TABLE of CONTENTS GRADES 6–12 OPEN a WORLD of IDEAS It Is Important to Understand That Learning Is Different in the 21St Century Than It Was in the 20Th Century
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Narrative Section of a Successful Application
Narrative Section of a Successful Application The attached document contains the grant narrative and selected portions of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the Humanities Connections Planning guidelines at https://www.neh.gov/grants/education/humanities-connections-planning-grants for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Education Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative and selected portions, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: The Life, Works, and Legacy of Paul Laurence Dunbar: Interdisciplinary Curriculum Development Institution: University of Dayton Project Director: Minnita Daniel-Cox, Jennifer Speed, and Ju Shen Grant Program: Humanities Connections Planning 400 7th Street, SW, Washington, DC 20024 P 202.606.8500 F 202.606.8394 [email protected] www.neh.gov TABLE OF CONTENTS Summary 1 Narrative Project Rationale & Desired Outcomes 2-5 Intellectual Content 5-7 Planning Committee 7-10 Planning Process 10-11 -
Nuclear Discourse and Its Discontents, Or Apocalypse Now Or Never Jean Bethke Elshtain
Vietnam Generation Volume 1 Number 3 Gender and the War: Men, Women and Article 21 Vietnam 10-1989 Nuclear Discourse and its Discontents, or Apocalypse Now or Never Jean Bethke Elshtain Follow this and additional works at: http://digitalcommons.lasalle.edu/vietnamgeneration Part of the American Studies Commons Recommended Citation Elshtain, Jean Bethke (1989) "Nuclear Discourse and its Discontents, or Apocalypse Now or Never," Vietnam Generation: Vol. 1 : No. 3 , Article 21. Available at: http://digitalcommons.lasalle.edu/vietnamgeneration/vol1/iss3/21 This Article is brought to you for free and open access by La Salle University Digital Commons. It has been accepted for inclusion in Vietnam Generation by an authorized editor of La Salle University Digital Commons. For more information, please contact [email protected]. NucLear D iscourse ancI Its D iscontents, or, ApocAlypsE Now or Never Jean BEThkE ElskrAiN Human beings think most often in images; a terrible or delightful picture comes into our minds and then we seek to find words to express it, to capture it, to make it somehow manageable. Thus it is with the possibility of nuclear war. Our images are fixed. The scenes of utter destruction at Hiroshima and Nagasaki; two cities laid waste; people disappeared, remaining as shadows on cement or persisting in a terrible and painful twilight zone of lingering death from radiation. Or, even years later, moving through the world carrying within them a perceived taint, a threat to themselves and others: “I am one who has been touched in the most frightening way by the most horrible sort of weapon.” I taught a class at the University of Massachusetts/Amherst for five years called “Issues of War and Peace in a Nuclear Age.” Inevitably, we would arrive at the section of the course that required a discussion of the dropping of the atomic bombs in World War 2. -
Table of Contents: Grades
TEXAS Table of Contents GRADES 6–8 Create Your Story 6 7 8 TEXAS Student Edition TryPearsonTexas.com/LiteracyK-8 6 7 8 TEXAS Student Edition 6 7 8 TEXAS Student Edition is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. TEXA S TEXA S t u d e n t E d i t i o n S LitSam581L694 TEXA S t u d e n t E d i t i o n S 6 7 8 S t u d e n t E d i t i o n PearsonRealize.com 6 7 8 6 7 8 TryPearsonTexas.com/LiteracyK-8 Join the Conversation: 800-527-2701 Twitter.com/PearsonPreK12 Facebook.com/PearsonPreK12 Copyright Pearson Education, Inc., or its affiliates. All rights reserved. SAM: 9781418290467 Get Fresh Ideas for Teaching: Blog.PearsonSchool.com ADV: 9781418290603 TEXAS Table of Contents The Importance of Literature myPerspectives Texas ensures that students read and understand a variety As individuals we are the sum of the stories that we tell ourselves about of complex texts across multiple genres such as poetry, realistic fiction, ourselves—about love, about fear, about life, about longing. We are adventure stories, historical fiction, mysteries, humor, myths, fantasy, drawn to those stories outside of classrooms because those stories tell us science fiction, and short stories. something about ourselves. They affirm something inside of us. They help These texts have been carefully selected to enable students to encounter us learn more about ourselves and others. -
