The document provides materials for an education component, including rubrics for assessing student performance in various reading and writing tasks. It includes rubrics for predicting events in a story, retelling a story, making inferences about characters and events, summarizing texts, drawing conclusions, and assessing overall reading ability. Scoring levels include apprentice, basic, learned, and exemplary. Descriptors define the characteristics of a response for each scoring level.
The document provides several rubrics for evaluating performance on different technical tasks. Each rubric includes 4-5 criteria rated on a scale of 1-4. For tasks involving disassembling/reassembling a computer system unit, installing an operating system, photo editing in Photoshop, and programming, performance is assessed based on accuracy, documentation, functionality, timeliness, and safety. For a generic troubleshooting rubric, criteria include accuracy, familiarity with components, safety procedures, and time to completion. Scores are translated to a letter grade or GPA scale to provide an overall assessment.
The document discusses Angkor Wat, a temple in Cambodia and the largest religious monument in the world. It was built in the 12th century AD during the Khmer Empire's peak. The Khmer Empire flourished from roughly 802 AD to 1432 AD, and its capital was Angkor. Angkor Wat was built as a Hindu temple but is now a Buddhist temple. It took around 30,000 workers and slaves an estimated 30 years to construct using over 5 million tons of stone. The temple's immense scale reflects the Khmer Empire's immense power during this period in Southeast Asian history.
The document discusses the Khmer Rouge genocide in Cambodia. It covers topics like the Khmer Rouge's vision of creating a agrarian socialist society by emptying cities and establishing collective farms. It also discusses how the Khmer Rouge killed educated people and professionals seen as part of the former regime. The document mentions Dith Pran, a Cambodian journalist who survived the Khmer Rouge by pretending to be uneducated and worked to document the genocide after escaping to the United States.
The document discusses the plight of orangutans in Indonesia and Malaysia. It states that orangutans are native to these two countries, but are critically endangered due to illegal logging, forest fires caused by land clearing for palm oil plantations, and illegal hunting. Logging companies have illegally entered national parks, resulting in deforestation within protected areas. The Bornean and Sumatran orangutan subspecies are both endangered, with more than 1,000 orangutans currently living in rescue centers. If illegal logging and deforestation continue at current rates, only a small number of orangutans will remain within two decades.
The document provides materials for an education component, including rubrics for assessing student performance in various reading and writing tasks. It includes rubrics for predicting events in a story, retelling a story, making inferences about characters and events, summarizing texts, drawing conclusions, and assessing overall reading ability. Scoring levels include apprentice, basic, learned, and exemplary. Descriptors define the characteristics of a response for each scoring level.
The document provides several rubrics for evaluating performance on different technical tasks. Each rubric includes 4-5 criteria rated on a scale of 1-4. For tasks involving disassembling/reassembling a computer system unit, installing an operating system, photo editing in Photoshop, and programming, performance is assessed based on accuracy, documentation, functionality, timeliness, and safety. For a generic troubleshooting rubric, criteria include accuracy, familiarity with components, safety procedures, and time to completion. Scores are translated to a letter grade or GPA scale to provide an overall assessment.
The document discusses Angkor Wat, a temple in Cambodia and the largest religious monument in the world. It was built in the 12th century AD during the Khmer Empire's peak. The Khmer Empire flourished from roughly 802 AD to 1432 AD, and its capital was Angkor. Angkor Wat was built as a Hindu temple but is now a Buddhist temple. It took around 30,000 workers and slaves an estimated 30 years to construct using over 5 million tons of stone. The temple's immense scale reflects the Khmer Empire's immense power during this period in Southeast Asian history.
The document discusses the Khmer Rouge genocide in Cambodia. It covers topics like the Khmer Rouge's vision of creating a agrarian socialist society by emptying cities and establishing collective farms. It also discusses how the Khmer Rouge killed educated people and professionals seen as part of the former regime. The document mentions Dith Pran, a Cambodian journalist who survived the Khmer Rouge by pretending to be uneducated and worked to document the genocide after escaping to the United States.
