North american culture and its popular culture course syllabus
•Download as DOC, PDF•
0 likes•331 views
This document outlines a course on North American culture and popular culture offered at Universidad de Quintana Roo. The 4-week course will cover topics like American history, cultural aspects such as holidays and sports, and popular culture including movies, music and television. Students will complete online activities and assessments, including writing reports on course topics, participating in discussion forums, and maintaining a personal blog documenting their learning. The goal is for students to gain knowledge of American culture and improve their English skills through this immersive online course.
Report
Share
Report
Share
Recommended
Nguyễn thị thảo
This document outlines the course introduction and syllabus for a class about the United States in 2014-2015. The course aims to help students practice their English skills while learning about the history, geography, education, and people of the US. The schedule lists 4 weeks of content covering the map and names of the US, the geography of the eastern, central, and western regions, the colonial era through the war on terror, and the US education system, achievements, challenges, and beliefs. Contact information is provided for the course creator.
Assure method assignment 9.5.13[1]
The teacher will provide a 3 day instruction on holiday traditions to 4th grade students from various religious and cultural backgrounds. The objectives are for students to compare and contrast their own traditions through group presentations and posters with 95% accuracy. Materials will include books, student experiences, music, images and online searches. Students will correct the teacher's assumptions about traditions and present their own traditions to peers. The teacher will evaluate student learning through presentations and posters, and get feedback during instruction to revise future lessons.
Newsletter
This document outlines the curriculum and lessons for a U.S. History course taught to elementary school students. It details the essential questions students will explore, including why freedom is important and the outcomes of World Wars I and II. Students will learn about how America developed from early Native American civilizations through the Civil War. Lessons will integrate geography, civics, and economics, and students will complete projects like historical reenactments. The goal is for students to understand the development of the U.S. and the meanings of its historical holidays. The course will use project-based learning to engage students and relate the material to real-world situations.
Lucas239 assure
This lesson plan is for Russian students ages 10-19 who recently immigrated to the US and have vision impairments. The goal is for students to learn about 4th of July traditions in America and compare them to Russia's Independence Day. Students will listen to presentations and recordings about 4th of July history and celebrations. They will also sample typical 4th of July foods. Then students will discuss in small groups how the two independence days are similar or different. The teacher will provide Braille materials to reinforce lessons. Students will be evaluated on their knowledge of 3 discussed activities and descriptions of those activities, as well as participation. Feedback will be used to revise future lessons.
ASSURE (Revised)
This lesson plan is for a group of Russian students ages 10-19 who recently immigrated to the US and have vision impairments. The lesson will teach students about Independence Day celebrations in the US by having them listen to presentations and recordings that describe activities like parties, fireworks, and food. Students will also feel a model firework and sample foods. They will then discuss and compare Independence Day traditions to those of Russia Day. The lesson requires full student participation and uses various methods, like small group work, to engage all learners through their senses despite their vision challenges. Students will be evaluated on their understanding of the material.
Dual Language Program
The document summarizes the dual-language program at Bruce-Monroe Elementary School @ Park View in Washington, DC. It was established in 2003 in response to the changing demographic of the school population. The program serves students from pre-K to 5th grade, splitting them into dual-language and English-only groups. Dual-language students spend half their day learning in English and the other half in Spanish. Research shows benefits like higher test scores after 3 years and learning a second language at an early age. The school involves parents through meetings, workshops and volunteering opportunities.
CHEd Memorandum Order No. 20 s2013 - General Education Curriculum
The Commission on Higher Education's memorandum detailing the scope of the new General Education Curriculum as a consequence of the implementation of the K to 12 Basic Education Program in the Philippines.
A controversial provision of CMO No. 20 s2013 is the dropping of Filipino as a subject in the college curriculum. The move was justified by having the teaching of the subject transferred to Grades 11 and 12 of the new Basis Education Program.
THE NATURE, GOALS, AND CONTENT OF THE LANGUAGE SUBJECT AREAS
This document discusses the nature and structure of language. It covers the main components of language including listening, speaking, reading, writing and viewing. It identifies causes of non-readers in the Philippines such as lack of parental involvement, inappropriate teaching materials/techniques, and poverty. The core building blocks of language are defined as phonemes, morphemes, phrases and sentences. Syntax, creative/dynamic properties, and meaning are also examined. The purposes of language teaching in the Philippines are outlined, and the constitution's provisions around Filipino and English are summarized, along with DepEd's plan to use 12 major dialects as the medium of instruction starting in 2012.
Recommended
Nguyễn thị thảo
This document outlines the course introduction and syllabus for a class about the United States in 2014-2015. The course aims to help students practice their English skills while learning about the history, geography, education, and people of the US. The schedule lists 4 weeks of content covering the map and names of the US, the geography of the eastern, central, and western regions, the colonial era through the war on terror, and the US education system, achievements, challenges, and beliefs. Contact information is provided for the course creator.
Assure method assignment 9.5.13[1]
The teacher will provide a 3 day instruction on holiday traditions to 4th grade students from various religious and cultural backgrounds. The objectives are for students to compare and contrast their own traditions through group presentations and posters with 95% accuracy. Materials will include books, student experiences, music, images and online searches. Students will correct the teacher's assumptions about traditions and present their own traditions to peers. The teacher will evaluate student learning through presentations and posters, and get feedback during instruction to revise future lessons.
