Short Description: Jane: A Story of Jamaica (1913) is a novel by …
Short Description: Jane: A Story of Jamaica (1913) is a novel by Jamaican author H. G. de Lisser and is the first West Indian novel to feature a Black protagonist. The story follows Jane, a young woman raised in the Jamaican countryside, as she prepares to leave home for the first time and move to Kingston to begin her career.
Long Description: Jane: A Story of Jamaica (1913) is a novel by Jamaican author H. G. de Lisser and is the first West Indian novel to feature a Black protagonist. The story follows Jane, a young woman raised in the Jamaican countryside, as she prepares to leave home for the first time and move to Kingston to begin her career.
Word Count: 61875
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
After the attack at Pearl Harbor, Japanese Americans were rounded up and …
After the attack at Pearl Harbor, Japanese Americans were rounded up and sent to internment camps for the duration of World War II. This dark period was largely ignored until many years later.
After the attack at Pearl Harbor, Japanese Americans were rounded up and …
After the attack at Pearl Harbor, Japanese Americans were rounded up and sent to internment camps for the duration of World War II. This dark period was largely ignored until many years later.
This course surveys both cinematic and literary representations of diverse eras and …
This course surveys both cinematic and literary representations of diverse eras and aspects of Japanese culture such as the classical era, the samurai age, wartime Japan and the atomic bombings, social change in the postwar period, and the appropriation of foreign cultural themes, with an emphasis on the modern period. Directors include Akira Kurosawa and Hiroshi Teshigahara. Authors include Kobo Abe and Yukio Mishima. Films shown have subtitles in English. Taught in English.
In this lesson students will analyze a private letter that President Thomas …
In this lesson students will analyze a private letter that President Thomas Jefferson (1743–1826) sent to Robert Livingston (1746–1813), his minister plenipotentiary (ambassador) to France, regarding the negotiations for what would become the Louisiana Purchase. Livingston and James Monroe (1758–1831, 6th president of the US) negotiated the Louisiana Purchase Treaty. It is important to note that at the time this letter was written — April 18, 1802 — the area had not yet been offered for sale.
In this letter Jefferson, unaware of the possibility of outright purchase, focuses upon retaining commercial access to the Mississippi River and rights of deposit (economic access) in New Orleans. He also comments upon the danger of an aggressive France locating outposts just across the Mississippi River from the United States. While some historians characterize Jefferson as a Francophile, in this letter Jefferson sees France as a potential enemy to the United States.
This lesson allows students to contextualize what will become the Louisiana Purchase prior to its acquisition by viewing the Purchase through a lens of national economic and military defense rather than an act of territorial expansion. As Jefferson considers the possibility of an aggressive France led by Napoleon Bonaparte on America’s doorstep, he states, “…perhaps nothing since the revolutionary war has produced more uneasy sensations through the body of the nation.” Original spellings and punctuation are retained.
This lesson is divided into two parts, both accessible below. The text is accompanied by close reading questions, student interactives, and an optional follow-up assignment. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and the follow-up assignment. The student’s version, an interactive PDF, contains all of the above except the responses to the close reading questions and the follow-up assignment.
Students align original FSA photographs from the 1930s and the author's own …
Students align original FSA photographs from the 1930s and the author's own journal entries, to trace parallel elements John Steinbeck then incorporated into passages in The Grapes of Wrath.
Students create a persuasive case calling for the adoption of a particular …
Students create a persuasive case calling for the adoption of a particular young adult literature title into their school's language arts curriculum by writing letters or speeches.
This realistic fictional story is about Steven and his Aunt Carolyn. The …
This realistic fictional story is about Steven and his Aunt Carolyn. The two have always shared a special bond; each time Aunt Carolyn takes a trip, she sends a special postcard to Steven. Now, Aunt Carolyn is coming for the family block party and Steven wants to find a special gift for her.
This is a collection of poems created by a six-year-old boy named …
This is a collection of poems created by a six-year-old boy named Jonny. It includes nine poems, two of them are in English, and the rest of them are in Chinese. Jonny's mother Qi Guo wrote them down whenever Jonny said, "mom, I come up a poem". And then she asked Jonny to illustrate pictures for some of his own poems. The rest of illustrations were drawing by Qi Guo. Qi Guo published this collection of poems to OER Commons as an Open Education Resource book.