The document discusses the plight of orangutans in Indonesia and Malaysia. It states that orangutans are native to these two countries, but are critically endangered due to illegal logging, forest fires caused by land clearing for palm oil plantations, and illegal hunting. Logging companies have illegally entered national parks, resulting in deforestation within protected areas. The Bornean and Sumatran orangutan subspecies are both endangered, with more than 1,000 orangutans currently living in rescue centers. If illegal logging and deforestation continue at current rates, only a small number of orangutans will remain within two decades.
This document contains information about Islam in Malaysia presented over multiple sections for students at Lodi High School from November 2011 to January 2012. It discusses the diversity of race in Malaysia's multi-religious community and covers topics like the prime ministers, social geography, industry, challenges, founding of Islam, origin of Islam, practicing religion, five pillars of Islam and practices, and Islamic culture. The country profile section provides key facts about Malaysia.
This document summarizes the different aspects of someone's life: their school life from 1994-2008 where they attended various schools and received awards, their work life as an accounts assistant and teacher from 2008-2011, their social life spending time with friends, and their sports achievements in cricket, basketball and football from 2003-2006 where they received several awards. It also briefly mentions their love life and enjoyment of activities with family.
This document discusses the global issue of landmines in Cambodia. It provides background on what landmines are and how they are removed. It profiles Akira, a deminer who works to clear landmines in Cambodia. It also describes the Landmine Museum in Cambodia, which educates visitors on landmine issues and activities. The document concludes by discussing landmine relief efforts and how people can help address the problem.
The document is about the food of Southeast Asia. It discusses the agricultural, culinary and religious influences on Southeast Asian cuisine from places like India, China, Europe and the Middle East. Some key influences mentioned include seafood, ingredients commonly used in different popular meals, flavorings, fruits and vegetables. The document also addresses differences between Southeast Asian and American foods as well as eating styles and utensils used in the region.
This document discusses various exemptions and tax concessions under Pakistan tax law, including:
1. It lists several clauses that provide income tax exemptions for things like educational institutions, sports boards, mutual funds, and encashment of special US dollar bonds.
2. It discusses some medical expenditure exemptions for employees and allowances for government employees posted abroad.
3. It mentions pension exemptions for federal, provincial, and armed forces employees and some perquisite exemptions for public officials like the President and Governors.
4. It briefly outlines some reduced tax rates and liabilities for things like profits on US dollar bonds and presumptive tax rates for shipping businesses.
1. The document is about a Southeast Asian studies curriculum covering the Khmer Rouge genocide in Cambodia from November 2011 to January 2012 for Lodi High School.
2. It discusses the Khmer Rouge's vision of creating a communist agrarian society by emptying cities and establishing collective farms, as well as their policy of killing educated people seen as threats.
3. The document also focuses on Cambodian journalist Dith Pran, who survived the Khmer Rouge by pretending to be uneducated, but his life was changed by witnessing the genocide, after which he dedicated his life in the US to educating others about the Khmer Rouge's crimes.
Cultural Immersion ReportWriting WorkshopAuthor____________.docxdorishigh
Cultural Immersion Report
Writing Workshop
Author:________________________________________
Peer Editor #1:______________________________
Format: does it match?
Top to bottom:
1. Typed draft, title page
2. Note sheet
3. Assignment sheet/scoring guide
If something is missing, write it on the top of the draft.
Check if correct/ arrow if missing:
· 1-inch margins
· 12 pt. font, plain font
· Title Page: Cultural Immersion Report, bolded centered
· Drop to bottom: name, Schacht, USem am/pm, submission date, not bolded, centered
· Cultural Immersion Report (top centered bolded)
· Heading: Name, Date, Venue, Group, bolded, left
· Section subtitles: numbered & bolded, left
· Green print eliminated
· Single spaced, but
· Single space between sections
· Artifact: photo within and explained
· Word count printed at the end
Peer Editor #2:______________________________
Content: Are paragraphs complete thoughts,
or merely answering questions?
· Has detail, evidence (highlight detail)
· Need more detail, give a star
· Does NOT use “you” (draw an X though “you”)
· 7-9 sentences in each paragraph
· the paragraphs are all similar lengths
· write suggestions on the paper itself
Peer Editor #3:______________________________
Technical Language: is it direct and formal?