Translation Studies As a Transforming Model for the Humanities
TRANSLATION STUDIES AS A TRANSFORMING MODEL FOR THE HUMANITIES Lynn Hoggard Dennis M. Kratz Midwestern State University (U.S.A.) The University of Texas at Dallas (U.S.A.) [email protected] [email protected] Rainer Schulte The University of Texas at Dallas (U.S.A.) [email protected] Abstract: The digital revolution that began in the twentieth century and continues today has profound and surprising implications for the role of the humanities in higher education. Three prominent characteristics of the twenty-first century — ubiquitous technology, global interaction, and relentless change — require a new approach to the education that fosters technological expertise, communication across boundaries of language and culture, and creative response to new challenges and opportunities. This situation creates new opportunities for a revitalized role of the humanities in education that combines critical with creative thought and emphasizes communication in a world connected by interactive technology. Literary translation can be a key contributor to the development and implementation of a humanities curriculum for the modern world designed to educate technologically sophisticated, innovative “citizens of the world.” This paper has two sections. The first section sets a conceptual framework; the second suggests ways to apply translation to achieve this 1 goal: both employing translation in a traditional manner and attempting to expand its meaning and implications. Key Words: translation; interpretation; creativity; humanities; education 1. PART ONE: EDUCATION IN THE DIGITAL WORLD The digital revolution that began in the twentieth century and continues today has profound and perhaps surprising implications for the role of the humanities in higher education. Despite superficial differences, from a wide range of sources — among them educators, economists, psychologists, and futurists — there has emerged a consensus of three essential characteristics of our brave new world. -
Can Fiction Generate Social Change?
Student ID: 1405937 Can fiction generate social change? Certainly it can. Look at Black Beauty. Written as an autobiography, Anna Sewell’s 1877 novel describes the life of the eponymous horse, Black Beauty, from his early days in fields with his mother, through life with owners good and bad, to his comfortable final home in the countryside. This book was described in the Encyclopedia of Animal Rights and Animal Welfare as “the most influential anticruelty novel of all time”. In the USA alone a million copies were sold within two years and it was widely distributed by animal rights activists to people who worked with horses. One example of the anticruelty legislation that was passed after its release was the abolition of the bearing rein. This held a horse’s head up high to look stylish, but prevented the horse leaning forward to pull. Wearing the rein was described by Black Beauty’s friend Ginger as “dreadful . your neck aching until you don’t know how to bear it . the blood from my tongue covered the froth that kept flying from my lips”. So why was it that Black Beauty was so influential, instead of being dismissed, like many horsey books, as sentimental anthropomorphism for teenage girls? Partly because, besides being a ripping good read and accurate in detail, it was written at the right time: a time of social change, 1 Student ID: 1405937 when Charles Dickens’ novels were raising awareness of the ill effects of poverty and Harriet Beecher Stowe was assisting the abolition of slavery with U ncle Tom’s Cabin. In order to generate social change, a novel must be different. -
