These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
Class 2 of "Race and Ethnicity" Powerpoint PresentationTanya Golash Boza
This is a slide show presentation based on Chapters one and two of "Race and Racisms: A Critical Approach" as well as the film: "Race: The Power of an Illusion, Episode 2."
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
Class 2 of "Race and Ethnicity" Powerpoint PresentationTanya Golash Boza
This is a slide show presentation based on Chapters one and two of "Race and Racisms: A Critical Approach" as well as the film: "Race: The Power of an Illusion, Episode 2."
This year will mark the 156th year of Juneteenth; the oldest known celebration honoring the end of slavery in the United States. On June 19, 1865, two and a half years after President Lincoln’s Emancipation Proclamation, Union General Gordon Granger led thousands of federal troops to Galveston, Texas, to announce that the Civil War had ended, and slaves had been freed. Unfortunately, approximately 250,000 Texan slaves had no idea the government had secured their freedom. The purpose of this guide is to help create your Juneteenth into a day of Learning, Listening, Reflecting, and Celebrating!
These are the slides Dr. Natalia Molina used at the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
4. What is
“The Progressive Era”?
What is progress?arWW
Some people define the word progress as
“growth” or “movement” while others
view it as a “step forward” or a “ladder
reaching upward”.
-Do you agree? Why or why not?
5. Gallery Walk of Images
• What image is being portrayed?
●Concrete Observations
●Outside information which may be relevant
• How is “progress” being defined?
●Possible Interpretations
• What are the “untold stories”?
●Questions raised?
6. Choose one image
• What is going on in this image?
• What do you see that makes you say
that?
• What more can we find?
• What information is given about societal
context of America during the
Progressive Era?
-Visual Thinking Strategy
7. Defining movements of
Progressive Era
• Immigration: 15 million from 1890-1914
• Industrialization: changes where as well as how goods
are made, sparks dissonace between citizenship
concerns and growing economic machine
• Urbanization: closer proximity, lack of infrastructure,
shifting gender roles
• Emancipation: “Free” → equal participation
8. “Clash of Cultures”?
• Production emphasized
• Character
• Scarcity
• Religion
• Past idealized
• Local culture
• Substance
• Consumption emphasized
• Personality
• Abundance
• Science
• Looked to the Future
• Mass Culture
• Image
10. Readings
● “Marvels of a Marvelous Age”–R&M, p. 92-94
● The End of the Frontier - R&M, p. 96-98
● “The Progress” and Poverty - R&M, p. 124-128
● “The Kind of World We Lived In” - R&M, p. 133-139
● Rumors and Fears - R&M, p.129-132
13. This graphic appeared in a popular
textbook, General Psychology, as
late as 1961. It was published by
Henry Garrett, Chairman of the
Columbia University
Department of Psychology.
15. How did they identify “unfit”?
Get out your pencils...
16. Experiencing One of the first
IQ Tests: Beta Test 6
•Fix what is wrong with each of the 20 pictures.
•You have only three minutes to complete the
test.
•There is only one right answer.
•Work on your own.
•Begin at the instructor’s command.
(A non-verbal test for those who cannot read or write English.)
24. Controlling public health through
“positive” and “negative”
eugenics policies
Nationally: Model Sterilization Law, Buck v. Bell
Locally: Targeting Mexican Americans
31. From the Public Health Officer
• Chinatown (1879): “that rotten spot [that
pollutes] the air we breathe and poisons
the water we drink”
32. The danger of visibility – changing
views
• “while warning the public about the dangers immigrants
brought with them, public health officials also offered
their services to work with these newcomers and
transform them into an acceptable workforce. Mexican
men and women were effectively robbed of their adult
status. They were now viewed as and treated like
stubborn children—a whole population who needed to be
overseen, trained, controlled.”
33. L.A. & racial imaginations, 1910
• “The targeting of
Chinese in Los
Angeles was a local
manifestation of a
contemporary national
preoccupation with
yellow peril-influenced
politics. Yellow peril
discourse made the
Chinese a hypervisible
component of the
nation’s racial
imagination.
• For Mexicans, the equivalent racial
discourse was that of Manifest Destiny.
This ideology…portrayed white
Americans as superior to Mexicans
(and Native Americans). … Manifest
Destiny rendered Mexicans less visible
in the public sphere. Expansionists
argued that after the US takeover,
Mexicans (and Native Americans).
would eventually disappear in the
Southwest because these peoples were
not as biologically fit as Americans.”
34. Los Angeles and racial imaginations
• 1930s
• Mexicans’ resistance was
‘lower than that of the white
races, but on the other hand
they were more docile and
obedient.’ Casting Mexicans’
alleged inferior disease
resistance as a byproduct of
their biology made it
unnecessary, and certainly
impractical, to expend funds on
TB prevention and treatment
among this population
• 1910
• For Mexicans, the equivalent racial
discourse was that of Manifest
Destiny. This ideology…portrayed
white Americans as superior to
Mexicans (and Native Americans).
… Manifest Destiny rendered
Mexicans less visible in the public
sphere. Expansionists argued that
after the US takeover, Mexicans
(and Native Americans). would
eventually disappear in the
Southwest because these peoples
were not as biologically fit as
Americans.”
36. Socratic Seminar
1. Rep. Clarence F. Lea, p. 226-227
2. Rep Adolph Sabath, p. 227-228
3. Rep. Grant Hudson, p. 228-229
4. Rep. Ira Hersey, p. 229
5. Rep. Meyer Jacobstein, p. 229-230
6. Horace Mann, p. 172-173
*Please keep yourself in the timeframe of 1924 for cafe