Newsletter
This document outlines the curriculum and lessons for a U.S. History course taught to elementary school students. It details the essential questions students will explore, including why freedom is important and the outcomes of World Wars I and II. Students will learn about how America developed from early Native American civilizations through the Civil War. Lessons will integrate geography, civics, and economics, and students will complete projects like historical reenactments. The goal is for students to understand the development of the U.S. and the meanings of its historical holidays. The course will use project-based learning to engage students and relate the material to real-world situations.
Lucas239 assure
This lesson plan is for Russian students ages 10-19 who recently immigrated to the US and have vision impairments. The goal is for students to learn about 4th of July traditions in America and compare them to Russia's Independence Day. Students will listen to presentations and recordings about 4th of July history and celebrations. They will also sample typical 4th of July foods. Then students will discuss in small groups how the two independence days are similar or different. The teacher will provide Braille materials to reinforce lessons. Students will be evaluated on their knowledge of 3 discussed activities and descriptions of those activities, as well as participation. Feedback will be used to revise future lessons.
ASSURE (Revised)
This lesson plan is for a group of Russian students ages 10-19 who recently immigrated to the US and have vision impairments. The lesson will teach students about Independence Day celebrations in the US by having them listen to presentations and recordings that describe activities like parties, fireworks, and food. Students will also feel a model firework and sample foods. They will then discuss and compare Independence Day traditions to those of Russia Day. The lesson requires full student participation and uses various methods, like small group work, to engage all learners through their senses despite their vision challenges. Students will be evaluated on their understanding of the material.
Dual Language Program
The document summarizes the dual-language program at Bruce-Monroe Elementary School @ Park View in Washington, DC. It was established in 2003 in response to the changing demographic of the school population. The program serves students from pre-K to 5th grade, splitting them into dual-language and English-only groups. Dual-language students spend half their day learning in English and the other half in Spanish. Research shows benefits like higher test scores after 3 years and learning a second language at an early age. The school involves parents through meetings, workshops and volunteering opportunities.
CHEd Memorandum Order No. 20 s2013 - General Education Curriculum
The Commission on Higher Education's memorandum detailing the scope of the new General Education Curriculum as a consequence of the implementation of the K to 12 Basic Education Program in the Philippines.
A controversial provision of CMO No. 20 s2013 is the dropping of Filipino as a subject in the college curriculum. The move was justified by having the teaching of the subject transferred to Grades 11 and 12 of the new Basis Education Program.
THE NATURE, GOALS, AND CONTENT OF THE LANGUAGE SUBJECT AREAS
This document discusses the nature and structure of language. It covers the main components of language including listening, speaking, reading, writing and viewing. It identifies causes of non-readers in the Philippines such as lack of parental involvement, inappropriate teaching materials/techniques, and poverty. The core building blocks of language are defined as phonemes, morphemes, phrases and sentences. Syntax, creative/dynamic properties, and meaning are also examined. The purposes of language teaching in the Philippines are outlined, and the constitution's provisions around Filipino and English are summarized, along with DepEd's plan to use 12 major dialects as the medium of instruction starting in 2012.
Key Elements of Dual Language Immersion (Powerpoint)
Dual-language immersion
Peter Mangione
Ann-Marie Wiese
WestEd, Center for Child and Family Studies
NAEYC Annual Meeting
Anaheim, CA
November 4, 2010
Activity 2; ppt historical background of curriculm in the philippines. gargar...
The document summarizes the historical development of curriculum in the Philippines from Spanish colonization to present day. It describes how the curriculum emphasized religion during Spanish rule but became more secular and focused on English, sciences, and democracy under American occupation. It then discusses changes under Japanese occupation, after independence, and the recent K-12 reforms, including the addition of kindergarten, senior high school, and specialized tracks.
Ci350 assrure module
This document outlines a teaching module for 15 Russian students ages 10-19 who are visually impaired. The module aims to teach the students about the importance of the 4th of July in America. Over the course of a week, the students will learn about American history and recite the Pledge of Allegiance using adapted materials like Braille books, audio tapes, and screen reading technology. Their learning will culminate in a cookout to experience a common July 4th activity. Their understanding and ability to recite the Pledge of Allegiance will be evaluated at the end of the week.
Chapter 1
The document discusses various demographic trends in language minority students in US public schools, including that over 9.7 million students speak a language other than English at home. It also covers psychological and social factors that can impact English language learning, such as a student's first language, culture, age, self-esteem, and cognitive style. Additionally, the document addresses issues like code-switching, the role of the first language in the classroom, and differences between home and school cultural values.
Two Way Dual Language Program Model
This document outlines guidelines for a Two-Way Dual Language Program across multiple campuses. It began in 2003 with 44 kindergarten students and has since expanded to include over 1,100 Spanish-speaking ELL students and 800 non-ELL students from kindergarten through high school. The mission of the program is to develop bilingual, bi-literate and multicultural students. It is based on research showing students need 4-7 years to become proficient in academic content in a second language. The program aims for students to become proficient in both English and Spanish.
Didactic sequence personal information
This document outlines a lesson plan for teaching English to 6th grade students. The lesson will focus on personal information like interests, likes, and dislikes. The goals are to activate prior knowledge, develop reading, writing, listening and speaking skills, and introduce new vocabulary and grammar structures.
Cascading new knowledge 1
The document provides the objective, skills, and steps for a lesson about learning facts and figures about the culture of the United States. Students will first warm up by sharing what they know about the US. They will then read and listen to a text providing statistics about the US and answer comprehension questions. Next, students will discuss facts and figures about their own country in pairs. Finally, students will research a country in the European Union, fill out a table with information, and design a tourist poster to present to the class.