Andrzej Kopacki Laudatory Speech for Martin Pollack Good Evening
Andrzej Kopacki Laudatory Speech for Martin Pollack Good evening, Martin. Good evening, ladies and gentlemen. Just what does it mean to be a translator? That’s a tricky question and one that has become suspiciously relevant these days. I say “suspiciously relevant” because passing fads and short-lived cultural trends are dodgy by definition. Literary translation has become fashionable. It’s a staple focus of conferences and seminars, symposiums and workshops nowadays. The good old translator, once the wallflower in the ballroom of literature, has suddenly been asked to dance. But the music is not very pleasant because the orchestra seems to be playing—literally—out of tune. It does not seem to know the score, but only abstract concepts hatched in the theory of translation, cultural studies and linguistics. These abstract concepts are apparently needed for the “transcultural” world to reflect on its own globality. Passing fads should not be overestimated; between one ballroom and another, the translator puts on the overalls of a pipefitter of literary works. Things are supposed to be fast and neat. The payment will be made according to the rate set by the works dealer. The name of the man or woman in the overalls, with a black case full of nuts and bolts, seems unimportant. There is no space for it on the website. The face? Who remembers the face of a pipefitter? Yet translators have always been with us. Let’s face it: the vast majority of literary works would have never been known to us had it not been for translators. -
Black Beauty - READER Black Beauty - READER 11/12/2010 2:26 ΜΜ Page 1
Black Beauty - READER_Black Beauty - READER 11/12/2010 2:26 ΜΜ Page 1 Anna Sewell retold by Jenny Dooley & Virginia Evans Black Beauty - READER_Black Beauty - READER 11/12/2010 2:26 ΜΜ Page 3 Contents Introduction: . 4 Chapter 1: My Early Years. 8 Chapter 2: Joe Green. 13 Chapter 3: The Whip. 16 Chapter 4: Earlshall and Reuben Smith . 19 Chapter 5: A Job Horse and Jerry Barker . 23 Chapter 6: Poor Ginger . 27 Chapter 7: Jerry’s New Year . 30 Chapter 8: Hard Times . 32 Chapter 9: The Good Gentleman and his Grandson . 35 Chapter 10: My Last Home . 40 Activities: . 44 Projects: . 64 Word List: . 68 Black Beauty - READER_Black Beauty - READER 11/12/2010 2:26 ΜΜ Page 4 Introductory Anna Sewell Lesson Before Reading 1 Anna Sewell wrote “Black Anna Sewell was born on 30 Beauty” at a time when March, 1820 in Yarmouth, England. people were often cruel to She had a younger brother, Phillip. horses. What was life for Their parents were kind and horses like then? What is gentle people. Anna’s mother it like now? Discuss. wrote children’s books and poetry, and she taught Anna to love 2 “Black Beauty” is an history, animals and nature. autobiography. What is an autobiography? Can you name any famous people who wrote one? 3 In “Black Beauty” a horse talks about his life. Animals that talk are a common feature of children’s literature. Do you like this kind of books? Why (not)? Do you know any other stories with animals that talk? 4 Read the blurb on the back of the book. -
Black Beauty
Black Beauty Black Beauty The story Black Beauty was a handsome horse with one white foot and a white star on his forehead. His life started out on a farm with his mother, Duchess, who taught him to be gentle and kind and to never bite or kick. When Black Beauty was four years old, he was sold to Squire Gordon of Birtwick Park. He went to live in a stable where he met and became friends with two horses, Merrylegs and Ginger. Ginger started life with a cruel owner who used a whip on her. She treated her cruel owner with the lack of respect he deserved. When she went to live at Birtwick Park, Ginger still kicked and bit, but she grew happier there. The groom at Birtwick Park, John, was very kind and never used a whip. Black Beauty saved the lives of Squire Gordon and John one stormy night when they tried to get him to