El documento describe una actividad para recordar el 11 de septiembre de 2014 en la que los estudiantes participarán en discusiones y actividades para recordar los ataques terroristas del 11 de septiembre de 2001.
The document provides a summary of parallel events in ancient Greece and Rome from 509 BC to 476 AD, with a focus on the rise of Christianity in Rome. It describes how Rome began as a small city-state located in central Italy and gradually expanded its power across the Italian peninsula and beyond. Key events included the establishment of the Roman Republic in 509 BC and the Punic Wars against Carthage from 264-146 BC, which extended Rome's power from Spain to Egypt. The rise of Christianity is also discussed, noting that Christians were initially tolerated but later intermittently persecuted from Nero's reign until being granted toleration by Constantine.
The document discusses different models of knowledge, including gathering new information and thinking about existing knowledge differently. It introduces the concept of "Hidden Intellectualism" as realizing one's own intelligence. Various concepts are presented around the organization of physical and digital objects, as well as how order is imposed on information. The document suggests paying attention to discovering wants as well as known wants. It also notes that more information can help address overabundance of information.
The document discusses how technology can be used to meet state standards for teaching history and social studies. It provides examples of standards that involve using technology for research, evaluating sources, collaborating on writing projects, and publishing writing online. The document also presents ways that teachers can use tools like Google Apps and blogging platforms to engage students in collaborative writing activities that integrate technology. It suggests lessons and projects where students can conduct research, write on various topics, peer edit, and publish their work online. Finally, the document emphasizes that technology skills are important for students to effectively gather and evaluate information from diverse sources.
This document provides an overview of the history of Rome from its founding through the fall of the Western Roman Empire. It discusses the seven kings of Rome's monarchy (753-510 BC) and the establishment of the Roman Republic (510-30 BC). It then outlines some of the major events and expansion of the Roman Republic through the Punic Wars and conflicts with neighboring territories. The rise of the Roman Empire under Augustus and the dynasties that followed are presented. The document concludes with the division of the Empire in 395 AD and the eventual fall of the Western Roman Empire. Maps and images are included to illustrate places, people and aspects of Roman military organization.
Presentation by Bill Warters at the ODR 2014 Forum held at Stanford Law School, June 27, 2014 Presentation explores topics deemed essential to teaching about disputes in online spaces based on the Communication Technology and Conflict course taught at Wayne State University
El documento describe una actividad para recordar el 11 de septiembre de 2014 en la que los estudiantes participarán en discusiones y actividades para recordar los ataques terroristas del 11 de septiembre de 2001.
The document provides a summary of parallel events in ancient Greece and Rome from 509 BC to 476 AD, with a focus on the rise of Christianity in Rome. It describes how Rome began as a small city-state located in central Italy and gradually expanded its power across the Italian peninsula and beyond. Key events included the establishment of the Roman Republic in 509 BC and the Punic Wars against Carthage from 264-146 BC, which extended Rome's power from Spain to Egypt. The rise of Christianity is also discussed, noting that Christians were initially tolerated but later intermittently persecuted from Nero's reign until being granted toleration by Constantine.
The document discusses different models of knowledge, including gathering new information and thinking about existing knowledge differently. It introduces the concept of "Hidden Intellectualism" as realizing one's own intelligence. Various concepts are presented around the organization of physical and digital objects, as well as how order is imposed on information. The document suggests paying attention to discovering wants as well as known wants. It also notes that more information can help address overabundance of information.
The document discusses how technology can be used to meet state standards for teaching history and social studies. It provides examples of standards that involve using technology for research, evaluating sources, collaborating on writing projects, and publishing writing online. The document also presents ways that teachers can use tools like Google Apps and blogging platforms to engage students in collaborative writing activities that integrate technology. It suggests lessons and projects where students can conduct research, write on various topics, peer edit, and publish their work online. Finally, the document emphasizes that technology skills are important for students to effectively gather and evaluate information from diverse sources.
This document provides an overview of the history of Rome from its founding through the fall of the Western Roman Empire. It discusses the seven kings of Rome's monarchy (753-510 BC) and the establishment of the Roman Republic (510-30 BC). It then outlines some of the major events and expansion of the Roman Republic through the Punic Wars and conflicts with neighboring territories. The rise of the Roman Empire under Augustus and the dynasties that followed are presented. The document concludes with the division of the Empire in 395 AD and the eventual fall of the Western Roman Empire. Maps and images are included to illustrate places, people and aspects of Roman military organization.