Didactic sequence personal information
This document outlines a unit plan for teaching English as a foreign language to 6th grade students at Escuela No2 in Argentina. The unit will focus on personal information such as interests, likes, dislikes and sports. The purposes of the unit are to activate prior knowledge, expose students
Assure Final
This document outlines a lesson plan for teaching 4th grade students about various holiday traditions. The class has 20 students from diverse backgrounds, including Muslims, Jews, and African Americans. The objectives are for students to name and describe the taught holiday traditions by the end of the month. Various methods will be used, including creating projects, online exploration, listening to music, and having students discuss their own traditions. Students will give presentations on the traditions of one holiday and learn about others from their classmates. Evaluation will be based on student presentations and written work, allowing the teacher to assess learning and make adjustments to teaching methods.
The Roadmap to Philippine Multiliteracy
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
The filipino bilingualism from a sociolingustic perspective
The document discusses the profile of the Filipino bilingual from a sociolinguistic perspective. It covers their identity, language attitudes and motivations, language use patterns, code switching behaviors, and relationship between language and identity. The key points are:
- Filipino bilinguals have a strong national identity but their language skills need to be more functional for modern times. Bilingual education can help equip them for a changing world.
- Studies show Filipino bilinguals have instrumental motivations to learn English for opportunities and integrative motivations to learn Filipino for identity. Their attitudes vary depending on proficiency and other factors.
- Language use is influenced most by social roles and contexts rather than topics
Introduction to dual language irc urow 2.20.14
This document provides an agenda and notes for a webinar on introducing dual language programs. The webinar will include an overview of current research on dual language education, a review of essential components of dual language programs, and resources to support planning and implementing dual language programs. The webinar notes describe two types of bilingual education programs: a green program that aims for high levels of bilingualism and biliteracy, providing at least 50% instruction in Spanish from kindergarten through 5th grade, and a blue program that focuses on English language proficiency, providing limited Spanish instruction and moving toward majority English instruction.
Parents' Night Spanish 8th Presentation
This document outlines the goals and curriculum for an 8th grade Spanish class. The goals are for students to attain a novice medium-high level of Spanish proficiency in listening, speaking, reading and writing according to ACTFL standards. Additionally, students will develop a basic understanding of Latin American culture and history, with a focus on Mexico. The curriculum includes vocabulary, grammar, communicative exercises, projects and assessments. Grades are calculated based on classwork, homework, participation, communicative assignments, quizzes and tests. Resources and support are available to students.
Exploring ghana l.a. unit
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
Assure sept.5
This document outlines a lesson plan for teaching 4th grade students about various holiday traditions. The teacher will use a variety of methods including art projects, online research, and presentations to teach the students about traditions celebrated for Christmas, Hanukkah, and other holidays. Students will be evaluated throughout the unit based on their knowledge of different traditions and what they can explain to the class. At the end of the unit, students will demonstrate their retained knowledge through written work or additional presentations on the holiday traditions studied.
Itc presentation jen low
This course examines the four main Native American cultural regions in North America through readings, games, activities and projects. Students will independently research and compare the natural environment, resource use, foods, and shelters of each region. They will also investigate a cultural tradition from one of the regions and create a presentation brochure to share their findings.
Assure assignment
The document outlines an ASSURE method lesson plan for teaching Russian students about the American holiday of the Fourth of July. The students range in age from 10 to 19 and have mild to severe visual impairments. The objectives are for students to understand typical Fourth of July traditions and activities through hands-on experiences like food tasting, listening to patriotic songs, and experiencing fireworks. The methods include hands-on activities using materials like food, plates, and an iPod to play music. Students will participate by discussing their experiences in small groups and sharing with the class, and their understanding will be evaluated through group work, participation, and an essay.
Assure Method
This document outlines a lesson plan for teaching 4th grade students about various holiday traditions. The class has 20 students from diverse backgrounds, including 2 Muslims, 3 Jewish students, and 2 African Americans. The objectives are for students to name and describe the taught holiday traditions by the end of the month. A variety of media like books, the internet, and news will be used to guide learning about different traditions. Students will do art projects related to holidays and present on one holiday's traditions. Participation will include presentations and art projects to demonstrate understanding without tests. Evaluation will assess initial knowledge, comprehension during lessons, and ability to write about each holiday after the unit to determine effectiveness of methods used.
Assure assignment
1) The teacher will analyze the students' backgrounds and ages to tailor their lesson on holiday traditions to what is appropriate for 4th graders.
2) By the end of the month, students will identify different holiday traditions and the cultures that celebrate them with 100% accuracy through observing a PowerPoint, watching videos, and engaging in group activities.
3) Materials like a PowerPoint and videos will be used to inform students about general and cultural holiday traditions in a moderately detailed way from different cultures like Jews, Black people, and Latinos.
Slavery, economy and culture
The Great Awakening was a religious revival movement in the 1730s-40s that emphasized an intense personal experience of faith and challenged the authority of established churches. It divided colonial churches as some embraced the new emphasis on emotions and individual experiences of faith while others rejected this approach. The Great Awakening also had political impacts as it encouraged colonists to think independently about both religion and governance.
Indian removal
This document summarizes the forced removal of Native American tribes from the Southeast region of the United States in the 1830s under the Indian Removal Act. It outlines the five main tribes affected - the Cherokees, Choctaws, Creeks, Chickasaws, and Seminoles. It describes how the Cherokees and Choctaws lost their lands, with the Cherokees unsuccessfully fighting removal in the Supreme Court. It concludes that Indian removal was driven by non-Native Americans wanting their lands, not because the tribes refused to adopt Western ways.
