A close study of the poetry of contemporary Hopi artist and poet, Ramson Lomatewama. Students analyze Lomatewama’s masterful use of figurative language that creates a sense of place and describes his intimate relationship with the land and his experience of corn.
An exploration of the symbolism and imagery of corn and environment as manifested in Hopi song and traditional dances. Students analyze examples of historical and contemporary Hopi song and examine images of Hopi dance in order to expand cultural awareness.
A guided exploration of “Hopitutskwa,” the Hopi homeland, through maps and place names. Using English translations, students make inferences about the Hopi cultural relationship to landscape and place. They examine regional place names of their own home communities and create personal maps by identifying and naming places of importance in their lives.
In this lesson, students continue their examination of Tocqueville’s argument about the power of the majority and its consequences. Having suggested previously that the majority can crush a minority without even hearing its screams, he elaborates on the dangers of unchecked and unlimited power in democratic America and how to deal with it.
In this lesson, part of a unit on Charles Dickens's A Christmas Carol, students focus on stave 5 as they identify and articulate themes that permeate the story.
In this lesson, part of a unit on Charles Dickens', "A Christmas Carol," students focus on the first stave of the novel as they identify the meanings of words and phrases that may be unfamiliar to them. This activity facilitates close examination of and immersion in the text and leads to an understanding of Scrooge before his ghostly experiences.
This lesson plan is designed for young learners at the beginner or beginner-intermediate level of proficiency in Spanish. The activities in this lesson plan will help students learn ten colors in Spanish and also provide them with practice to use them in context.
The treaty of peace ending the Spanish-American War resulted in the United States obtaining the Philippine Islands from Spain. Despite intense political opposition to the acquisition of the islands, the U.S. Senate ratified the treaty. The political impact of anti-imperialist arguments, the difficult experience of suppressing native Filipino resistance, and the lack of attractive opportunities for further territorial expansion, all effectively stalled the American imperialist/expansionist movement.
After analyzing photojournalist James Karales's iconic photograph of the march, reading background material on it, and considering what the marchers might have thought and felt, students write and illustrate a postcard describing this civil rights event from a marcher's viewpoint.