School Curriculum SUGGESTIONS for 5th, 8th, and 11th Grades.
CRISIS CURRICULUM PAGE 3
CURRICULUM
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CURRICULUM
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CURRICULUM PAGE 3 |
| School Preparedness During Emergencies Ham Radios - Guard Your Airwaves Watch + Listen to Flash Tributes How to Combat Hate and Tragedy |
Patriotism |
Resources by Subject Area Money, Freedom, Criminology, Music, Folklore, Art, Language, History, Chemical, biological, nuclear warfare and weapons. |
RESOURCES BY SUBJECT AREA
BIOLOGICAL / CHEMICAL / NUCLEAR WARFARE
THE REAL STORY about chemical, biological, or nuclear warfare and weapons. The best antidote of all is education and level-headedness. Remember, terrorists can't win if we aren't terrified. I am a retired military weapons, munitions, and training expert and decided to write a paper to keep things in their proper perspective.
Ready.gov, a federal Web site that gives tips on what to do in case of a terrorist attack.
Centers for Disease
Control
and Prevention SARS
The new guidelines for schools issued about students who develop a fever or respiratory symptoms within 10
days of exposure to someone with SARS should stay home from school, but they can return if symptoms ease
within three days. Exposed students without symptoms can attend school but should be closely observed.
MONEY
Big oil
interests - Exxon-Chevron, and their corporate allies - who once enjoyed a near-monopoly on Arabian
oil due to a special and long-standing arrangement with the House of Sau
The deal reunites the two biggest chunks of the old Standard Oil monopoly of John D
Rockefeller dismantled by the US Government 90 years ago. Mobil was then Standard Oil of New York, Exxon
Standard Oil of New Jersey.
BUY ONLY FROM Companies that do NOT import Middle Eastern oil:
Citgo....................0 barrels
Sunoco............. ..0 barrels
Conoco............. ..0 barrels
Sinclair............... 0 barrels
BP/Phillips.......... 0 barrels
Hess...................0 barrels
FREEDOM
REMEMBERING INDEPENDENCE DAY JULY 4TH
Losing Astronauts
Cost of Freedom - the Columbia Accident and dealing with tragedy and
http://www.whtwooffx.com/flash/Feb1_shuttledisaster.html
Online K - 12 Curricula - Black History Month All Year
Long
Online Project: Be an abolitionist, become an activist, support the antislavery movement. In the last few
years, the issue of child soldiers has gained increased attention and growing international action. Today, experts estimate that there are over 300,000 children participating in conflicts
around the globe. All areas of the world are affected by the use of children as soldiers.The
Middle
East and North Africa are not immune from this phenomenon. In recent decades children have been used in
large numbers during the civil war in Lebanon and the Iran-Iraq war.
Participate in a Folklore Project to document the country's reaction to the Sept. 11 terrorist
attacks.
CRIMINOLOGY
Class Projects - Analysis of
Explosive Residues and other Bombing Evidence
Forensic science education at the high
school level (main site)
MUSIC
Patriotic Songs Every U.S. Child should learn and know. MUSIC Islamic and Middle Eastern Music and DanceThis detailed exploration of the music of the Middle East explores the differences between modern western music and classical Arabic music, views of music in relation to Islam, musical instruments, folk music and dance, Sufi dance and music, belly dancing, and related topics. Includes many related links (some broken). From a teacher at Horace Mann Middle School in San Francisco.
ART
Folklore September 11th Digital Archive
Beyond 911
Features the creative works of twenty-one Iowa visual artists, writers, and musicians expressing their
feelings about the September terrorism or aftermath. Find in-depth interviews with the artists about their
background, creative work, and the experience of September 11 and aftermath. Brief clips from the
interviews
(audio and text) also are included on the site .Visitors to the site are encouraged to join the
conversation
by submitting e-mail feedback in response to the featured work and statements; visitor comments will be
posted on the web site.