Countries Of South America
The document summarizes the culture of South American countries. It discusses the early inhabitants including the Amerindians and Incas. It then covers the effects of colonization by Spain and Portugal in the 16th century including the establishment of plantations, slavery, and the spread of Catholicism. The summary concludes that the main ethnic groups today are Caucasian, African, and indigenous Americans and the dominant religion is Roman Catholic.
More Related Content
What's hot
Key Elements of Dual Language Immersion (Powerpoint)
Dual-language immersion
Peter Mangione
Ann-Marie Wiese
WestEd, Center for Child and Family Studies
NAEYC Annual Meeting
Anaheim, CA
November 4, 2010
Activity 2; ppt historical background of curriculm in the philippines. gargar...
The document summarizes the historical development of curriculum in the Philippines from Spanish colonization to present day. It describes how the curriculum emphasized religion during Spanish rule but became more secular and focused on English, sciences, and democracy under American occupation. It then discusses changes under Japanese occupation, after independence, and the recent K-12 reforms, including the addition of kindergarten, senior high school, and specialized tracks.
Ci350 assrure module
This document outlines a teaching module for 15 Russian students ages 10-19 who are visually impaired. The module aims to teach the students about the importance of the 4th of July in America. Over the course of a week, the students will learn about American history and recite the Pledge of Allegiance using adapted materials like Braille books, audio tapes, and screen reading technology. Their learning will culminate in a cookout to experience a common July 4th activity. Their understanding and ability to recite the Pledge of Allegiance will be evaluated at the end of the week.
Chapter 1
The document discusses various demographic trends in language minority students in US public schools, including that over 9.7 million students speak a language other than English at home. It also covers psychological and social factors that can impact English language learning, such as a student's first language, culture, age, self-esteem, and cognitive style. Additionally, the document addresses issues like code-switching, the role of the first language in the classroom, and differences between home and school cultural values.
Two Way Dual Language Program Model
This document outlines guidelines for a Two-Way Dual Language Program across multiple campuses. It began in 2003 with 44 kindergarten students and has since expanded to include over 1,100 Spanish-speaking ELL students and 800 non-ELL students from kindergarten through high school. The mission of the program is to develop bilingual, bi-literate and multicultural students. It is based on research showing students need 4-7 years to become proficient in academic content in a second language. The program aims for students to become proficient in both English and Spanish.
Didactic sequence personal information
This document outlines a lesson plan for teaching English to 6th grade students. The lesson will focus on personal information like interests, likes, and dislikes. The goals are to activate prior knowledge, develop reading, writing, listening and speaking skills, and introduce new vocabulary and grammar structures.
Cascading new knowledge 1
The document provides the objective, skills, and steps for a lesson about learning facts and figures about the culture of the United States. Students will first warm up by sharing what they know about the US. They will then read and listen to a text providing statistics about the US and answer comprehension questions. Next, students will discuss facts and figures about their own country in pairs. Finally, students will research a country in the European Union, fill out a table with information, and design a tourist poster to present to the class.
Didactic sequence personal information
This document outlines a unit plan for teaching English as a foreign language to 6th grade students at Escuela No2 in Argentina. The unit will focus on personal information such as interests, likes, dislikes and sports. The purposes of the unit are to activate prior knowledge, expose students
Assure Final
This document outlines a lesson plan for teaching 4th grade students about various holiday traditions. The class has 20 students from diverse backgrounds, including Muslims, Jews, and African Americans. The objectives are for students to name and describe the taught holiday traditions by the end of the month. Various methods will be used, including creating projects, online exploration, listening to music, and having students discuss their own traditions. Students will give presentations on the traditions of one holiday and learn about others from their classmates. Evaluation will be based on student presentations and written work, allowing the teacher to assess learning and make adjustments to teaching methods.
The Roadmap to Philippine Multiliteracy
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
The filipino bilingualism from a sociolingustic perspective
The document discusses the profile of the Filipino bilingual from a sociolinguistic perspective. It covers their identity, language attitudes and motivations, language use patterns, code switching behaviors, and relationship between language and identity. The key points are:
- Filipino bilinguals have a strong national identity but their language skills need to be more functional for modern times. Bilingual education can help equip them for a changing world.
- Studies show Filipino bilinguals have instrumental motivations to learn English for opportunities and integrative motivations to learn Filipino for identity. Their attitudes vary depending on proficiency and other factors.
- Language use is influenced most by social roles and contexts rather than topics
Introduction to dual language irc urow 2.20.14
This document provides an agenda and notes for a webinar on introducing dual language programs. The webinar will include an overview of current research on dual language education, a review of essential components of dual language programs, and resources to support planning and implementing dual language programs. The webinar notes describe two types of bilingual education programs: a green program that aims for high levels of bilingualism and biliteracy, providing at least 50% instruction in Spanish from kindergarten through 5th grade, and a blue program that focuses on English language proficiency, providing limited Spanish instruction and moving toward majority English instruction.
Parents' Night Spanish 8th Presentation
This document outlines the goals and curriculum for an 8th grade Spanish class. The goals are for students to attain a novice medium-high level of Spanish proficiency in listening, speaking, reading and writing according to ACTFL standards. Additionally, students will develop a basic understanding of Latin American culture and history, with a focus on Mexico. The curriculum includes vocabulary, grammar, communicative exercises, projects and assessments. Grades are calculated based on classwork, homework, participation, communicative assignments, quizzes and tests. Resources and support are available to students.