· Cross out really, very, thing, a lot, stuff, many, interesting, basically, literally
· Cross out contractions (can’t, won’t)
· Circle any words which could use more direct & effective vocabulary
· Underline poetry, metaphor, or flowery language
· Underline conversational tone, any words or phrases which sound chatty or involve slang.
· Highlight (new color) unique & intriguing phrases
Cultural Immersion Report
Writing Workshop
Author:________________________________________
Peer Editor #1:______________________________
Format: does it match?
Top to bottom:
1. Typed draft, title page
2. Note sheet
3. Assignment sheet/scoring guide
If something is missing, write it on the top of the draft.
Check if correct/ arrow if missing:
· 1-inch margins
· 12 pt. font, plain font
· Title Page: Cultural Immersion Report, bolded centered
· Drop to bottom: name, Schacht, USem am/pm, submission date, not bolded, centered
· Cultural Immersion Report (top centered bolded)
· Heading: Name, Date, Venue, Group, bolded, left
· Section subtitles: numbered & bolded, left
· Green print eliminated
· Single spaced, but
· Single space between sections
· Artifact: photo within and explained
· Word count printed at the end
Peer Editor #2:______________________________
Content: Are paragraphs complete thoughts,
or merely answering questions?
· Has detail, evidence (highlight detail)
· Need more detail, give a star
· Does NOT use “you” (draw an X though “you”)
· 7-9 sentences in each paragraph
· the paragraphs are all similar lengths
· write suggestions on the paper itself
Peer Editor #3:______________________________
Technical Language: is it direct and formal?
· Cross out really, very, thing, a lo.
Revision Worksheet 4Paper Writer’s Name __________________.docxmalbert5
Revision Worksheet 4
Paper Writer’s Name: ______________________________________
Paper Reviewer’s Name: ____________________________________
Use “NA” when a question is “not applicable,” but use it sparingly or risk losing points! This worksheet must be 100% complete to get full credit in the essay packet.
Intended Purpose/Mode: _____________________________________________________________
Has the writer effectively explained, argued (versus persuaded) offered insight, or described something for the audience per the assignment instructions? Y/N
Essay Topic: _______________________________________________________________________
Does this essay keep the reader’s interest for the entire essay? Y/N
Does it sound as though this topic is of interest to the writer? Y/N
Is this an appropriate topic for the required mode of this essay? Y/N
Intended Audience: _________________________________________________________________
Does this essay offer the reader a chance to think and learn? Y/N
Has the writer used a natural voice and style that is effective for the intended audience?Y/N
Unity and Structure
Essay Title: _______________________________________________________________________
Does the title explain the specific focus of the essay? Y/N
Thesis Claim: _____________________________________________________________________
Is the thesis focused on one main idea? Y/N
Essay Map: _______________________________________________________________________
Does the essay map appear in conjunction with the thesis statement? Y/N
Can the thesis and essay map easily be found at the end of the first paragraph of the essay? Y/N
Does the conclusion end the essay in a way that helps the reader remember the thesis claim? Y/N
Does each paragraph have one clear topic sentence? Y/N
Does each topic sentence stem from one main idea expressed in the essay map? Y/N
If there is no essay map, would an essay map benefit the unity or coherence of the essay? Y/N
Write out the topic sentences or narrative transitional sentences:
Coherence
Do the ideas in the essay flow smoothly from one idea to another? Y/N
Are the paragraphs ordered logically and deliberately? Y/N
Does the writer stick to one point of view (first or third person)? Y/N
Does the writer stick to one verb tense (past, present, or future)? Y/N
Is each new piece of evidence introduced and presented smoothly? Y/N
Clarity
Has the writer used specific language in the thesis and topic sentences? Y/N
Has the writer avoided using “I think” statements and vague language (including “you”)? Y/N
Are all the sentences clear, concise, and coherent? Y/N
Are the words accurate, necessary and meaningful? Y/N
Has the writer edited for grammar and punctuation? Y/N
Has the writer successfully corrected all sentence fragments and run-on sentences? Y/N
Has the writer successfully corrected all subject-verb or pronoun agreement errors? Y/N
Does this essay contain ample supporting details to support.
