The Cali Chiu course is designed to give undergraduates a working command of Valley Zapotec, an indigenous language of Oaxaca, Mexico, also spoken by many immigrants to California. The course presents a new simplified system for writing Valley Zapotec, along with a guide to pronunciation and information on building Valley Zapotec words and sentences. This book provides background material for an instructor’s class lectures, but it can be used for self-study along with the accompanying audio material.

Reimagining the Canadian Art History Survey

Word Count: 55767

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This course addresses the evolution of the modern capitalist economy and evaluates its current structure and performance. Various paradigms of economics are contrasted and compared (neoclassical, Marxist, socioeconomic, and neocorporate) in order to understand how modern capitalism has been shaped and how it functions in today’s economy. The course stresses general analytic reasoning and problem formulation rather than specific analytic techniques. Readings include classics in economic thought as well as contemporary analyses.

The decades leading up to the Atlantic revolutions of the late eighteenth century were formative moments in the rise of capitalism. The novel instruments of credit, debt, and investment fashioned during this period proved to be enduring sources of financial innovation, but they also generated a great deal of political conflict, particularly during the revolutionary era itself.  This seminar examines the debates surrounding large-scale financial and trading corporations and considers the eighteenth century as a period of recurring financial crisis in which corporate power came into sustained and direct contact with emerging republican norms. The seminar ends with a look at the relationship between slavery and the rise of “modern” or “industrial” capitalism in the nineteenth century, as well as some of the critiques of capitalism that emerged out of that experience.

During the Spring 2022 semester, I had the privilege to interview numerous teachers, administrators, and students at my college (RCTC) and our local public high schools (RPS) about developing a career exploration curriculum for undecided high school students. Based on these interviews, I have developed a set of curricular resources that encourages student exploration and planning. If you have any questions, or just want to connect, please email me at <mike.mutschelknaus@rctc.edu> I look forward to hearing from you. 

This course examines the causes of war, with a focus on practical measures to prevent and control war. Topics include causes and consequences of misperception by nations; military strategy and policy as cause of war; religion and war; U.S. foreign policy as a cause of war and peace; and the likelihood and possible nature of great wars in the future.
The historical cases covered include World War I, World War II, the Korean War, the Seven Years’ War, the Arab-Israel conflict, other recent Mideast wars, and the Peloponnesian War.

Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships. Content is available in PDF and Open Document formats and is licensed CC BY. Learning Objectives also are provided. Full course offering available at https://www.cengage.com/c/opennow-college-success-1e-opennow-cengage

Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships. Content is available in PDF and Open Document formats and is licensed CC BY. Learning Objectives also are provided. Full course offering available at https://www.cengage.com/c/opennow-college-success-1e-opennow-cengage

Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships. Content is available in PDF and Open Document formats and is licensed CC BY. Learning Objectives also are provided.

COERLL produces online language learning materials (for example language courses, reference grammars, assessment tools, and corpora) for teachers to adopt, adapt, modify, and share, and also provides professional development tools for teachers. You can browse materials on the COERLL website.

“Change the World via The Literary Research Paper” is a course framework for composition. This course framework incorporates a semester-long group project that empowers students to make connections and choices to leverage Literature research to make changes in their community. It also provides learners with the opportunity to explore their interests and apply research from literature, social issues, non-profit organizations, or civic groups.

Chapeau! is a first-year college text. Although it may appear, at first glance, to move very fast and introduce a large amount of material early, the vocabulary and grammatical structures that we expect students to control actively by the end of the year are limited in accord with our notion of a reasonable application of the ACTFL proficiency guidelines. As a result, while some instructors may be surprised at such things as the absence of the possessive pronoun, no insistence on the use of optional subjunctives, and no active treatment of the relative dont, others may be disturbed by what we still include in a first-year text. What we do expect students to acquire (which is quantitatively less than what we present in the text for them to know about), we believe they will acquire well, providing a sound basis for further study (formal or informal) and permitting us to say to them, both during and at the end of the course, "Chapeau!"

Une anthologie de L’Entraide missionnaire

Short Description:
CETTE ANTHOLOGIE PRESENTE 60 TEXTES CLASSES CHRONOLOGIQUEMENT REFLETANT DES PREOCCUPATIONS SOCIALES, POLITIQUES ET SPIRITUELLES EN EVOLUTION. CES TEXTES SONT MAJORITAIREMENT DES CONFERENCES QUI ONT ETE PRONONCEES LORS DU CONGRES ANNUEL DE L’ENTRAIDE MISSIONNAIRE JUSQU'EN 2015, OFFRANT UN ECHANTILLON DES TRESORS QUI SE TROUVENT DANS SES ARCHIVES.

Long Description:
Incorporé en 1958, L’Entraide missionnaire a réalisé un parcours remarquable au service de la solidarité internationale grâce à l’engagement soutenu de ses membres, des personnes responsables de la permanence et un grand nombre de collaboratrices et collaborateurs à travers le monde. En 2015, suite à une lecture collective des signes des temps, les membres de L’Entraide missionnaire ont pris la décision d’entamer un processus de transmission d’héritage avant de fermer l’organisme au printemps 2018.