Exploring ghana l.a. unit
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
Assure sept.5
This document outlines a lesson plan for teaching 4th grade students about various holiday traditions. The teacher will use a variety of methods including art projects, online research, and presentations to teach the students about traditions celebrated for Christmas, Hanukkah, and other holidays. Students will be evaluated throughout the unit based on their knowledge of different traditions and what they can explain to the class. At the end of the unit, students will demonstrate their retained knowledge through written work or additional presentations on the holiday traditions studied.
Itc presentation jen low
This course examines the four main Native American cultural regions in North America through readings, games, activities and projects. Students will independently research and compare the natural environment, resource use, foods, and shelters of each region. They will also investigate a cultural tradition from one of the regions and create a presentation brochure to share their findings.
Assure assignment
The document outlines an ASSURE method lesson plan for teaching Russian students about the American holiday of the Fourth of July. The students range in age from 10 to 19 and have mild to severe visual impairments. The objectives are for students to understand typical Fourth of July traditions and activities through hands-on experiences like food tasting, listening to patriotic songs, and experiencing fireworks. The methods include hands-on activities using materials like food, plates, and an iPod to play music. Students will participate by discussing their experiences in small groups and sharing with the class, and their understanding will be evaluated through group work, participation, and an essay.
Assure Method
This document outlines a lesson plan for teaching 4th grade students about various holiday traditions. The class has 20 students from diverse backgrounds, including 2 Muslims, 3 Jewish students, and 2 African Americans. The objectives are for students to name and describe the taught holiday traditions by the end of the month. A variety of media like books, the internet, and news will be used to guide learning about different traditions. Students will do art projects related to holidays and present on one holiday's traditions. Participation will include presentations and art projects to demonstrate understanding without tests. Evaluation will assess initial knowledge, comprehension during lessons, and ability to write about each holiday after the unit to determine effectiveness of methods used.
Assure assignment
1) The teacher will analyze the students' backgrounds and ages to tailor their lesson on holiday traditions to what is appropriate for 4th graders.
2) By the end of the month, students will identify different holiday traditions and the cultures that celebrate them with 100% accuracy through observing a PowerPoint, watching videos, and engaging in group activities.
3) Materials like a PowerPoint and videos will be used to inform students about general and cultural holiday traditions in a moderately detailed way from different cultures like Jews, Black people, and Latinos.
What's hot (19)
Key Elements of Dual Language Immersion (Powerpoint)
Key Elements of Dual Language Immersion (Powerpoint)
Activity 2; ppt historical background of curriculm in the philippines. gargar...
Activity 2; ppt historical background of curriculm in the philippines. gargar...
The filipino bilingualism from a sociolingustic perspective
The filipino bilingualism from a sociolingustic perspective
Viewers also liked
Slavery, economy and culture
The Great Awakening was a religious revival movement in the 1730s-40s that emphasized an intense personal experience of faith and challenged the authority of established churches. It divided colonial churches as some embraced the new emphasis on emotions and individual experiences of faith while others rejected this approach. The Great Awakening also had political impacts as it encouraged colonists to think independently about both religion and governance.
Indian removal
This document summarizes the forced removal of Native American tribes from the Southeast region of the United States in the 1830s under the Indian Removal Act. It outlines the five main tribes affected - the Cherokees, Choctaws, Creeks, Chickasaws, and Seminoles. It describes how the Cherokees and Choctaws lost their lands, with the Cherokees unsuccessfully fighting removal in the Supreme Court. It concludes that Indian removal was driven by non-Native Americans wanting their lands, not because the tribes refused to adopt Western ways.
Countries Of South America
The document summarizes the culture of South American countries. It discusses the early inhabitants including the Amerindians and Incas. It then covers the effects of colonization by Spain and Portugal in the 16th century including the establishment of plantations, slavery, and the spread of Catholicism. The summary concludes that the main ethnic groups today are Caucasian, African, and indigenous Americans and the dominant religion is Roman Catholic.
Economy, Politics & Culture in Cyberspace
Network economy-ICT and economic change-knowledge economy-Cyberspace & Network culture: virtuality & information speed, digital visual culture, virtual self, posthuman, virtual communities, cybercultures, infowar, e-topias, cyber cities, net-art, cyber performances etc.
South American Culture
This document discusses an introduction to South America that will be presented using a Promethean Board. The introduction contains several slides that focus on different types of intelligence. Slide 2 uses music to engage students. Slide 3 includes an interactive map targeting visual/spatial skills. Slide 4 involves individual writing about articles from students' verbal/linguistic and intrapersonal intelligences. Slide 5 presents a video on capoeira working on bodily/kinesthetic and musical intelligence. Slide 6 has students compare and contrast rural and urban life in South America through diagrams, partner work, and writing to target multiple intelligences.
Culture, Economy, Community: A Cultural Plan for Chatham-Kent
This document summarizes a cultural plan created for Chatham-Kent, Ontario. The plan was created through a partnership between the municipality, community futures organization, and federal department of cultural arts and heritage. It describes Chatham-Kent's history and challenges with identity after amalgamation. The cultural plan involved cultural mapping, identifying tourism opportunities, and developing a strategy to promote culture and quality of life to boost economic development. The plan aims to strengthen partnerships and create a unified cultural identity for Chatham-Kent.