Presentation by Bill Warters at the ODR 2014 Forum held at Stanford Law School, June 27, 2014 Presentation explores topics deemed essential to teaching about disputes in online spaces based on the Communication Technology and Conflict course taught at Wayne State University
Este documento proporciona una rúbrica para evaluar trabajos entregados por correo electrónico. Se evaluará el tiempo de entrega, el asunto del correo, el tamaño, modificación y lectura del código QR incluido, y el enlace al que apunta el código QR. La puntuación máxima total es de 10 puntos.
This document discusses classical Greek texts and culture. It provides an overview of a lecture on identifying classical texts by their author, title, and genre. The lecture uses Homer's Odyssey as an example, identifying it as an epic poem written by the Greek author Homer around 750 BCE. Key points about the Odyssey discussed include the Trojan War being a possible historical event, debates about the location of Ithaca, and summaries of events in Books 1-3 of the Odyssey. The document also examines concepts in classical Greek culture like xenia (hospitality) and the roles of women and public speaking.
El documento habla sobre las discusiones y polémicas surgidas en varias ciudades españolas sobre la inclusión de "reinas magas" en las cabalgatas de Reyes del año 2016. Algunos alcaldes decidieron incluir mujeres como los tres Reyes Magos para promover la igualdad, mientras que otros criticaron esta decisión por ir en contra de la tradición cristiana. Finalmente, el documento resume lo que dice la Biblia sobre los Reyes Magos, cómo siguieron una estrella hasta Belén para adorar a Jesús recién nacido.
Rubrica para evaluar la creación de un código QRCEDEC
La rúbrica evalúa códigos QR en 4 categorías: 1) Lectura, evaluando cuántos intentos necesita un dispositivo para leer el código, 2) Enlace, verificando que el código dirija al enlace correcto, 3) Diseño, considerando el tamaño y formato para la visibilidad, y 4) Creatividad, valorando si el código incluye personalización con colores e imágenes. El código QR es calificado de Sobresaliente a Insuficiente dependiendo de su desempeño en cada categoría.
Nuestro cuadro "Emperadores de Roma y su Imperio"CEDEC
El documento presenta una plantilla para que los estudiantes de quinto grado de primaria llenen con información sobre emperadores romanos de acuerdo a su grupo. La plantilla incluye las columnas de emperador, fechas, logros positivos y negativos. Los estudiantes deberán buscar datos fiables sobre los emperadores asignados a su grupo y completar la tabla con la información correspondiente.
Sencillo tutorial de uso de Soundcloud, una herramienta para publicación de audio en línea. Elaborada como parte del curso Aprendizaje en Red con uso de TIC (ArTIC): http://artic.pbworks.com
8 de marzo, día de la mujer. mujer e historia del arteTomás Pérez Molina
El documento habla sobre la historia de las mujeres artistas y cómo han sido invisibilizadas. Explica que las primeras artistas fueron mujeres en las cavernas paleolíticas y que la sociedad patriarcal ha impedido su desarrollo artístico. También menciona algunas artistas femeninas destacadas a lo largo de la historia como Sofonisba Anguissola, Artemisia Gentileschi y Rosalba Carriera.
El documento resume la pintura romana. Describe que la pintura romana descendía de la griega y tenía una técnica depurada. Los romanos tocaban diversos temas como escenas cotidianas, mitológicas y bélicas. También describen los cuatro estilos de pintura romana establecidos en Pompeya y destacan el mosaico de la Batalla de Issos encontrado en Pompeya.
Rúbrica de una exposición oral con apoyo de una presentación de diapositivasCEDEC
Documento que forma parte del proyecto de creación de recursos educativos abiertos basadas en la metodología de trabajo por proyectos EDIA (Educativo, Digital, Innovador, Abierto) para Física y Química y Biología y Geología en Secundaria.
Breu resum de la història de la civilització romana. Presentació dels trets fonamentals que caracteritzen les tres etapes històriques en que tradicionalment és divideix el desenvolupament d'aquesta civilització: La Monarquia, la República i l'Imperi.
