways in which religious-based arguments were used both in support of and against the American Revolution.
In this curriculum unit, students will explore how Chopin stages the possible roles for women in Edna's time and culture through the examples of other characters in the novella.
In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the <em>Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself</em>. As the title suggests, Douglass wished not only to highlight the irony that a land founded on freedom would permit slavery to exist within its midst, but also to establish that he, an American slave with no formal education, was the sole author of the work.
Color has a tremendous effect on the way in which we perceive the tone, the story, or the message of art works. In this curriculum unit students will be introduced to the importance and effect of color in the visual arts.
In The Metamorphoses, the Roman poet Ovid synthesizes the mythology of his age into a treasury of stories about gods who were lovers, warriors, tricksters, and heroes. This CCSS unit engages students in a comparison with Genesis, and later renditions of poetry and art work inspired by his myths.