Geography 10 intro
This course is an introduction to cultural geography of North America. The class will meet on Tuesdays and Thursdays from 2:00-3:20 PM. Students will learn about the various branches of physical and human geography and the tools used in geographic study. The course will examine the dynamics and ethnic influences that have shaped North American culture through exploration, settlement patterns, economics and demographics over time and space. Students will analyze cultural landscapes and complete projects and presentations to demonstrate understanding of regional influences on the American character.
Southamerculture
All about culture in South America. Includes food, language, religion, holidays, and dance. Videos on tango, samba, and caporales!
North American Culture
This short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It includes two stock photos and text suggesting the reader may be inspired to create their own Haiku Deck presentation. A call to action is given to get started using the tool on SlideShare.
Geography of North America
This document provides an overview of the geography of North America, including physical features and brief histories. It discusses Canada's eastern and western provinces, as well as the creation of Canada and immigration. Central America and the Caribbean are also covered, outlining the region's resources and early cultures. The document explores the exploration and colonization periods, as well as independence movements. It concludes with information on the current culture, religion, people, languages, and governments.
North American Culture
Humanities 102 World Culture is a subject in college most of the students taking up BSA, BSAT, BSBA in St. Paul University Dumaguete under the Josefino Tulabing Larena ,AB, CPE,CPS,MPA
All about North America
All about North America. Its different countries and some of their tourist spots.
The 8 physical regions of north america
The document describes the 8 major physical regions of North America: 1) Appalachian Region, 2) Coastal Plains, 3) Great Lakes-St. Lawrence Lowlands, 4) Interior Plains, 5) Canadian Shield, 6) Western Cordillera, 7) Intermountain Region, and 8) Arctic Region. For each region, it provides details on the topography, climate, vegetation, economic activity, and environmental concerns. The longest sections are devoted to the Appalachian Region and Coastal Plains, covering their mountainous terrain, climate influenced by ocean currents, original forest cover, importance to industries like mining and fishing, and challenges of pollution and habitat loss.
South America\ S History And Culture Powerpoint
- Early settlers arrived in South America around 12,000 years ago as hunter-gatherers, with farming beginning 5,000 years ago. The Incas went on to build the largest early civilization spanning modern day Ecuador, Peru, Bolivia and Chile.
- The Spanish conquered the Inca Empire in the 1530s and sought to establish large estates on the western side of South America. They forced the local populations to work these lands and European diseases devastated Indian populations.
- The Portuguese settled the eastern coast of South America, establishing sugar and brazilwood plantations that relied on enslaved African labor after European diseases reduced Indian populations. Most South American countries gained independence in the early 19th century.
South america
South America is the 4th largest continent, located mostly in the tropics, with coastlines along the Atlantic, Pacific, and Caribbean Seas. It contains three main physical regions - the Andes Mountains, plains, and the lowlands and plateaus of Brazil. The continent was dominated by indigenous civilizations like the Inca prior to European colonization starting in the 15th century. Today, most countries in South America have left-leaning governments, Spanish and Portuguese are the dominant languages, and the economies rely heavily on natural resource extraction and agriculture.
North america the continent
This document provides an overview of the key geographic features and climate regions of North America. It notes that North America covers 4.8% of the Earth's surface and is the 3rd largest continent. It describes several major rivers that flow through North America like the Mississippi and Columbia Rivers. The climate varies significantly from region to region, including coniferous forests, deciduous forests, Mediterranean, rainforest, grasslands, tundra, and deserts. It provides examples of plant and animal life found within each climate region.
Colombian culture2
Colombia is located in northwestern South America, bordered by Venezuela, Brazil, Peru, Ecuador, and Panama. Its capital is Bogota. Colombia has been influenced by indigenous, Spanish, African, and other European cultures. Some traditional musical styles include cumbia, salsa, and vallenato. Soccer is the most popular sport. Key foods include bandeja paisa, tamales, and sancocho stew. The economy is based on exports of emeralds, coffee, oil, and other products.
South america
South America was named after Amerigo Vespucci, an Italian explorer. It is the fourth largest continent located primarily in the southern hemisphere, bordered by the Atlantic Ocean and Pacific Ocean. Some key features include the Andes Mountains, Amazon River, diverse climate and cultures influenced by European colonization. The continent has experienced rapid economic development in recent decades driven by industries like agriculture, mining, and manufacturing.
3.1 North American Geography
A brief journey through the geography of North America, in line with Chapter 3, Sect. 1 of the National Geographic World Cultures textbook.
Geography of North America
North America is bounded by the Atlantic, Pacific, and Arctic Oceans. It contains two main sub-regions - Canada to the north, which includes islands, lakes, plains and mountains, and the continental United States to the south. The land contains flat areas in the center bounded by mountain ranges along both coasts, with the Canadian Shield covering much of central Canada and the Rocky Mountains running through the western United States. Between these mountain ranges lies wide plains across the central part of the continent.
Viewers also liked (20)
Culture, Economy, Community: A Cultural Plan for Chatham-Kent
Culture, Economy, Community: A Cultural Plan for Chatham-Kent
Similar to North american culture and its popular culture course syllabus
CURRICULUM CRAFTMANSHIP – Bridging KNOWLEDGE & CONTEXT [Autosaved].pptx
The document discusses the history and development of the Philippine curriculum across different periods of governance. It begins with pre-colonial vocational training supervised by families and communities. Formal education was introduced by the Spanish who taught Christianity, Spanish language, and culture. During the American period, English became the medium of instruction and the curriculum focused on academics, democracy, and vocational skills. The Japanese regime emphasized spreading the new Asian order and suppressing American/British influence. After liberation, the curriculum aimed to establish an integrated and nationalistic system. It notes ongoing reforms like bilingual education, the introduction of K-12, and the role of teachers in translating curriculum into learning experiences.
