This collection uses primary sources to explore The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore American Indian boarding schools. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

History of Ancient Greece from the Bronze Age to the death of Alexander. Major social, economic, political, and religious trends. Homer, heroism, and the Greek identity; the hoplite revolution and the rise of the city-state; Herodotus, Persia, and the (re)birth of history; Empire, Thucydidean rationalism, and the Peloponnesian War; Platonic constructs; Aristotle, Macedonia, and Hellenism. Emphasis on use of primary sources in translation.

Identity erasure of Asian Americans in school curriculum is an issue that stems from a variety of societal issues in the United States. With hate crimes and other forms of discrimination toward Asian Americans on the rise, the understanding and implementation of inclusivity practices in the classroom is imperative for all of your students.

Discover what Wisconsin educator, Kabby Hong has to share about how teachers can approach the implementation of a more inclusive curriculum and discussions with students surrounding identity in this post on the aka Teacher blog.

Hosted by PBS Wisconsin Education, and created with and for Wisconsin educators, the aka Teacher blog offers a space for exploring the many hats educators today wear, and the topics that aren’t covered in teacher preparation programs. Blog posts include videos featuring educators around the state, and resources you can share with learners and use to continue your own learning.

This course's aims are two-fold: 1) to offer students the theoretical and practical tools to understand how and why cities become torn by ethnic, religious, racial, nationalist, and/or other forms of identity that end up leading to conflict, violence, inequality, and social injustice; and 2) to use this knowledge and insight in the search for solutions. As preparation, students will be required to become familiar with social and political theories of the city and the nation and their relationship to each other. They also will focus on the ways that racial, ethnic, religious, nationalist or other identities grow and manifest themselves in cities or other territorial levels of determination (including the regional or transnational). In the search for remedies, students will be encouraged to consider a variety of policymaking or design points of entry, ranging from the political- institutional (e.g. forms of democratic participation and citizenship) to spatial, infrastructural, and technological interventions.

Subject has three goals: introduces students to the classic works on ethnic politics, familiarizes students with new research and methodological innovations in the study of ethnic politics, and helps students design and execute original research projects related to ethnic politics. Readings drawn from across disciplines, including political science, anthropology, sociology, and economics. Students read across the four subfields within political science. Graduate students specializing in any subfield are encouraged to take this subject, regardless of their previous empirical or theoretical background. Subject designed as a year-long research workshop, but may also be taken in either semester. This course is designed mainly for political science graduate students conducting or considering conducting research on identity politics. While 17.504 Ethnic Politics I is designed as a primarily theoretical course, Ethnic Politics II switches the focus to methods. It aims to familiarize the student with the current conventional approaches as well as major challenges to them. The course discusses definition and measurement issues as well as briefly addressing survey techniques and modeling.

This lesson will ask students to think themselves as 'joy' dispersers, likening themselves to the different ways that seeds are dispersed. They will model both and reflect on how they 'spread' joy. One of the pursuits the people in these black literary societies worked towards was intellectualism. This means that they learn something but what they learned doesn't just sit there. It is used to change things, to see things differently or to get to know others and themselves. Another pursuit was joy. In this lesson, they will discuss how to spread joy from one person to the next so it will grow.

This course explores how we use story to articulate ethical norms. The syllabus consists of short fiction, novels, plays, feature films and some non-fiction. Major topics include leadership and authority, professionalism, the nature of ethical standards, social enterprise, and questions of gender, cultural and individual identity, and work / life balance. Materials vary from year to year, but past readings have included work by Robert Bolt, Michael Frayn, Timothy Mo, Wole Soyinka, H. D. Thoreau, and others; films have included Crouching Tiger, Hidden Dragon, Hotel Rwanda, The Descendants, Motorcycle Diaries, Three Kings, and others. Draws on various professions and national cultures, and is run as a series of moderated discussions, with students centrally engaged in the teaching process.

Maa Vue is a singer/songwriter based in the Wausau area of Wisconsin who creates music in the Hmong language. In her journey as a musician, she draws from her emotions while celebrating her culture and challenging expectations.

This resource is part of Re/sound: Songs of Wisconsin; a collection of educational media resources from PBS Wisconsin Education and Wisconsin School Music Association. These resources can be used to explore connections between music, identities, cultures, and emotions. The collection includes video interviews with Wisconsin musicians, performances, audio files, and educator guides designed to help activate the media with learners in grades 4-8.