En offrant un échantillon, certes très limité, des trésors qui se trouvent dans les archives de L’Entraide missionnaire, cette anthologie présente 60 textes classés chronologiquement reflétant des préoccupations sociales, politiques et spirituelles en évolution. L’essentiel de ces textes sont des conférences qui ont été prononcées lors du Congrès annuel de l’Entraide missionnaire, véritable lieu de rassemblement, d’échanges, de réflexions et de critiques sociales.

À la lumière de l’introduction et à travers les lectures sélectionnées, on découvre, même dans les textes écrits sur du vieux papier, des archives qui sont toujours en conversation avec le présent, attentives aux signes des temps. Nous y découvrons des brèches de résistance et d’affirmation de vie et d’humanité solidaire contre les obstacles qui nous confrontent. Nous y trouvons une continuité jusqu’au dernier geste de transmission du legs : un engagement profond et réfléchi qui exige de l’audace, de l’indignation face à l’injustice et de l’espérance pour la transformation du monde.

Word Count: 265162

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This course studies the transformation of childhood and youth since the 18th century in France and the development of sentimentality within the family in a francophone context. We will examine the personification of children as a source of inspiration for artistic creation and a political ideal aimed at protecting future generations, and consider various representations of childhood and youth in literature, movies, and songs.
The course is taught entirely in French.
About the instructor: Bruno Perreau is the Cynthia L. Reed Professor of French Studies at MIT and Director of MIT’s Center of Excellence in French Studies. He is also an Affiliate Faculty at the Center for European Studies, Harvard University.
Perreau recently published The Politics of Adoption: Gender and the Making of French Citizenship (MIT Press, 2014), Queer Theory: The French Response (Stanford University Press, 2016), Les Défis de la République (ed. with Joan W. Scott, Presses de Sciences Po, 2017), Qui a peur de la théorie queer ? (Presses de Sciences Po, 2018), and Sphères d’injustice. Pour un universalisme minoritaire (La Découverte, 2023).

This course studies the transformation of childhood and youth since the 18th century in France, as well as the development of sentimentality within the family in a francophone context. Students will examine the personification of children, both as a source of inspiration for artistic creation and a political ideal aimed at protecting future generations, and consider various representations of childhood and youth in literature (e.g., Pagnol, Proust, Sarraute, Lave, Morgievre), movies (e.g., Truffaut), and songs (e.g., Brel, Barbara). This course is taught entirely in French.

This course forms the intermediate level of what constitutes a four-term foundation in Mandarin. Upon completion of Chinese III and IV, students should be able to speak Chinese with fluency on everyday topics, reach a literacy level of 700 characters (approximately 2000 common words written in both traditional and simplified characters), read materials in simple standard written Chinese, and produce both orally and in writing short compositions on everyday topics. Throughout the course we will address issues of how cultural differences inform and are informed by different linguistic contexts and practices.

This course is the intermediate level of the streamlined curriculum, which is intended for students who, when they began streamlined I, had some background in the language, whether it be comprehension with limited speaking ability or quite fluent speaking ability. The focus of the course is on standard pronunciation and usage, on reading in both complex and simplified characters, and on writing. It is presupposed that students in Chinese III have already learned the pinyin system of representing pronunciation sufficiently well to be able to read texts in pinyin accurately. (If not, there are pinyin tutorials to assist you to learn the system.)

This subject is the second semester of four that forms an introduction to modern standard Chinese, commonly called Mandarin. The emphasis is on further developing students’ abilities to participate in simple, practical conversations on everyday topics as well as enhancing their abilities on reading and writing. The relationship between Chinese language and culture and the sociolinguistically appropriate use of language will be stressed throughout. A typical class includes performance of memorized basic conversations, drills, questions and discussion, and various types of communicative exercises. At the end of this course, students are expected to develop an understanding of the language learning process so that they will be able to continue studying effectively on their own.

This course, along with 21G.107 / 157 Chinese I (Streamlined) offered in the previous fall, form the elementary level of the streamlined sequence, which is intended for students who, when they began the sequence at beginning level, had basic conversational skills (gained, typically, from growing up in a Chinese speaking environment), but lacked a corresponding level of literacy. The focus of the course is on standard usage, on reading in both traditional and simplified characters, and on writing. The course is conducted entirely in Chinese.
Streamlined I and II—each section is limited to 16 students for pedagogical purposes. Pre-registered students have priority. Continuing students get first priority, followed, in order, by students in 21G.076, declared concentrators and minors, sophomores, freshmen, juniors, seniors, and graduate students. Pre-registered students who did not show up for the first two days of class without warning will be eliminated. Students beginning their studies of Chinese language at MIT above the elementary level must contact the Chinese instructors for a placement test. No auditors allowed.

This subject is the first semester of four that forms an introduction to modern standard Chinese, commonly called Mandarin, the language with the largest number of native speakers in the world. It is the official language of Mainland China and Taiwan, and one of the official languages of Singapore. The course presupposes no prior background in the language. Course objectives are to master Mandarin pronunciation, including the recognition and writing of Pinyin romanization, basic reading and writing skills (around 150 characters in the traditional character set or the simplified set), and to develop the ability to participate in simple, practical conversations on everyday topics. The relationship between Chinese language and culture and the sociolinguistically appropriate use of language will be stressed throughout. Typical class format will include performance of memorized basic conversations, drills, questions and discussion, and various types of communicative exercises.