Historical foundation of philippine education
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
21st_Week 1.docx
This document contains a daily lesson log for a 11th grade literature class. It outlines the objectives, content, learning resources, procedures, and assessments for the week's lessons on Philippine literary forms, genres, elements, and traditions. The lessons will explore the pre-colonial, colonial, and post-colonial periods of Philippine literature through activities, discussions, and formative assessments designed to help students understand key concepts and apply them to their daily lives. The teacher will reflect on students' progress and their own teaching strategies to identify areas for improvement.
Chapter 9 class notes
This document discusses four levels of multicultural content integration in education: 1) The Contributions Approach focuses on heroes and holidays but can reinforce stereotypes. 2) The Additive Approach adds content without changing curriculum structure. 3) The Transformation Approach changes curriculum structure to include diverse perspectives. 4) The Social Action Approach involves students taking action on social issues. It also provides strategies for being sensitive to minority students when teaching multicultural content, such as avoiding labeling students and using materials that convey positive images of ethnic groups.
Thematic unit requirements
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students. The theme should integrate different subject areas and allow students to learn through hands-on experiences. Examples of potential themes for different grade levels are provided. The document outlines criteria for selecting lessons, activities, assessments and resources to develop the curriculum unit.
Thematic Unit
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses addressing relevant history/social science and Common Core standards. It emphasizes choosing an appropriate theme that is developmentally appropriate and allows for hands-on learning. It provides examples of potential themes for different grade levels, such as continuity and change, California history, US history, and world history. It also provides guidance on developing unit objectives, field trips, lessons, assessments, and adapting instruction for student diversity.
Thematic Unit Requirements
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. Themes should be developmentally appropriate and hook students' interests. Lessons should integrate different subjects and develop understanding. Sample California themes are provided for grades 3-6. Guidance is given for selecting themes, developing essential understandings, involving students, and assessing learning through authentic final projects. Lessons should incorporate a variety of activities, intelligences, and depth of knowledge levels.
Historicalfoundationsofphilippineeducation2 120129013959-phpapp02
The document summarizes the history of education in the Philippines from pre-Spanish times to the present. It outlines the major developments in Philippine education under different occupying forces, including the Spanish, Americans, Japanese, and post-WWII periods. Some of the key events discussed include the establishment of parochial schools by friars during Spanish rule, reforms introduced by national heroes Rizal and Lopez Jaena, the implementation of public education and teacher training under American occupation, curriculum changes under Japanese occupation, and the development of a national education system after independence.
The history of west virginia unit plan 2
This unit plan outlines a week-long history lesson on West Virginia for an 8th grade social studies class. The objective is for students to understand key points of West Virginia history with 90% accuracy through lectures, discussions, videos, art projects and presentations. Each day focuses on a different historical period and incorporates daily writing assignments and class discussions. Technology used includes PowerPoint, videos, internet research and art supplies. Students will demonstrate their learning through discussions, an art project, PowerPoint and a final test on Friday.
Thematic Unit Requirements
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students, and can be explored in depth. It recommends organizing the curriculum around one of California's approved social studies themes for different grade levels. The document provides examples of potential activities and lessons, and stresses assessing student learning through authentic projects rather than tests.
Curriculum Development in the Philippines
This document provides a history of education in the Philippines from pre-Hispanic times up until the present day. It outlines the major developments and changes that occurred under different occupying forces and governments. Some key points include:
- Education was traditionally informal and practical during pre-Hispanic times.
- The Spanish established the first formal school system from 1521-1896, but it was uneven and focused heavily on religion.
- During the American occupation from 1898-1946, they secularized schools and emphasized subjects like English, science and democracy.
- The Japanese briefly controlled education from 1941-1944 and aimed to promote Japanese language and culture.
- Since independence, the government has aimed to establish an integrated, nationalistic
Ce&d plan pdf
The collection of materials about Native Americans at East Jackson Elementary School is currently small and undeveloped. It consists only of a few print books that are dispersed throughout the media center and do not stimulate student interest. An evaluation found that fiction and non-fiction book numbers need to be increased to provide a greater range of topics, styles, and subjects. Interactive materials such as audio CDs, video DVDs, and ebooks also need to be added to supplement the print materials. A budget of $3,993.56 has been proposed to improve the collection.
Chapter 14 Education
Sociology Society and Culture with family life
under :
Josefino Tulabing "Sir Penn " Larena ,CPS,CPE,MPA
Intercultural peer review
This document discusses a study on developing intercultural competence through dual-language peer review. The study involved US students studying Spanish composition and Chilean students studying English composition meeting to provide peer feedback on each other's writing in their respective target languages. The study found that students benefited from seeing an outside perspective on their writing and culture. They also shared an understanding of language learning difficulties. While it helped motivate students to work with a native speaker, it also risked reinforcing the native speaker hierarchy. Overall students had a positive attitude about the experience. Future research on dual-language peer review and courses is recommended.