Presentació molt útil per emmarcar històricament les obres d'Art Romà, seleccionades per les PAU 2020.
La presentació inclou una selecció d'enllaços de pàgines web, altres presentacions i videos, que permeten ampliar i aprofundir en els aspectes tractats a la presentació.
Nota: Es recomana descarregar la presentació per visualitzar les animacions i activar els "links" d'ampliació.
NOVA VERSIÓ ACTUALITZADA PAU20 A: https://hdartantonio.blogspot.com/
DOWNLOAD : https://hdartantonio.blogspot.com/
Característiques generals de l'arquitectura romana i anàlisi i comentari de les obres arquitèctòniques de l'Art Romà seleccionades per les PAU 2018.
La presnació també inclou enllaços amb pàgines web, blocs, vídeos i altres presentacions que permeten ampliar la informació sobre aquestes obres.
NOTA: És recomana descarregar la presentació per poder visualitzar les animacions amb les que s'han desenvolupat una part important dels continguts de la presentació.
NOVA VERSIÓ ACTUALITZADA PAU20 al meu bloc: https://hdartantonio.blogspot.com/
Sept. 21, 2018. Class #4. Review of Daily Write #2 (on "The Red Convertible"); second essay assignment; Key facts to know about authors of any text we read; "The Story of an Hour" (Kate Chopin); "Hills Like White Elephants" (Ernest Hemingway)
This document provides instructions for English Composition students regarding their first writing assignment. It discusses logistical details like the syllabus being available on Blackboard and the due date and location for the first essay. It then gives details about Essay #1, which is a 3-4 page textual analysis essay where students must analyze a main theme in one of three assigned texts and write an introduction, three body paragraphs, and a conclusion following a standard essay format. The document provides guidance on writing each component of the essay and examples of thesis statements students could develop based on claims made in the assigned texts.
This document provides guidance to students on how to write a successful daily response assignment. It analyzes a sample prompt that asks students whether they agree or disagree with a statement about political beliefs. The prompt includes instructions to provide reasons for their answer and indicate if their response is based on personal experience or outside information. The document then provides examples of different ways students could interpret and answer the prompt. It emphasizes that the key is answering the question fully rather than providing a perfect response.
This document discusses classical Greek texts and culture. It provides an overview of a lecture on identifying classical texts by their author, title, and genre. The lecture uses Homer's Odyssey as an example, identifying it as an epic poem written by the Greek author Homer around 750 BCE. Key points about the Odyssey discussed include the Trojan War being a possible historical event, debates about the location of Ithaca, and summaries of events in Books 1-3 of the Odyssey. The document also examines concepts in classical Greek culture like xenia (hospitality) and the roles of women and public speaking.
World Lit II - Class Notes for April 19, 2012Michael Broder
This document provides an overview of major historical events and cultural developments from the late 20th century through the early 21st century. It touches on postmodernism, World War II, the Holocaust, the Cold War, the Vietnam War, the civil rights movement, feminist movement, gay rights movement, and postcolonial movement. It also profiles influential artists, philosophers, and thinkers from this era like Jean-Paul Sartre, Claude Levi-Strauss, Michel Foucault, and Jacques Derrida.
World Lit II - Class Notes for January 31, 2012Michael Broder
This document contains a syllabus and lecture notes for a World Literature II course covering works from the Renaissance to the present. It outlines upcoming reading assignments in Shakespeare's Othello and discusses concepts like realism in literature. Socialist realism mandated Soviet literature support communist ideals, while Anglo-European realism reflected dominant social norms. The document prompts analyzing how earlier authors like Boccaccio, Rabelais, and Shakespeare fit within these frameworks and if their works should still be appreciated today for representing the full human experience.
CLAS220 - Lecture Notes for April 19, 2012Michael Broder
The document is a lecture summary on classical mythology that includes:
- An opportunity for extra credit by submitting a report on another lecture.
- A discussion of a student's daily writing assignment analyzing how Apuleius describes Venus in a way that references Lucretius' poem.
- An overview of mythological parody in classical literature and how Apuleius parodies classical myths in his novel The Golden Ass.
Este documento proporciona una rúbrica para evaluar trabajos entregados por correo electrónico. Se evaluará el tiempo de entrega, el asunto del correo, el tamaño, modificación y lectura del código QR incluido, y el enlace al que apunta el código QR. La puntuación máxima total es de 10 puntos.