Like most literary geeks, I’ve read a lot of Jorge Luis Borges. …
Like most literary geeks, I’ve read a lot of Jorge Luis Borges. If you haven’t, look into the influences of your favorite writers, and you may find the Argentine short-story craftsman appearing with Beatles-like frequency. Indeed, Borges’ body of work radiates inspiration far beyond the realm of the short story, and even beyond literature as commonly practiced. Creators from David Foster Wallace to Alex Cox to W.G. Sebald to the Firesign Theater have all, from their various places on the cultural landscape, freely admitted their Borgesian leanings. That Borges’ stories — or, in the more-encompassing term adherents prefer to use, his “fictions” — continue to provide so much fuel to so many imaginations outside his time and tradition speaks to their simultaneous intellectual richness and basic, precognitive impact. Perhaps “The Garden of Forking Paths” or “The Aleph” haven’t had that impact on you, but they’ve surely had it on an artist you enjoy.
Now, thanks to UbuWeb, you can not only read Borges, but hear him as well. They offer MP3s of Borges’ complete Norton Lectures, which the writer gave at Harvard University in the fall of 1967 and the spring of 1968:
Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects …
Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this first part, Peter takes Chinua Achebe's 1975 critique of Conrad as a starting point. Achebe deemed Conrad a 'bloody racist', and McDonald considers how Conrad's relationship to language and narrative complicates this. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.
Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects …
Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this second part, Peter closely analyses the narrative functions in Heart and Darkness and Lord Jim in order to consider what can be gained in reading these texts within the framework of post/colonial criticism. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.
Escultor Long Description: Un recorrido, inspirado en las anécdotas y los recuerdos …
Escultor
Long Description: Un recorrido, inspirado en las anécdotas y los recuerdos del Maestro José Horacio Betancur, este libro ofrece un paseo ilustrado por su vida y su obra.
José Horacio fue pionero en Colombia con su estilo, fue fiel a sus raíces y con una arrolladora personalidad se convirtió en un artista lleno de vida. Su prematura muerte trunco lo que pudo ser una carrera exitosa, pero aún así nos dejo unas grandes obras monumentales que dan cuenta del gran artista que era.
Esta publicación es el resultado de la meditada lectura y de la paciente selección de las múltiples opiniones y testimonios emitidos espontáneamente sobre el comportamiento personal y la obra del escultor. Es también el resultado de la complicada selección del material gráfico de su obra, empresa acometida por el escultor Miguel Ángel Betancur.
Word Count: 32016
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
To promote Interaction and CommunicationLesson titleLesson for learners with not much English or …
To promote Interaction and CommunicationLesson titleLesson for learners with not much English or education backgroundAbstractThis is a group-work lesson designed for students with low-intermediate communication skills and not much educational back ground. The purpose of this lesson is to assist students to communicate with others and the community on the whole. It will also work to improve specific issues and challenges the student might face.* Low-intermediate communication skills:- Persons showing low or intermediate communications skills that is one who does not possess or show much communications skills. (low level, having no functional ability, intermediate having limited functional ability)* Not much educational background:- With little or no educational background. (limited reading/writing or no reading/writing skills and mathematics knowledge and skills)Issues and challenges that learners may face:-Emotional and social and relationship skills, self-management and self/social awarenessLife skills, financial literacy and managementEmployability skills, teamwork and engagement or collaboration, effective communicationThinking skills, problem solving, critical and reasoning thinkingLearner Audience / Primary UsersThis lesson is intended for a classroom setting with learners in groups of four to six. The content included in the lesson is targeted at learners with limited English communication skills. The lesson is specifically targeted at persons with but not limited to adults with low level educational back ground and who might be experiencing some level of low self-esteem.Educational UseModuleQualification & experienceCollege & Career Readiness Standards AlignmentLevel: Adult EducationGrade Level: BSubjects: English Language Arts / Literacy & Computer literacyReadingAnalyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of text.Know and use various text features; subheadings, glossaries, indexes, electronic menus, icons, to locate key facts or information in a text efficiently.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is engaging, or beautiful.Examine multiple interpretations of a story, drama, or poemEvaluate ways authors develop point of view and style to achieve specific impression and purpose. Speaking and ListeningEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly. Ask and answer questions about information from a speaker, offering some form of elaboration. Computer skillsGive the learner a working knowledge of the hardware that comprises a personal computer.Develop the learner's ability to use introductory Windows commands for file management.Introduce the learner to the Internet and the use of electronic research and web-based communication methods.Enable the student electronically to research the library.Introduce the student to the methods of searching the Internet and the problems associated with using the research materials. LanguageEnglishMaterial TypeInstructional MaterialLearning GoalsIn this lesson ABE learners will:Demonstrate good reading and literature skillsCompose open ended question for research or assignmentsDevelop clear and coherent writing skillsUse the computer Time Required for each Lesson40 – 60 minutesPrior KnowledgeBe able to read at an elementary level but not necessarilyRequired ResourcesStudent willingness to learnInternetLibraryExperience teacherComputer labpen/pencil and note book
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