Newsletter
This presentation provides an overview of a class project on Native American tribes that lived in Alabama. Students will work in groups to research and present on a tribe of their choice, including the tribe's government, community, and daily life. They will have a month to complete their projects through research, creating a visual aid, and writing a report. The goals are for students to learn about Alabama history, key people and tribes, while developing 21st century skills through project-based learning and collaboration with peers.
CURRICULUM-DEVT-IN-PHIL.-REPORT.pptx
This document discusses the history and development of curriculum in the Philippines from pre-Spanish times to the present. It outlines key definitions of curriculum and describes the predominant essentialist and progressive approaches to curriculum development. The document also examines factors that influence curriculum selection, implementation, and evaluation. Current trends discussed include bilingual education, early childhood care and development, and other issues like access to preschool education.
Japanese regime Education in the Philippines
The document summarizes the Japanese occupation of the Philippines during World War II. It discusses how the Japanese implemented policies to promote Japanese culture and language in Philippine schools, including making Japanese classes and exams compulsory. However, the occupation only lasted about four years, not long enough to fully transform Filipino values and attitudes due to the brutal nature of the occupation. The abrupt transition from English to Japanese in schools damaged national identity as Filipinos learned another country's language instead of their own.
21st Century Module 1.pdf
This document provides an overview of the module "21st Century Literature from the Philippines and the World Quarter 1 – Module 1: Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary." It includes information on the development team, copyright details, learning outcomes, and the parts and icons used in the module. The module aims to help students understand Philippine literary history from pre-colonial times to the contemporary period and identify representative texts from the different regions.
report-in-senior-and-master-yeaaaaar.pptx
This document outlines various courses in a graduate education program, including foundations of bilingual education, bilingualism and second language acquisition, bilingual education and bi-literacy, multicultural education, and assessment of bilingualism. It also lists elective courses on international education, teacher leadership, women's education, education policy, and human resources administration. Finally, it provides details on internship experiences and a graduate research seminar.
Swavesey Village College language innovations
Language Futures and a wealth of other innovations super-power language learning at Swavesey Village College.
Similar to North american culture and its popular culture course syllabus (20)
CURRICULUM CRAFTMANSHIP – Bridging KNOWLEDGE & CONTEXT [Autosaved].pptx
CURRICULUM CRAFTMANSHIP – Bridging KNOWLEDGE & CONTEXT [Autosaved].pptx
Historicalfoundationsofphilippineeducation2 120129013959-phpapp02
Historicalfoundationsofphilippineeducation2 120129013959-phpapp02
North american culture and its popular culture course syllabus
- 1. Universidad de Quintana Roo División de Ciencias Políticas y Humanidades Departamento de lengua y educación North American Culture and its Popular Culture January 2011 Course Details Hours 4 per week Teacher Najart Navid Trujeque Us E-mail trajandivan@gmail.com •Objective: The students will acquire the knowledge about the North American culture which is imperative for the English Language Mayor; this course will also cover some North American popular culture which is also important. This in turn will enhance students with historical and valuable information about the USA. All of the activities will be online and will be posted in the Facebook platform. •Links with general objectives of the major: This is a fundamental course which will help students develop their other skills like writing, listening and reading. Course Content This subject will have 4 units distributed as follows: Planning Spring 2011 UNIT 1 Introduction Week Jan 31-5 Self directed learning hours: 4 hrs Objective: Content The student will be engaged with the • What is culture? concept of culture he will also be a little • What is pop culture? • Our own culture bit in touch with the history of USA, this • United States of America timeline is with the purpose for they to understand why they got the customs they have. He will be involved in in general about
- 2. culture of USA and the popular culture. UNIT 2 USA Culture Week Jan 7-11 Self directed learning hours: 4 hrs Objective: Content: Within this unit the student will identify • Famous places some of the most important aspects of the • National Hollidays • Sports life in USA. • Literature UNIT 3 Popular Culture Week Jan 21-25 Self directed learning hours: 4 hrs Objective: Content: Broading the knowledge about the most • Movies popular cultural aspects of the USA, this • Music • Television may be the more interesting part of the • Leisure course due to source of the activities. UNIT 4 Impact of the USA over the world Week Jan 14-18 Self directed learning hours: 4 hrs Objective: Content: With this unit the student will recognize • Coca-Cola with what the USA culture has affected • Blue Jeans • First man on the moon the life style of almost the entire world. • Atomic bomb METHODS AND FORMS OF EVALUATION The course is a theoretical on-line course with the goal of immersing the student in the culture of USA and also to improve their skills in reading, writing and listening. The course is divided into two parts: 1) North American culture. 2) Popular North American culture. Writting reports 30% After finishing every activity the student will have to send to the teacher via e-mail a report of the topic (s) covered, the format of the reports is the following: The reports: 1. Margins: 2.5 2. Font: Times New Roman 12 3. Interlined: 1.5
- 3. 4. Titles in Bold letters 5. At the end of the document add this : DOCUMENT BY (names) Discussion forums 20% Once a week a “forum” will be opened in order for students to express their doubts and also if they want to share some additional information regarding to the topics. Personal Blog of the course 50% Since the begining of the course the student will have to be recording in a new personal blog, all his/her advances with the course, after finishing the activities that are planned, the student will have to make at least one entry recording what he/she has learnt, what he/she liked or disliked. This in turn will help them to keep a diary of all his/her steps in the activities. The student must send to the teacher via e-mail the adress of his/her blog, for him to be checking them regularly. Important notes: • All activities specified in the syllabus must done by all students, they are responsible for their own learning. In order to be graded, the student must carry out all the online activities; the more activities done the better will be their grades.