PreSearch Graphic Organizer Lester and Hamilton Media 21 Spring 2012B. Hamilton
This document provides a form for students to evaluate information sources used for a research project on veterans. The form includes sections to record the source type and title, whether it was added to a works cited page, notes on content, why the information is important, and questions generated. Students then rate the source on criteria like currency, relevance, authority, accuracy, and purpose on a scale of 0 to 5.
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
Questions Asked In Research And Reference Subcategorysatlas331
This document lists multiple choice and short/extended response question stems that are used on the FCAT Reading Reference and Research Subcategory. The multiple choice questions assess a student's ability to analyze and evaluate information by identifying biases, suggestions, examples, validity, reliability, and conclusions. The short and extended response questions require students to support their answers using details from passages, graphs, charts, and illustrations. They evaluate a student's ability to analyze differences, understand concepts, and organize information presented in various formats.
The document describes a field study activity involving technology in the learning environment. It provides instructions for students to visit a school's learning resource center, observe classroom teaching, and develop instructional materials. The goal is to help students gain competence in identifying appropriate educational resources and materials to support different learning tasks. Students are guided to observe facilities, interview staff, evaluate displays and lessons, and create their own teaching aids and presentations.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This document contains information about Islam in Malaysia presented over multiple sections for students at Lodi High School from November 2011 to January 2012. It discusses the diversity of race in Malaysia's multi-religious community and covers topics like the prime ministers, social geography, industry, challenges, founding of Islam, origin of Islam, practicing religion, five pillars of Islam and practices, and Islamic culture. The country profile section provides key facts about Malaysia.
This document summarizes the different aspects of someone's life: their school life from 1994-2008 where they attended various schools and received awards, their work life as an accounts assistant and teacher from 2008-2011, their social life spending time with friends, and their sports achievements in cricket, basketball and football from 2003-2006 where they received several awards. It also briefly mentions their love life and enjoyment of activities with family.
This document discusses the global issue of landmines in Cambodia. It provides background on what landmines are and how they are removed. It profiles Akira, a deminer who works to clear landmines in Cambodia. It also describes the Landmine Museum in Cambodia, which educates visitors on landmine issues and activities. The document concludes by discussing landmine relief efforts and how people can help address the problem.
The document is about the food of Southeast Asia. It discusses the agricultural, culinary and religious influences on Southeast Asian cuisine from places like India, China, Europe and the Middle East. Some key influences mentioned include seafood, ingredients commonly used in different popular meals, flavorings, fruits and vegetables. The document also addresses differences between Southeast Asian and American foods as well as eating styles and utensils used in the region.
This document discusses various exemptions and tax concessions under Pakistan tax law, including:
1. It lists several clauses that provide income tax exemptions for things like educational institutions, sports boards, mutual funds, and encashment of special US dollar bonds.
2. It discusses some medical expenditure exemptions for employees and allowances for government employees posted abroad.
3. It mentions pension exemptions for federal, provincial, and armed forces employees and some perquisite exemptions for public officials like the President and Governors.
4. It briefly outlines some reduced tax rates and liabilities for things like profits on US dollar bonds and presumptive tax rates for shipping businesses.
1. The document is about a Southeast Asian studies curriculum covering the Khmer Rouge genocide in Cambodia from November 2011 to January 2012 for Lodi High School.
2. It discusses the Khmer Rouge's vision of creating a communist agrarian society by emptying cities and establishing collective farms, as well as their policy of killing educated people seen as threats.
3. The document also focuses on Cambodian journalist Dith Pran, who survived the Khmer Rouge by pretending to be uneducated, but his life was changed by witnessing the genocide, after which he dedicated his life in the US to educating others about the Khmer Rouge's crimes.
Cultural Immersion ReportWriting WorkshopAuthor____________.docxdorishigh
Cultural Immersion Report
Writing Workshop
Author:________________________________________
Peer Editor #1:______________________________
Format: does it match?