A folk artist's interpretation of 9-11 a Navajo interpretation of September's tragic events. Lorraine Black, is one of the Navajo Nation's basket weavers, located in transferred her feelings into her art. Through her cultural stories she has portrayed a complex and unusually sensitive situation and created an exceptionally moving piece of history. Take a look at this magnificent basket of Lorraine Black. Lorraine is the daughter of Mary Holiday Black, National Heritage Award winner. To interpret this wonderful period piece you must begin in the center. Coyote is portrayed here as having swallowed Horned Toad. Coyote coveted what Horned Toad had created through hard work and sacrifice: a fine home and bountiful crops, which he had created from barren forlorn surroundings. Coyote, a chaotic figure, in his greed and jealousy, tried to assimilate what Horned Toad had built, by simple elimination. But swallowing Horned Toad caused great harm to our uneducated cousin and, in the end, his demise. <snip>
Collection of Internet Folk Art - http://content.rc6.org/mirror/taliban/
A Totem Pole to Heal a Nation - Jewell Praying Wolf James, his brother and his team of carvers have built the 13 foot tall totem pole, carved from a 140-year-old red cedar tree, to honor the children who lost family in the Sept. 11 attacks on the World Trade Center and help bring healing to the tragedy. The pole eventually will be placed about an hour north of the World Trade Center site in Sterling Forest's Arrow Park in the Hudson River Valley. Picture
Ground Zero Quilt - This 89 inch square quilt was conceived in the days following the events of September 11, 2001. The center of the quilt was composed using pictures, printed on fabric, of people who perished at the site of the World Trade Center.
LANGUAGE
Understanding the Language
The Koran was written in 7th Century Arabic and has never been allowed to be translated into the modern
day
language that the people speak now. There has never been a "reformation" bible translation that
brought people out of the "dark ages" like there was in Christianity. The language situation of
Arabic is alien to any English speaker since it is as if Chaucer English was the language of all writing
and
professional talk (academic lecturers, TV news) and modern English was confined to normal everyday chit
chat. Those learning Arabic in the West in fact learn two
languages as Andrew T. Freeman
pointed out:
'anybody wishing to travel to the Arabic speaking world who only knows Standard Arabic is certainly
not
ready for the Arabic that he or she will hear there. In fact "for most students, it is quite a shock
to
realize how far it really is from the spoken forms of the Arabic language" 9. So to really function
in
Arabic the student needs to learn both Standard Arabic and at least one of the dialects.
There are roughly four major dialect groupings of modern spoken Arabic:
1. the Gulf and Arabian peninsula dialect group spoken roughly in Bahrain, Iraq, Kuwait, Oman, Qatar,
Saudi
Arabia, the UAE and Yemen.
2. the Levantine dialect spoken in Jordan, Lebanon, Palestine and Syria.
3. the Egyptian dialects spoken in Egypt, the Sudan and Libya.
4. the Maghrebi dialect group spoken in Algeria, Mauretania, Morocco and Tunis'
Also read http://www.arabicstudies.edu/arabiclangrev.html by Terri DeYoung
'An Arabic speaker will learn her/his own regional colloquial language (Egyptian, Moroccan, Levantine
Arabic] .... But our hypothetical Arabic speaker will also, if s/he goes to school and wishes to be
considered educated, have to learn (in school, as a learned language) Modern Standard Arabic, or (to use
the
Arabic term) fusha, which is grammatically virtually identical with the Arabic of the Qur'an . This
"superposed" variety is considered to be the only "true" form of Arabic, and it is
almost exclusively the vehicle of written communication. In Arabic, .. there is a strong prestige value
attached to the superposed variety of the language--in the Arabic case, the fusha.
[..."literature"--in the sense of imaginative productions of the human intelligence, meant to
entertain and instruct other human beings--does exist in the colloquial, but that the prejudice against
the
colloquial in the collective perceptions of the speech community, means that this literature is considered
less valuable than written literature in fusha. Thus, there is (and probably has always been) Arabic
poetry
composed in both fusha and colloquial, but only the poetry composed in fusha has been traditionally
considered "literary" and worthy of preservation in and for itself.']
Classical Arabic is
inherently
context dependent This is a particularly good web page on the complex status of the various
'Arabics' and Arabic society. The Classical language that was used for the Qur'an was a
special
form of the language common to all of the tribes that existed in the Arabian peninsula at the time of the
prophet that had previously only been used in the traditional poetry. The age of this form is not known,
but
it was a conglomeration that had existed for some time and was not representative of any single dialect or
any one era.
The Historic Role of the Afghan Flag
HISTORY and the Eerie parallels to this time of New-Age anxiety...
Cold War Civil Defense Museum... This virtual museum features the U.S. Dept. of Defense, Office of Civil
Defense Community Fallout Shelter Program, Radiological Monitoring Program, and Public Training Programs
of
the 1950s and 1960s Cold War era. Museum Sections include Shelters Tour Page, Civil Defense Art Gallery,
Fallout Shelter Supplies, Civil Defense Radio Spots, Civil Defense History Section, FEMA Region VI Center
Tour, Civil Defense Emergency Hospital, and Army Corps of Engineers Shelter Photos.
http://members.home.net/cdmuseum/