cross a broken bridge. The Squire was very grateful and loved Black Beauty very much. One night a foolish young stableman left his pipe burning in the hay loft where Black Beauty and Ginger were staying. Squire Gordon’s young stableboy, James, saved Black Beauty and Ginger from the burning stable. The Squire and his wife were very grateful and proud of their young stableboy. James got a new job and left Birtwick Park and a new stableboy, Joe Green, took over. Then, one night Black Beauty nearly died because of Joe’s lack of experience and knowledge. The Gordons had to leave the country because of Mrs Gordon’s health and sold Black Beauty to Lord Westerleigh at Earlshall Park. -
Folk-Lore of Women As Illustrated by Legendary and Traditional Tales, Folk
FOLKLORE OF WOMEN Won LIBRARY OF THE University of California. Class Digitized by the Internet Archive in 2007 with funding from Microsoft Corporation http://www.archive.org/details/folkloreofwomenaOOthisrich FOLK-LORE OF WOMEN FOLK-LORE OF WOMEN AS ILLUSTRATED BY LEGENDARY AND TRADITIONARY TALES FOLK-RHYMES, PROVERBIAL SAYINGS, SUPERSTITIONS, ETC. T. F. THISELTON-DYER, M.A. Oxon AUTHOR OK "OLD ENGLISH SOCIAL LIFE, ETC., ETC." CHICAGO A. C. McCLURG & CO. LONDON: ELLIOT STOCK I906 American Edition Published October 20, 1906 y PREFACE & one of his essays, Emerson tells us that IN " proverbs, like the sacred books of each nation, are the sanctuary of the intuitions/' a statement which, if accepted, must place this class of literature on a very high footing. But, although due caution must be taken, when analysing proverbial lore, to differentiate between the serious and jocular element contained therein, it may safely be said that, taken as a whole, such adages and saws—which form an important branch of folk-lore—express more or less correctly the estimate of mankind relative to the subject specially handled. And, when it is remembered what a wealth of material proverbial literature supplies in connection with every concern of daily life, it is not surprising that woman should have been made a prominent theme for criticism and comment, the judgment passed on her being in most cases fairly evenly divided between what is *in her favour or the reverse. In a field, too, so wide we have been content to cull, from here and there, sufficient typical 212464 viii Preface instances of the proverbial wisdom of the human race in its teaching of woman's character as to illustrate the subjects classified in the following chapters, without unduly multiplying examples, which only too frequently are a repetition of the same adage told in a different form. -
Eastern Europe, Literature, Postimperial Difference
Form and Instability 8flashpoints The FlashPoints series is devoted to books that consider literature beyond strictly national and disciplinary frameworks, and that are distinguished both by their historical grounding and by their theoretical and conceptual strength. Our books engage theory without losing touch with history and work historically without falling into uncritical positivism. FlashPoints aims for a broad audience within the humanities and the social sciences concerned with moments of cultural emergence and transformation. In a Benjaminian mode, FlashPoints is interested in how literature contributes to forming new constellations of culture and history and in how such formations function critically and politically in the present. Series titles are available online at http://escholarship.org/uc/flashpoints. series editors: Ali Behdad (Comparative Literature and English, UCLA), Founding Editor; Judith Butler (Rhetoric and Comparative Literature, UC Berkeley), Founding Editor; Michelle Clayton (Hispanic Studies and Comparative Literature, Brown University); Edward Dimendberg (Film and Media Studies, Visual Studies, and European Languages and Studies, UC Irvine), Coordinator; Catherine Gallagher (English, UC Berkeley), Founding Editor; Nouri Gana (Comparative Literature and Near Eastern Languages and Cultures, UCLA); Susan Gillman (Literature, UC Santa Cruz); Jody Greene (Literature, UC Santa