Top to bottom:
1. Typed draft, title page
2. Note sheet
3. Assignment sheet/scoring guide
If something is missing, write it on the top of the draft.
Check if correct/ arrow if missing:
· 1-inch margins
· 12 pt. font, plain font
· Title Page: Cultural Immersion Report, bolded centered
· Drop to bottom: name, Schacht, USem am/pm, submission date, not bolded, centered
· Cultural Immersion Report (top centered bolded)
· Heading: Name, Date, Venue, Group, bolded, left
· Section subtitles: numbered & bolded, left
· Green print eliminated
· Single spaced, but
· Single space between sections
· Artifact: photo within and explained
· Word count printed at the end
Peer Editor #2:______________________________
Content: Are paragraphs complete thoughts,
or merely answering questions?
· Has detail, evidence (highlight detail)
· Need more detail, give a star
· Does NOT use “you” (draw an X though “you”)
· 7-9 sentences in each paragraph
· the paragraphs are all similar lengths
· write suggestions on the paper itself
Peer Editor #3:______________________________
Technical Language: is it direct and formal?
· Cross out really, very, thing, a lot, stuff, many, interesting, basically, literally
· Cross out contractions (can’t, won’t)
· Circle any words which could use more direct & effective vocabulary
· Underline poetry, metaphor, or flowery language
· Underline conversational tone, any words or phrases which sound chatty or involve slang.
· Highlight (new color) unique & intriguing phrases
Cultural Immersion Report
Writing Workshop
Author:________________________________________
Peer Editor #1:______________________________
Format: does it match?
Top to bottom:
1. Typed draft, title page
2. Note sheet
3. Assignment sheet/scoring guide
If something is missing, write it on the top of the draft.
Check if correct/ arrow if missing:
· 1-inch margins
· 12 pt. font, plain font
· Title Page: Cultural Immersion Report, bolded centered
· Drop to bottom: name, Schacht, USem am/pm, submission date, not bolded, centered
· Cultural Immersion Report (top centered bolded)
· Heading: Name, Date, Venue, Group, bolded, left
· Section subtitles: numbered & bolded, left
· Green print eliminated
· Single spaced, but
· Single space between sections
· Artifact: photo within and explained
· Word count printed at the end
Peer Editor #2:______________________________
Content: Are paragraphs complete thoughts,
or merely answering questions?
· Has detail, evidence (highlight detail)
· Need more detail, give a star
· Does NOT use “you” (draw an X though “you”)
· 7-9 sentences in each paragraph
· the paragraphs are all similar lengths
· write suggestions on the paper itself
Peer Editor #3:______________________________
Technical Language: is it direct and formal?
· Cross out really, very, thing, a lo.
Revision Worksheet 4Paper Writer’s Name __________________.docxmalbert5
Revision Worksheet 4
Paper Writer’s Name: ______________________________________
Paper Reviewer’s Name: ____________________________________
Use “NA” when a question is “not applicable,” but use it sparingly or risk losing points! This worksheet must be 100% complete to get full credit in the essay packet.