This document discusses classical Greek texts and culture. It provides an overview of a lecture on identifying classical texts by their author, title, and genre. The lecture uses Homer's Odyssey as an example, identifying it as an epic poem written by the Greek author Homer around 750 BCE. Key points about the Odyssey discussed include the Trojan War being a possible historical event, debates about the location of Ithaca, and summaries of events in Books 1-3 of the Odyssey. The document also examines concepts in classical Greek culture like xenia (hospitality) and the roles of women and public speaking.
El documento habla sobre las discusiones y polémicas surgidas en varias ciudades españolas sobre la inclusión de "reinas magas" en las cabalgatas de Reyes del año 2016. Algunos alcaldes decidieron incluir mujeres como los tres Reyes Magos para promover la igualdad, mientras que otros criticaron esta decisión por ir en contra de la tradición cristiana. Finalmente, el documento resume lo que dice la Biblia sobre los Reyes Magos, cómo siguieron una estrella hasta Belén para adorar a Jesús recién nacido.
Rubrica para evaluar la creación de un código QRCEDEC
La rúbrica evalúa códigos QR en 4 categorías: 1) Lectura, evaluando cuántos intentos necesita un dispositivo para leer el código, 2) Enlace, verificando que el código dirija al enlace correcto, 3) Diseño, considerando el tamaño y formato para la visibilidad, y 4) Creatividad, valorando si el código incluye personalización con colores e imágenes. El código QR es calificado de Sobresaliente a Insuficiente dependiendo de su desempeño en cada categoría.
Nuestro cuadro "Emperadores de Roma y su Imperio"CEDEC
El documento presenta una plantilla para que los estudiantes de quinto grado de primaria llenen con información sobre emperadores romanos de acuerdo a su grupo. La plantilla incluye las columnas de emperador, fechas, logros positivos y negativos. Los estudiantes deberán buscar datos fiables sobre los emperadores asignados a su grupo y completar la tabla con la información correspondiente.
Sencillo tutorial de uso de Soundcloud, una herramienta para publicación de audio en línea. Elaborada como parte del curso Aprendizaje en Red con uso de TIC (ArTIC): http://artic.pbworks.com
8 de marzo, día de la mujer. mujer e historia del arteTomás Pérez Molina
El documento habla sobre la historia de las mujeres artistas y cómo han sido invisibilizadas. Explica que las primeras artistas fueron mujeres en las cavernas paleolíticas y que la sociedad patriarcal ha impedido su desarrollo artístico. También menciona algunas artistas femeninas destacadas a lo largo de la historia como Sofonisba Anguissola, Artemisia Gentileschi y Rosalba Carriera.
El documento resume la pintura romana. Describe que la pintura romana descendía de la griega y tenía una técnica depurada. Los romanos tocaban diversos temas como escenas cotidianas, mitológicas y bélicas. También describen los cuatro estilos de pintura romana establecidos en Pompeya y destacan el mosaico de la Batalla de Issos encontrado en Pompeya.
Rúbrica de una exposición oral con apoyo de una presentación de diapositivasCEDEC
Documento que forma parte del proyecto de creación de recursos educativos abiertos basadas en la metodología de trabajo por proyectos EDIA (Educativo, Digital, Innovador, Abierto) para Física y Química y Biología y Geología en Secundaria.
Breu resum de la història de la civilització romana. Presentació dels trets fonamentals que caracteritzen les tres etapes històriques en que tradicionalment és divideix el desenvolupament d'aquesta civilització: La Monarquia, la República i l'Imperi.
Presentació molt útil per emmarcar històricament les obres d'Art Romà, seleccionades per les PAU 2020.
La presentació inclou una selecció d'enllaços de pàgines web, altres presentacions i videos, que permeten ampliar i aprofundir en els aspectes tractats a la presentació.
Nota: Es recomana descarregar la presentació per visualitzar les animacions i activar els "links" d'ampliació.
NOVA VERSIÓ ACTUALITZADA PAU20 A: https://hdartantonio.blogspot.com/
DOWNLOAD : https://hdartantonio.blogspot.com/
Característiques generals de l'arquitectura romana i anàlisi i comentari de les obres arquitèctòniques de l'Art Romà seleccionades per les PAU 2018.
