The files work in conjunction with the Genki I open source textbook. Japanese 121 is designed for students with no (little) prior knowledge of the language. The main goal of the Japanese program is to develop proficiency in the four language skills of listening, speaking, reading and writing. Because language and culture are inseparable, aspects of the Japanese culture will also be studied.

The main goal of the Japanese program is to develop proficiency in the four language skills of listening, speaking, reading and writing. Because language and culture are inseparable, aspects of the Japanese culture will also be studied.

The main goal of the Japanese program is to develop proficiency in the four language skills of listening, speaking, reading and writing. Because language and culture are inseparable, aspects of the Japanese culture will also be studied.

This course is designed for students with no previous knowledge of the language, providing opportunities to acquire basic skills for conversation, reading, and writing in Japanese. The program emphasizes active command of Japanese, not passive knowledge. Your goal is not simply to study the grammar and vocabulary, but to gain skills necessary to use them in a linguistically and culturally appropriate way.

This course covers Genki I Lessons 7 through 12 that will enhance the basic skills for conversation, reading, and writing in Japenese. The program emphasizes active command of the language rather than passive knowledge. By the end of the semester, you will be able to carry on a conversation in Japanese. You will also learn approximately 90 kanji characters.

Students further develop their skills in Japanese speaking, listening, reading, and writing in this intermediate language course. This course involves continued vocabulary and kanji building.

The main objective of this course is to build up basic skills of communication in Japanese using appropriate speech levels in both writing and speaking for various social settings. This course covers Lessons 19 through 23 in the textbook Genki: An Integrated Course in Elementary Japanese II.

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.

This course is designed for students seeking a fundamental understanding of Japanese history, politics, culture, and the economy. “Raw Fish 101” (as it is often labeled) combines lectures, seminar discussion, small-team case studies, and Web page construction exercises, all designed to shed light on contemporary Japan.

This is an experimental version of 21G.505, which offers a combination of in-person and synchronous remote instruction. It aims to achieve simultaneous progression of four skills—listening, speaking, reading, and writing. It immerses students in various aspects of Japanese culture through authentic everyday Japanese media.

This is an experimental version of 21G.506, which offers a combination of in-person and synchronous remote instruction. It aims to achieve simultaneous progression of four skills—listening, speaking, reading, and writing. It immerses students in various aspects of Japanese culture through authentic everyday Japanese media.

This course covers medieval Japanese society and culture from the twelfth to the nineteenth centuries, when political power rested largely in the hands of feudal warriors. Topics include religion (especially Zen Buddhism); changing concepts of “the way of the warrior;” women under feudalism; popular culture; and protest and rebellion. Presentations include weekly feature films. Assigned readings include many literary writings in translation.

This course explores how our views of Jewish history have been formed and how this history can explain the survival of the Jews as an ethnic/religious group into the present day. Special attention is given to the partial and fragmentary nature of our information about the past, and the difficulties inherent in decoding statements about the past that were written with a religious agenda in mind. It also considers complex events in Jewish history – from early history as portrayed in the Bible to recent history, including the Holocaust.

Gender and Sexuality in East Africa

This module is designed to help learners of Swahili as a foreign language achieve Advanced Mid proficiency on the ACTFL scale. For classroom learners, it is most appropriate for students who have already studied Swahili for two or three academic years, while self-directed learners and/or those who have spent a significant amount of time in East Africa may find it useful at earlier or later stages of study.

This module combines three approaches, (1) “critical pedagogy” (the connection of language learning to wider social issues), (2) intercultural communication, and (3) a “pedagogy of inquiry,” to encourage Swahili-learners to analyze how language and culture work with regard to sexuality and gender.[1].

Jinsia na Mapenzi Afrika ya Mashariki starts from the premise that both Swahili-as-a-foreign-language (SFL) classrooms and Swahili-speaking communities in East Africa are “multisexual,”[2] that is, comprised of not only heterosexual people but also those who might be considered “queer.” It is inaccurate to talk about East African Swahili-speakers as if they are all heterosexual, and, as a matter of ethics, we should not assume that all Swahili-learners and/or the people in their lives are heterosexual. Incorporating discussions of gender and sexuality into our teaching and learning of Swahili thus opens up avenues to not only explore complex topics related to norms and ideologies in East Africa, but also to fully include all students in the project of learning about Swahili and the cultures, values, and norms of the people who speak it competently.

Word Count: 15261

Included H5P activities: 20

(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.)

This course explores the political, social, and economic factors commonly offered to explain the fall of the Roman Republic: growth of the territorial empire, increased intensity of aristocratic competition, transformation of the Italian economy, growth of the city of Rome and dependence of the urban plebs, changes in military recruitment and dependence of soldiers on their generals. There is an emphasis on the reading of ancient sources in translation, including Cicero, Sallust, Caesar, Augustus, Appian, Plutarch, and Suetonius.

This course explores the ideal of social justice. What makes a society just? We will approach this question by studying three opposing theories of justice—utilitarianism, libertarianism, and egalitarian liberalism—each foundational to contemporary political thought and discourse.

Études, analyses et témoignages sur les injustices cognitives dans les pays des Suds. Textes tirés de deux colloques (Port-au-Prince, mars 2016 et Yaoundé, mai 2016), textes inspirés par le projet SOHA et traductions.

Learning hiragana and katakana is an important part of reading and speaking Japanese. The following pages contain:
Hiragana - stroke order videos, pronunciation, and vocabulary for each character; reading and listening audio exercises; handouts on how to construct words and sentences; interactive quizzes testing character recognition; and printable worksheets to practice writing characters.
Katakana - pronunciation and vocabulary for each character; reading and listening audio exercises; interactive quizzes testing character and vocabulary recognition; and printable worksheets to practice writing characters.
These materials were developed as part of the Japanese curriculum at MIT for students of all levels to learn and review. Students and instructors are encouraged to incorporate them directly or as supplements in their study of Japanese.
Technical Requirements
This site is encoded in Unicode (UTF-8); please check your browser settings if characters render incorrectly:

Internet Explorer version 6.0+ (Windows) - View → Encoding
Safari version 4.0+ (Mac OSX) - View → Text Encoding
Firefox 3.0+ (all platforms) - View → Character Encoding
Opera (all platforms) - View → Encoding

This resource aims to enhance students’ learning of kanji by providing a series of video lectures that cover the kanji characters in Tobira lessons 1–5. The video lectures not only teach how to write kanji but also provide stories behind the kanji characters.

This resource aims to enhance students’ learning of kanji by providing a series of video lectures that cover the kanji characters in Tobira lessons 6–10. The video lectures not only teach how to write kanji but also provide stories behind the kanji characters.