This video segment from New York Voices features Chinese American architect Maya Lin.

In this course students create digital visual images and analyze designs from historical and theoretical perspectives with an emphasis on art and design, examining visual experience in broad terms, and from the perspectives of both creators and viewers. The course addresses key topics such as: image making as a cognitive and perceptual practice, the production of visual significance and meaning, and the role of technology in creating and understanding digitally produced images. Students will be given design problems growing out of their reading and present solutions using technologies such as the Adobe Creative Suite and/or similar applications.

Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?

This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

Explores the related phenomena termed nationalism: national consciousness and identity, nations, nation-states, and nationalist ideologies. Analyzes nationalism's emergence and endurance as a factor in modern politics and society. Topics include: nationalism and state-building, nationalism and economic modernization, nationalism and democratization, and nationalism and ethno-political conflict. This course provides a broad overview of the theories of and approaches to the study of nationalist thought and practice. It also explores the related phenomena termed nationalism: national consciousness and identity, nations, nation-states, and nationalist ideologies and nationalist movements. The course analyzes nationalism's emergence and endurance as a factor in modern politics and society. Topics include: nationalism and state-building, nationalism and economic modernization, nationalism and democratization, and nationalism and religious conflict.

Overview / Description: This unit will examine the participation of Native Americans in World War II and their impact on the overall war effort. It will also look at the Native American perspective on the war and their participation. Guiding Questions: Why did Native Americans participate in WWII?What roles did Native Americans play in WWII?  How many Native Americans participated in WWII and what impact did they have on the overall war effort? In what ways did Native American participation in WWII connect to and/or change their cultural identity? What are some of the perspectives related to Native American participation in WWII? Learning goals/objectives:   Analyze primary and secondary sources related to the topic of Native American participation in World War II. Using information gathered, construct an argument about the presence of Native Americans in World War II. 

Richard Hildner Armacanqui and Juan Tomás Martínez are two musicians based in Madison, Wisconsin who weave together their experiences, travels, and cultures to make their eclectic music.

This resource is part of Re/sound: Songs of Wisconsin; a collection of educational media resources from PBS Wisconsin Education and Wisconsin School Music Association. These resources can be used to explore connections between music, identities, cultures, and emotions. The collection includes video interviews with Wisconsin musicians, performances, audio files, and educator guides designed to help activate the media with learners in grades 4-8.

Chauntee Ross and Monique Ross are two sisters from Milwaukee who make music together as SistaStrings. They combine their classical training with gospel and other influences to tell stories of their lives today through music. They connect their own experiences to their ancestors and to the next generation—their young performance students.

This resource is part of Re/sound: Songs of Wisconsin; a collection of educational media resources from PBS Wisconsin Education and Wisconsin School Music Association. These resources can be used to explore connections between music, identities, cultures, and emotions. The collection includes video interviews with Wisconsin musicians, performances, audio files, and educator guides designed to help activate the media with learners in grades 4-8.

Continued study of the language, literature, and culture of Spanish-speaking countries. Materials are from Spain and Latin America and include films, short stories, novels, plays, poetry, and journalistic reports in various media.

Designed for students of Hispanic descent and raised in the US. Expands oral and written grammar study and increases contact with standard Spanish. Studies recent fiction and poetry as well as specific historical, social, economic, and political aspects of Mexican-American, Puerto Rican, and Cuban cultures. Many of the nonliterary readings are in English; class discussions in Spanish. Taught in Spanish. Fron the course home page: Course Description Spanish for Bilingual Students is an intermediate course designed principally for heritage learners, but which includes other students interested in specific content areas, such as US Latino immigration, identity, ethnicity, education and representation in the media. Linguistic goals include vocabulary acquisition, improvement in writing, and enhancement of formal communicative skills.

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Aim is to analyze important current events for what they reveal about the nature and working of our technological world. Starting point is connection between technology and terrorism. Subject also explores how a human-built world can foster insecurity and danger, and how human beings respond. Many invited guests help develop a strong interdisciplinary approach (science, engineering, social science, humanities). Topics include technological risk and remediation, sociotechnical systems, imagination of disaster, technology and identity, technology and religion, technology and education, and technology and trust. Written and oral assignments and a final project required. Service-learning proposals and web-based presentations, in addition to written work, may be considered for the final project by the instructor.