La presnació també inclou enllaços amb pàgines web, blocs, vídeos i altres presentacions que permeten ampliar la informació sobre aquestes obres.
NOTA: És recomana descarregar la presentació per poder visualitzar les animacions amb les que s'han desenvolupat una part important dels continguts de la presentació.
NOVA VERSIÓ ACTUALITZADA PAU20 al meu bloc: https://hdartantonio.blogspot.com/
Sept. 21, 2018. Class #4. Review of Daily Write #2 (on "The Red Convertible"); second essay assignment; Key facts to know about authors of any text we read; "The Story of an Hour" (Kate Chopin); "Hills Like White Elephants" (Ernest Hemingway)
This document provides instructions for English Composition students regarding their first writing assignment. It discusses logistical details like the syllabus being available on Blackboard and the due date and location for the first essay. It then gives details about Essay #1, which is a 3-4 page textual analysis essay where students must analyze a main theme in one of three assigned texts and write an introduction, three body paragraphs, and a conclusion following a standard essay format. The document provides guidance on writing each component of the essay and examples of thesis statements students could develop based on claims made in the assigned texts.
This document provides guidance to students on how to write a successful daily response assignment. It analyzes a sample prompt that asks students whether they agree or disagree with a statement about political beliefs. The prompt includes instructions to provide reasons for their answer and indicate if their response is based on personal experience or outside information. The document then provides examples of different ways students could interpret and answer the prompt. It emphasizes that the key is answering the question fully rather than providing a perfect response.
This document discusses classical Greek texts and culture. It provides an overview of a lecture on identifying classical texts by their author, title, and genre. The lecture uses Homer's Odyssey as an example, identifying it as an epic poem written by the Greek author Homer around 750 BCE. Key points about the Odyssey discussed include the Trojan War being a possible historical event, debates about the location of Ithaca, and summaries of events in Books 1-3 of the Odyssey. The document also examines concepts in classical Greek culture like xenia (hospitality) and the roles of women and public speaking.
World Lit II - Class Notes for April 19, 2012Michael Broder
This document provides an overview of major historical events and cultural developments from the late 20th century through the early 21st century. It touches on postmodernism, World War II, the Holocaust, the Cold War, the Vietnam War, the civil rights movement, feminist movement, gay rights movement, and postcolonial movement. It also profiles influential artists, philosophers, and thinkers from this era like Jean-Paul Sartre, Claude Levi-Strauss, Michel Foucault, and Jacques Derrida.
World Lit II - Class Notes for January 31, 2012Michael Broder
This document contains a syllabus and lecture notes for a World Literature II course covering works from the Renaissance to the present. It outlines upcoming reading assignments in Shakespeare's Othello and discusses concepts like realism in literature. Socialist realism mandated Soviet literature support communist ideals, while Anglo-European realism reflected dominant social norms. The document prompts analyzing how earlier authors like Boccaccio, Rabelais, and Shakespeare fit within these frameworks and if their works should still be appreciated today for representing the full human experience.
CLAS220 - Lecture Notes for April 19, 2012Michael Broder
The document is a lecture summary on classical mythology that includes:
- An opportunity for extra credit by submitting a report on another lecture.
- A discussion of a student's daily writing assignment analyzing how Apuleius describes Venus in a way that references Lucretius' poem.
- An overview of mythological parody in classical literature and how Apuleius parodies classical myths in his novel The Golden Ass.
CLAS220 - Lecture Notes for April 17, 2012Michael Broder
This document appears to be a collection of slides from a university course on classical mythology taught by Dr. Michael Broder on April 17, 2012. It includes announcements about extra credit opportunities, summaries of daily writing prompts analyzing works like Ovid's portrayal of Penelope and Apuleius' Golden Ass, and an overview of the nine Muses from Greek mythology. One slide provides a high-level summary of Apuleius' tale of Cupid and Psyche.
CLAS220 - Lecture Notes for April 12, 2012Michael Broder
This document provides information about an upcoming classics lecture and daily assignments for an introduction to classical mythology course. It announces a lecture on politics in the Roman Republic and offers extra credit for submitting a report. It also outlines daily writing assignments comparing underworld journeys in classical texts and analyzing Ovid's portrayal of Penelope. Upcoming assignments include readings from Ovid's Heroides and Apuleius's tale of Cupid and Psyche.
