Acceso is a complete, interactive curriculum for intermediate-level learners of Spanish. The materials on the site are provided freely to the public and are intended as a replacement for commercial textbooks, which are generally ill-suited to the learning outcomes now considered crucial to successful language study. These materials are supplemented by an online workbook built on the MySpanishLab platform of Pearson Education, Inc., as well as detailed lesson plans, rubrics for the evaluation of student work, and reliable instruments for measuring student progress and learning outcomes.Winner of 2012 Computer Assisted Language Consortium (CALICO) Focus AwardReviewed in:CALICO Journal 29.2 (Jan 2012): 398-405.Hispania 95.2 (June 2012): 365-366

This interdisciplinary course surveys modern European culture to disclose the alignment of literature, opposition, and revolution. Reaching back to the foundational representations of anarchism in nineteenth-century Europe (Kleist, Conrad) the curriculum extends through the literary and media representations of militant organizations in the 1970s and 80s (Italy's Red Brigade, Germany's Red Army Faction, and the Real Irish Republican Army). In the middle of the term students will have the opportunity to hear a lecture by Margarethe von Trotta, one of the most important filmmakers who has worked on terrorism. The course concludes with a critical examination of the ways that certain segments of European popular media have returned to the "radical chic" that many perceive to have exhausted itself more than two decades ago.

This class examines how and why twentieth-century Americans came to define the ‰ŰĎgood life‰Ű through consumption, leisure, and material abundance. We will explore how such things as department stores, nationally advertised brand-name goods, mass-produced cars, and suburbs transformed the American economy, society, and politics. The course is organized both thematically and chronologically. Each period deals with a new development in the history of consumer culture. Throughout we explore both celebrations and critiques of mass consumption and abundance.

As a high school science educator at Lac Courte Oreilles Ojibwe school,  indigenous culture and teachings are incorporated into my instruction as much as possible. This text set was incorporated in my Astronomy class tying in Ojibwe Moons and seasonal constellations with northern Wisconsin phenology. A discussion of text set implementation is also included in this OER.Lac Courte Oreilles Ojibwe School is a Bureau of Indian Education/Tribally controlled school catering to students who are themselves tribally enrolled or descendants of a tribal member.

This is a textbook for beginning Arabic language learning. The textbook is divided into twelve lessons. Each lesson focuses on an activity and common theme to introduce the basics of Arabic. Each lesson starts with a short video, which you'll be asked to watch. To help you understand the video, each lesson also includes a transcript (in English), a list of vocabulary (with audio clips), and language and grammar notes.

This subject introduces skills needed to build within a landscape establishing continuities between the built and natural world. Students learn to build appropriately through analysis of landscape and climate for a chosen site, and to conceptualize design decisions through drawings and models.

This subject focuses on the objects, history, context, and critical discussion surrounding art since World War II. Because of the burgeoning increase in art production, the course is necessarily selective. We will trace major developments and movements in art up to the present, primarily from the US; but we will also be looking at art from Europe, Asia, Africa, Latin America, and the Middle East, as well as art "on the margins" -- art that has been overlooked by the mainstream critical press, but may have a broad cultural base in its own community. We will ask what function art serves in its various cultures of origin, and why art has been such a lightning rod for political issues around the world.

Childhood is a source of fascination in most Western cultures. It is both a major inspiration for artistic creation and a political ideal, which aims at protecting future generations. Which role does it play in French society and in other francophone areas? Why is the French national anthem (La Marseillaise) addressed to its 'children'? This course will study the transformation of childhood since the 18th century and the development of sentimentality within the family. We will examine various representations of childhood in literature (e.g. Pagnol, Proust, Sarraute, Laye, Morgiĺvre), movies (e.g. Truffaut), and songs (e.g. Brel, Barbara). Course taught in French.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the modern fairytale, Cendrillon. In this Caribbean Cinderella story, Cendrillon is treated as a servant by her step-mother and half-sister. Nannin, the gogmother, uses a magic wand to ready Cendrillon for a ball, where Cendrillon meets a rich man's son, Paul, who falls in love with her and finds her when she is lost to him.

