A Part of the Military Memoirs Writing Project

Short Description:
The Military

Word Count: 2537

ISBN: 979-8-218-01360-8

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Word Count: 4222

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A com,pleete unit for The Most Dangerous Game.  I developed this unit to use in my Eng. 9 class.

Students will use the 3-2-1 strategy to analyze "The Most Dangerous Game" by Richard Connell.

This unit was designed to give freshmen a small writing task that is similar to the ACT writing. "The Most Dangerous Game" generates great conversation of the ideas of morals and ethics, and this writing task allows students the opportunity to explore their own morals and ethics.OBJECTIVES: The learner will...identify the main points of an argument and connect arguments to supportive materialargue a chosen side using supportive detailsconstruct personal beliefs about morals and ethicswrite and edit a short argumentative essay collaborate with peers

This lesson was created by Renste Moeller as part of the Nebraska ESUCC Special Project Digital Age Skills.

After reading “The Most Dangerous Game” students will comb through the text to pull out the best examples of imagery from the story. They will work together in groups of three to collect five examples (per person) of imagery. Students must be able to see each other’s examples, so they don’t repeat them, but also help each other identify which imagery is being documented.

Students will work in small groups to analyze "The Most Dangerous Game" by Richard Connell and identify examples of imagery. Examples will be recorded in a chart.

This unit is based on the fourth-grade core text, Yolonda's Genius , by Carol Fenner. It intends to connect the core text to the general music curriculum and focus on responding and expressing identity through music. Students will concentrate on the responding and connecting processes from the National Core Arts Standards. Students will spend time exploring the identity of Andrew, the young boy in the novel who cannot read and barely speaks, but creates incredible music with his harmonica. Students will then create what they believe Andrew's music sounds like, and use what they learn about Andrew's creative process and the musical elements to create an original composition based on their own identity. This unit would work best if the General Music teacher works together with the fourth-grade Language Arts teacher.

At no other time in a person’s life does one search for a sense of identity, a definition of what self means on a personal level, than during adolescence. It is during the middle and high school years that we are provided meaningful opportunities to step outside of the principal parental/guardian dominated influence that shaped our identity for our first decade.

This unit explores the combined use of music and literature as a means through which youth and adolescence navigate the development of what I have defined as personal, projected and perceived identity. Lessons are organized using the three areas of scope as a guide through sequential and iterative modules designed to develop students’ lines of inquiry towards a deeper and broader understanding of how music mirrors and supports the psychological and emotional events impacting our sense of self.

(Version: 22 Mar 2021)

Short Description:
A family history of my great-grandmother Barbara (Kraus) Kirmse and her relatives from Franconia, Bavaria.

Long Description:
Barbara Kraus immigrated to Perry County, Missouri, USA from the Hutschdorf, Bavaria. This book is a summary of the results of family research to learn about Barbara Kraus, and her relatives of Franconia, Bavaria heritage.

Word Count: 42815

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 This lesson is designed for a 90-minute period at the high school level for a dual language Heritage or Spanish Language Arts class. However, it could easily be divided into sections or modified for middle school students or advanced Spanish world language students. In this lesson, students explore how identity is formed through various life influences and analyze the cause/effect relationship between their personal identity and significant influences in their lives. Students will explore the topic through the RadioAmbulante podcast “Sisters” and the painting “Las dos Fridas” by Frida Khalo. Students will practice metalinguistic awareness and develop their translanguaging skills through explicit instruction on the use of transitional phrases related to cause and effect in English and Spanish. Then students will use these phrases to engage in conversations with their peers to discuss how the different influences in their lives have shaped their identities. Finally, students will produce a written summary of the relationship between the primary influences in their lives and the primary characteristics of their identities. 

This lesson is designed for a 90-minute period at the high school level for a dual language Heritage or Spanish Language Arts class. However, it could easily be divided into sections or modified for middle school students or advanced Spanish world language students. In this lesson, students build on their analysis from lesson 1 to consider how the influences in their lives have formed their identity and how they can ensure that the influences in their future lead them toward their goals. First students explore how people’s identities are impacted by context through an analysis of the influences and dominant aspects of their identity in three familiar contexts. They then analyze the poem “A Julia de Burgos”, the values represented in the poem, and their own values. Next, they analyze the painting “La creación de las aves” by Remedios Varo to see how it is possible for a person's identity to fully align with their values. Finally, students analyze how past and current influences in their lives have made them who they are and consider what future influences will help them to achieve a future self that aligns with their personal values, and present this analysis verbally to their classmates. 

(Version: 7 Dec 2018)

Short Description:
A biography of William and Martha Margaretha (Cordes) Kirmse and my memories of them as Grandpa and Grandma Kirmse.

Long Description:
A biography of my grandparents William and Margaretha (Cordes) Kirmse and my memories of them as Grandfather and Grandmother Kirmse.