This document provides an overview of an Introduction to Classical Mythology course. It announces an extra credit opportunity to attend a lecture on politics in the Roman Republic. It also reviews the criteria for daily writing assignments and previews upcoming readings from Vergil's Aeneid. Students are expected to demonstrate knowledge of the texts in their daily writings.
CLAS220 - Lecture Notes for April 10, 2012Michael Broder
This document provides information from an Introduction to Classical Mythology class. It announces an extra credit opportunity for students to write a report on an upcoming lecture on Roman politics. It also previews upcoming daily writing assignments and readings that will cover Ovid's Heroides and Apuleius's tale of Cupid and Psyche. Students are given details on summarizing prior daily writings and instructions for upcoming assignments.
World Lit II - Class Notes for March 13, 2012Michael Broder
This document provides an overview of a World Literature II course covering major authors and texts from the Renaissance to the present. It outlines the course objectives, lists authors and texts to be covered, and provides historical context on the periods in which the authors wrote, including the Renaissance, Reformation, Enlightenment, and more recent eras. Key topics discussed include humanism, the human condition, the influence of the Church, intellectual movements like the Reformation, and changing economic and social systems over time.
World Lit II - Class Notes for April 5, 2012Michael Broder
This document provides an overview of influential figures and works from the 20th century in various fields such as literature, art, philosophy, science, and music. Some of the key people and creations mentioned include Charles Darwin's theory of evolution, Karl Marx's philosophical and economic theories, Sigmund Freud's theory of psychoanalysis, Albert Einstein's theories of relativity and quantum mechanics, Pablo Picasso's influential artworks like Les Demoiselles D'Avignon, Frank Lloyd Wright's architectural design of the Robie House, T.S. Eliot's modernist poem The Love Song of J. Alfred Prufrock, and Walter Gropius' Bauhaus school of art and design. The document also references
The document provides an overview of the course "Introduction to Classical Mythology" taught by Dr. Michael Broder at the University of South Carolina. It discusses grading criteria for daily writing assignments, including engaging with questions, using examples from texts, and showing knowledge of the texts. It then reviews two sample daily writing prompts - one on the poem Idyll 11 by Theocritus comparing the character of Polyphemus in it to Homer's Odyssey, and another on why Lucretius begins his poem On the Nature of Things by invoking the goddess Venus. Upcoming reading assignments from Vergil's Aeneid are also noted.
The document provides an overview of topics covered in an introduction to classical mythology course. It discusses grading criteria for daily writing assignments and provides examples of past daily writing prompts. These prompts analyze poems by Theocritus and Lucretius and require students to demonstrate knowledge of the primary texts through close reading and comparison. An outline of Hellenic, Hellenistic, and Roman culture is also provided, covering major authors, genres, and developments during these periods.
CLAS220 - Lecture Notes for March 29, 2012Michael Broder
The document outlines a lecture on classical mythology given by Dr. Michael Broder at the University of South Carolina on March 29, 2012. It discusses assignments on Theocritus' Idyll 11 about Polyphemus' love for Galateia, Lucretius' On the Workings of the Universe, and selections from Vergil's Aeneid. The lecture also reviews criteria for daily writing assignments and provides context for discussions in Plato's Symposium.
CLAS220 - Lecture Notes for March 27, 2012Michael Broder
This document contains notes from a university course on classical mythology taught by Dr. Michael Broder on March 27, 2012. It includes summaries of student responses to a daily writing assignment on variations in the myth of Heracles, and criteria for grading future daily writes. The professor notes that switching the order of events in Euripides' version of the Heracles myth gives it new significance as a story of suffering and endurance, and asks students to consider other reasons for the change.
CLAS220 - Lecture Notes for March 20, 2012Michael Broder
This document contains notes from a classical mythology course taught by Dr. Michael Broder at the University of South Carolina on March 20, 2012. The notes discuss Euripides' play Alkestis, in which the character Admetos laments his wife Alkestis' impending death in a way that some find bizarre. Upcoming assignments are also listed, including a discussion of Euripides' play Herakles and an overview of underworld myths.