Intended Purpose/Mode: _____________________________________________________________
Has the writer effectively explained, argued (versus persuaded) offered insight, or described something for the audience per the assignment instructions? Y/N
Essay Topic: _______________________________________________________________________
Does this essay keep the reader’s interest for the entire essay? Y/N
Does it sound as though this topic is of interest to the writer? Y/N
Is this an appropriate topic for the required mode of this essay? Y/N
Intended Audience: _________________________________________________________________
Does this essay offer the reader a chance to think and learn? Y/N
Has the writer used a natural voice and style that is effective for the intended audience?Y/N
Unity and Structure
Essay Title: _______________________________________________________________________
Does the title explain the specific focus of the essay? Y/N
Thesis Claim: _____________________________________________________________________
Is the thesis focused on one main idea? Y/N
Essay Map: _______________________________________________________________________
Does the essay map appear in conjunction with the thesis statement? Y/N
Can the thesis and essay map easily be found at the end of the first paragraph of the essay? Y/N
Does the conclusion end the essay in a way that helps the reader remember the thesis claim? Y/N
Does each paragraph have one clear topic sentence? Y/N
Does each topic sentence stem from one main idea expressed in the essay map? Y/N
If there is no essay map, would an essay map benefit the unity or coherence of the essay? Y/N
Write out the topic sentences or narrative transitional sentences:
Coherence
Do the ideas in the essay flow smoothly from one idea to another? Y/N
Are the paragraphs ordered logically and deliberately? Y/N
Does the writer stick to one point of view (first or third person)? Y/N
Does the writer stick to one verb tense (past, present, or future)? Y/N
Is each new piece of evidence introduced and presented smoothly? Y/N
Clarity
Has the writer used specific language in the thesis and topic sentences? Y/N
Has the writer avoided using “I think” statements and vague language (including “you”)? Y/N
Are all the sentences clear, concise, and coherent? Y/N
Are the words accurate, necessary and meaningful? Y/N
Has the writer edited for grammar and punctuation? Y/N
Has the writer successfully corrected all sentence fragments and run-on sentences? Y/N
Has the writer successfully corrected all subject-verb or pronoun agreement errors? Y/N
Does this essay contain ample supporting details to support.
PreSearch Graphic Organizer Lester and Hamilton Media 21 Spring 2012B. Hamilton
This document provides a form for students to evaluate information sources used for a research project on veterans. The form includes sections to record the source type and title, whether it was added to a works cited page, notes on content, why the information is important, and questions generated. Students then rate the source on criteria like currency, relevance, authority, accuracy, and purpose on a scale of 0 to 5.
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
Questions Asked In Research And Reference Subcategorysatlas331
This document lists multiple choice and short/extended response question stems that are used on the FCAT Reading Reference and Research Subcategory. The multiple choice questions assess a student's ability to analyze and evaluate information by identifying biases, suggestions, examples, validity, reliability, and conclusions. The short and extended response questions require students to support their answers using details from passages, graphs, charts, and illustrations. They evaluate a student's ability to analyze differences, understand concepts, and organize information presented in various formats.
The document describes a field study activity involving technology in the learning environment. It provides instructions for students to visit a school's learning resource center, observe classroom teaching, and develop instructional materials. The goal is to help students gain competence in identifying appropriate educational resources and materials to support different learning tasks. Students are guided to observe facilities, interview staff, evaluate displays and lessons, and create their own teaching aids and presentations.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This document provides a personal profile for Karnteera Ingkhaninan, including her education, work experience, special training, and exchange program participation. She has over 15 years of experience as an English teacher in Thailand, teaching both Thai students and American students via distance education programs. She has a graduate diploma in teaching, a master's degree in environmental studies, and bachelor's degree in journalism. Her work experience demonstrates strong English communication skills and experience coordinating international student exchange programs between schools in Thailand, Australia, and the United States.
The document provides discussion questions about a slide show and article on Buddhism and Buddhist monks in Myanmar. It asks students to analyze photographs depicting the role of monks in daily life and compare Myanmar's devotion to Buddhism to another country. Students are asked to read an article about Buddhist monks protesting in Myanmar by turning their begging bowls upside down. They are prompted to discuss the relationship between monks and soldiers, examples of past protest, and the source of monks' power in legitimizing rulers.
The document discusses Aung San Suu Kyi, the Lady of Burma and national icon for democracy in Burma. It covers her history and role in the 8888 Uprising for democracy, the causes of political unrest, her time under house arrest, involvement in the 2007 Saffron Revolution, and her future political role and international relations. The document appears to provide an overview of Aung San Suu Kyi and key political events in Burma related to her leadership of the pro-democracy movement.
Aung San Suu Kyi is a Burmese pro-democracy leader who fought against the former socialist leader General Ne-Win. She spent more than 15 years under house arrest, most of it confined to her home. She helped found the National League for Democracy after massive protests in 1988 and won a majority in 1990 elections, though the military junta ignored the results. She remains a prominent advocate for democracy in Myanmar.