Word Count: 16572

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Within this collection you will find lessons, videos, handouts, and PowerPoint slides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.  

(Version: 5 Jul 2020)

Short Description:
A summary of family research to learn about the Scheeßel relatives of my grandmother, Martha Margaretha (Cordes) Kirmse.

Long Description:
My grandmother’s parents, Margaretha Meyer and Heinrich Cordes, immigrated to Perry County, Missouri, USA from the Scheeßel Parish in the district of Rotenburg, in Lower Saxony, Germany. This book is a summary of the results of family research to learn about my grandmother’s relatives of Scheeßel heritage.

Word Count: 59691

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

(Version: 1 Sept 2018)

Short Description:
A summary of family research to learn about the Scheeßel relatives of my grandmother, Martha Margaretha (Cordes) Kirmse.

Long Description:
My grandmother’s parents, Margaretha Meyer and Heinrich Cordes, immigrated to Perry County, Missouri, USA from the Scheeßel Parish in the district of Rotenburg, in Lower Saxony, Germany. This book detail documentation of family research to learn about my grandmother’s relatives of Scheeßel heritage.

Word Count: 41885

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

"... When I first started teaching in 2015, I realized that many of my students didn’t fully appreciate that their stories were compelling. But then they started writing about growing up hearing gunshots and sirens at night, using fire escapes as basketball hoops, and a ritual I’d never heard of: dancing at Thanksgiving. One student wrote about how he and his brother, at ages 11 and 14, had to fend for themselves after their father was deported. As the students listened to each other, mesmerized, they came to realize that their own stories have the same effect on other people. That motivated them to learn literary techniques to weave their experiences into cohesive, artful narratives.

Many of the writers have since graduated and have become teachers and nurses; others are still in school or, having graduated, are struggling to find the kinds of jobs that they envisioned having, once they had earned a college degree. Yet, however their careers and their lives pan out, they know that continuing to cultivate their writing will give them some measure of power. Their stories of resilience and creativity reflect how American culture is enriched by their presence. To know them is to love them."

Short Description:
The Mysteries of Udolpho (1794) is a Gothic romance novel by English author Ann Radcliffe. The narrative follows Emily St. Aubert, a young woman who suffers misadventures that include the death of her mother and father, supernatural terrors, and machinations of an Italian brigand.

Long Description:
The Mysteries of Udolpho (1794) is a Gothic romance novel by English author Ann Radcliffe. The narrative follows Emily St. Aubert, a young woman who suffers misadventures that include the death of her mother and father, supernatural terrors, and machinations of an Italian brigand.

Word Count: 291079

Included H5P activities: 1

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An Open Access Anthology of Greek and Roman Myth

Short Description:
Mythoi Koinoi: An Online, Open-Access Anthology of Greek and Roman Myth provides undergraduate university students with free, easy access to primary source texts and images for Greek and Roman mythology. Mythoi Koinoi means "Mythology for the People" in Ancient Greek, and it is intended to give everyone who engages with it access to the writings and artistic creations of the ancient Greeks and Romans.

Long Description:
Mythoi Koinoi: An Online, Open-Access Anthology of Greek and Roman Myth began with the observation that many of the texts that we study in our Greek and Roman mythology classes have translations that are available online, either in the public domain or under open access copyright, though many of them are archaic, unreadable, and therefore inaccessible to modern students. Accessibility, then, has been the guiding principle for the book. We set out to update these open access translations, providing clear introductions that situate each text according to time, place, and genre, and organizing them into thematic chapters. We have adapted all translations that are more than forty years old for readability, while maintaining the integrity of the text and its faithfulness to the original languages.

Additionally, while there are thousands of primary source images related to Ancient Greek and Roman mythology available online, they are generally uncontextualized and scattered across multiple platforms, including museum databases, open access media collections, and popular webpages. We collected and organized these images, situating them within their respective chapters and providing necessary context for identification and interpretation.

The anthology contains more than 80 primary source texts from 35 authors, along with hyperlinks to online translations of many more. It has more than 600 high-resolution images of artwork from ancient Greece and Rome. In crafting the book, we have followed best practices for Universal Design for Learning. All images come with captions, descriptions and alternate text, for those that are unable to view them. There are over 500 glossary entries that are accessible either through links within each of the primary texts, or through the glossary section at the back of the book.

The book contains 43 chapters, organized into 7 parts, starting from the myths of creation and destruction, and going through the aftermath of the Trojan War. The sixth chapter focuses specifically on mythology unique to Ancient Rome, and the seventh chapter focuses on the mythology and archaeology of cities and spaces. We have also included mythology from Mesopotamia and the Levant in two chapters, “Aphrodite” and “Flood Myths.” We hope that these chapters will give instructors and students the opportunity to explore some of the ways in which ancient Greek and Roman myth is connected to earlier mythology from ancient West Asia.

Word Count: 386906

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