Cruz); Richard Terdiman (Literature, UC Santa Cruz) A complete list of titles is on page 222. Form and Instability Eastern Europe, Literature, Postimperial Difference Anita Starosta northwestern university press ❘ evanston, illinois THIS BOOK IS MADE POSSIBLE BY A COLLABORATIVE GRANT FROM THE ANDREW W. MELLON FOUNDATION. Northwestern University Press www.nupress.northwestern.edu Copyright © 2016 by Northwestern University Press. Published 2016. All rights reserved. Digital Printing isbn 978-0-8101-3202-3 paper isbn 978-0-8101-3259-7 cloth Library of Congress Cataloging-in-Publication data are available from the Library of Congress. -
B O O K S & J O U R N a L S F a L L & W I N T E R 2 0
D U K E UNIVERSITY PRESS BOOKS & JOURNALS FALL & WINTER 2008 contents general interest film & tv studies Screening Sex, Williams 1 Displaced Allegories, Mottahedeh 27 Bound by Law?, Aoki, Boyle, and Jenkins 2 The Cinema of Naruse Mikio, Russell 27 The Ecuador Reader, de la Torre and Striffler 3 Picturing American Modernity, Whissel 28 Twenty Theses on Politics, Dussel 4 Inventing Film Studies, Grieveson and Wasson 28 James Baldwin’s Turkish Decade, Zaborowska 5 Still Moving, Beckman and Ma 29 Territories of Difference, Escobar 6 Designs for an Anthropology of the Contemporary, latin american studies Rabinow, Marcus, Faubion, and Rees 7 Errant Modernism, Gabara 29 Antinomies of Art and Culture, Smith, Enwezor, and Condee 8 The Quality of Home Runs, Carter 30 Unsettled Visions, Machida 9 Cuba, Hearn 30 Big Ears, Rustin and Tucker 10 Domination without Dominance, Lamana 31 Mexican American Mojo, Macías 11 The Circulation of Children, Leinaweaver 31 Fixing Sex, Karkazis 12 Empire and Dissent, Rosen 32 High Stakes, Cattelino 13 Indians and Leftists in the Making of Ecuador’s Modern How to Be French, Weil 14 Indigenous Movements, Becker 32 Nanovision, Milburn 15 The Agrarian Dispute, Dwyer 33 Rural Resistance in the Land of Zapata, Padilla 33 science studies The Indian Militia and Description of the Indies, Vargas Machuca 34 The Mangle in Practice, Pickering and Guzik 16 The Wandering Signifier, Graff Zivin 34 CT Suite, Saunders 16 Human Rights in the Maya Region, Pitarch, Speed, and Leyva Solano 35 anthropology Constructing the Maya, Eiss -
Fromtheeditors ...1 Feminist Visions
The University of Wisconsin System *$ A OUARTERLY OF WOMEN'S STUDIES RESOURCES O TABLE OF CONTENTS FROMTHEEDITORS .................................1 BOOK REVIEWS * EATING DISORDERS AND FEMINISM ............................. 1 by Nita Mary McKinley Consuming Passions: Feminist Approaches to Weight Preoccupation and Eating Disorders, ed. by Catrina Brown and Karin Jasper; Feminist Perspectives on Eating Disorders ed. by Patricia Fallon et al.; From Fasting Saints to Anorexic Girls: The History of Self-Starvation by Walter Vandereycken and Ron van Deth; and A Hunger So Wide and So Deep: American Women Speak Out on Eating Problems by Becky W. Thompson. * RELEASING THE WOMAN WITHIN: THE POETRY OF SEVEN WOMEN OF COLOR . .4 by Gay Davidson-Zielske The Last Generation by Chem'e Moraga; Loose Woman by Sandra Cisneros; Releasing Serpents by Bernice Zamora; Planet, with Mother May I? by Alma Luz Villanueva; Now Poof She is Gone by Wendy Rose; Bear Bones & Feathers by Louise Halfe; and Bird Language by Diana Rivera. * WOMEN WRITERS: LIFE IN LITERATURE ..........................8 by Audrey Roberts Women's Work: An Anthology of American Literature, ed. by Barbara Perkins et al.; If1Had a Hammer: Women's Work in Poetry, Fiction, and Photographs, ed. by Sandra Martz; Women's Voices: Visions and Perspectives, ed. by Pat C. Hoy et al.; Chloe Plus Olivia, An Anthology of Lesbian Literature from the Seventeenth Century to the Present, ed. by Lillian Faderman; The Norton Book of Women's Lives, ed. by Phyllis Rose; and Growing Up Female: Stories by Women Writersfrom the American Mosaic, ed. by Susan Cahill. FEMINIST VISIONS ................................. 11 EXCERPTS FROM "MAKING HISTORY: JULIE DASH" by Patricia Mellencamp Continued on next page ARCHIVES OF WOMEN IN SCIENCE AND ENGINEERING ...........14 by Tanya L.