This document provides information about Myanmar (also known as Burma) through short bullet points and images. It notes that Myanmar has the Irrawady River and abundant teak wood, and that Buddhism is the dominant religion practiced by 95% of people. The capital is Naypyidaw but the largest city is Yangon. Myanmar gained independence from Britain in 1948 but was then ruled by a military dictatorship until 2011. The document also contains photographs showing Buddhism's integration into daily life, such as monks reading on computers and people lighting candles at pagodas.
This article is used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This Study Guide is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This document provides an introduction to Southeast Asia, describing the 11 countries that make up the region - Myanmar, Thailand, Laos, Vietnam, Cambodia, Malaysia, Singapore, Indonesia, Brunei, the Philippines, and East Timor. For each country, 1-3 key facts are highlighted, such as their location, history of colonization, dominant religions, and economies. The document concludes with a quiz to test the reader's knowledge of the 11 Southeast Asian countries.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
Cambodia has a long history, including the powerful Angkor Kingdom between 802-1431 AD, French colonial rule from 1863-1954, the Khmer Rouge genocide in 1975-1979 that killed 1.7 million people, and transition to democracy in the 1990s. Today, Cambodia continues to recover from the genocide and deals with challenges of poverty, lack of education, and government corruption despite economic development.
The Loi Krathong festival is one of Thailand's most popular festivals celebrated nationwide. It falls on the full moon of the 12th lunar month, usually in November. During the festival, people float krathong, small rafts made of banana leaves and flowers, on rivers, canals, and ponds to honor the river goddess and float away bad luck. The festival originated from a legend about the king's consort who floated a krathong to confess her love for the king. Today, the festival involves floating krathong, lighting lanterns, beauty pageants, performances, and fireworks displays.
This document discusses Thai etiquette, customs, and societal values. It covers topics such as the hierarchical and polite nature of Thai society, common greetings, sacred body parts, traditional clothing, and the importance of practicing Thai manners, especially regarding shoes in the presence of elders or religious settings. Proper etiquette and showing respect for cultural traditions are highly valued in Thailand.
Thailand celebrates Father's Day on December 5th, which is the birthday of their late king, King Bhumibol Adulyadej. King Bhumibol was seen as a father figure to the Thai people, as he worked to improve lives through over 4,000 royal development projects focusing on issues like water resources, agriculture, health, and more. The day is commemorated with festivities throughout Thailand such as lighting candles and singing the national anthem in honor of the king.
This document provides an introduction to learning basic Thai language for students at Lodi High School. It includes greetings, self-introductions, food vocabulary like pork, chicken and omelet, and simple phrases for conversations and directions. The goal is to teach essential Thai words and expressions to help students communicate during travel to Southeast Asia.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Current events rubric and form
1. Student: ___________________________ Grade_________ News Article: _______________________
1
Current Events Rubric
Criteria Points Point received
Who or What the article is about (include details) 10
Where it took place 5
When it happened 5
Accurate report of why it was newsworthy 10
Your feelings about the Article including an
explanation
10
What source you found your article in 5
Neatly written 5
Punctuation/Capitalization/Usage 10
Spelling accurate 10
Well-written/interesting vocabulary 10
Interesting introduction/definite conclusion 10
Voice of the writer is apparent 5
Name/Date that you wrote summary is on the
summary
5
Total Points: __________/100
2. Student: ___________________________ Grade_________ News Article: _______________________
2
Current Events
Your current events summary is 2 paragraphs. The first paragraph includes the 5Ws,
source, and details from the article. The second paragraph is your reaction to the article.
Source
Who?
What?
When?
Where?
Why is it newsworthy?
Details:
1.
2.
3.
3. Student: ___________________________ Grade_________ News Article: _______________________
3
Your reaction:
Now that you have finished your plan sheet, you are ready to write your summary. This
sheet is just for your planning. You need to put this information on the summary page
because this is the page that I will be grading.
Remember-
1. Check over the writing rubric
2. Turn in your summary sheet and article
4. Student: ___________________________ Grade_________ News Article: _______________________
4
Current Events
Summary
Write a 2 paragraph summary about the article that you read. Include who, what, when,
where, why, source, details, and your reaction to the article.