City to City, as a class, will jump into the complexity of planning in New Orleans, a post-disaster city. City-to-City will ask how a post-disaster city grapple with its ideas of identity, what it is, who it represents, and how it projects its sense of self to residences, businesses, tourists, and to the outside world. In considering its people, how do city planners think about who lives where and why? At the same time, how can city planners celebrate a city's history and its culture and how can these elements be woven into reconstruction? Students will travel from Cambridge to New Orleans over Spring Break to meet and consult with their alumni clients, and continue to work on projects.

In an increasingly interconnected world, communicating across cultures is a crucial skill in the international networks of business, science, and technology. Subject examines a range of communication styles and techniques resulting from different cultural norms and traditions. It begins with a general theoretical framework and then moves into case studies. Topics include understanding the relationship between communication and culture, differences in verbal and non-verbal communication styles, barriers to intercultural communication, modes of specific cross-cultural communication activities (e.g. argumentation, negotiation, conflict resolution) and intercultural adjustment. Case studies explore specific ways of communicating in Asian and European cultures. Graduate students are expected to complete additional assignments. Taught in English.It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts--or for that matter, people--we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries. "Communicating Across Cultures" is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

This course enhances cross-cultural understanding through the discussion of practical, ethical, and epistemological issues in conducting social science and applied research in foreign countries or unfamiliar communities. It includes a research practicum to help students develop interviewing, participant-observation, and other qualitative research skills, as well as critical discussion of case studies. The course is open to all interested students, but intended particularly for those planning to undertake exploratory research or applied work abroad. Students taking the graduate version complete additional assignments.

This course is an intermediate subject designed to help students gradually build an in-depth understanding of France. The course focuses on French attitudes and values regarding education, work, family and institutions, and deals with the differing notions that underlie interpersonal interactions and communication styles, such as politeness, friendship and formality. Using a Web comparative, cross-cultural approach, students explore a variety of French and American materials, then analyze and compare them using questionnaires, opinion polls, news reports (in different media), as well as a variety of historical, anthropological and literary texts. Throughout the course, attention is given to the development of relevant linguistics skills. This course is recommended for students planning to study and work in France and is taught in French.

The subject of this course is the historical process by which the meaning of "technology" has been constructed. Although the word itself is traceable to the ancient Greek root teckhne (meaning art), it did not enter the English language until the 17th century, and did not acquire its current meaning until after World War I. The aim of the course, then, is to explore various sectors of industrializing 19th and 20th century Western society and culture with a view to explaining and assessing the emergence of technology as a pivotal word (and concept) in contemporary (especially Anglo-American) thought and expression.

Students will research how the development of the atomic bomb affected people in World War II, participate in a debate about the bomb's use, and investigate how it has affected people's lives since 1945.

This subject examines the interactions of East Asia with the rest of the world and the relationships of each of the East Asian countries with each other, from ca. 1500 to 2000 A.D. Primary focus on China and Japan, with some reference to Korea, Vietnam, and Central Asia. Asks how international diplomatic, commercial, military, religious, and cultural relationships joined with internal processes to direct the development of East Asian societies. Subject addresses perceptions and misperceptions among East Asians and foreigners.

Examines traditional forms of East Asian culture (including literature, art, performance, food, and religion) as well as contemporary forms of popular culture (film, pop music, karaoke, and manga). Covers China, Japan, Korea, Taiwan, and Hong Kong, with an emphasis on China. Attention given to women's culture. The influence and presence of Asian cultural expressions in the US are also considered. Use made of resources in the Boston area, including the MFA, the Children's Museum, and the Sackler collection at Harvard. Taught in English.

This program surveys two centuries of art and culture in the city now known as Tokyo. Ceramics, screens, textiles, prints, paintings, and armor are among the materials discussed.

This course covers the role of physics and physicists during the 20th century, focusing on Einstein, Oppenheimer, and Feynman. Beyond just covering the scientific developments, institutional, cultural, and political contexts will also be examined.

Survey of the social, cultural, and political development of western Europe between 500 and 1300. Topics include: the Germanic conquest of the ancient Mediterranean world; the Carolingian Renaissance; feudalism and the breakdown of political order; the crusades; the quality of religious life; the experience of women; and the emergence of a revitalized economy and culture in the twelfth and thirteenth centuries.