Search

The Statue of Liberty, which stands in Upper New York Bay, is a universal symbol of freedom. A gift from France, it originally was conceived as an emblem of the friendship between the people of France and the United States. It has become much more, symbolizing the Mother of Exiles, greeting the millions of immigrants and embodying hope and opportunity for those seeking a better life in America. It represents the United States itself. This lesson aims to help clarify the nature of symbols for students as they study the Statue of Liberty, complete research on a national symbol, and use their research to communicate a message of their own. The lesson plan contains material on how to prepare to teach the lesson, including notes to the teacher and guiding questions. It also contains suggested activities for the following lessons: Lesson 1: Isn't It Symbolic?; Lesson 2: A Mighty Woman with a Torch; Lesson 3: Built-In Symbols; Lesson 4: Using the Symbol; Lesson 5: Choose a Symbol, Any Symbol; Lesson 6: Create a Symbol; Lesson 7: The United States Symbol; and Extending the Lesson. The lesson plan provides detailed information and ideas for teaching each lesson; cites learning objectives; gives appropriate grade levels (Grades 3-5) and time required for each lesson; and outlines national standards for English/language arts, social studies, arts, and civics and government. Lists several helpful Web sites and other resources. (NKA)

The design of this curriculum project allows teachers to introduce the rich Indian culture in a non-threatening way to learners who struggle with writing material. It was initially developed for special education students who read and write significantly below grade level. Some of the project's lessons include showing the students artwork and playing cassettes of talented Indian people who speak about various aspects in their diverse culture. The guided activities in the project are not only intended to motivate the students and to appeal to their learning styles, but also to serve a larger educational purpose to prepare special education students for their social studies classes. Following an introduction and general notes on audio tapes, the project is divided into part 1:"Guiding Questions/Activities"; and part 2: "The Audio Tapes." The tapes are: Tape 1: "Hinduism and Vishnu's Avatars"; Tape 2: "The Varaha Temple"; Tape 3: "Krishna"; Tape 4: "Kama/Consorts"; Tapes 5 and 6: "Nataraja, Lord of the Dance"; Tape 7: "The Pardhosham Festival in Madras"; Tape 8: "Sri Ekambaranathar Temple in Kanchipuram"; Tape 9: "Ganesha"; Tape 10: "Mahabalipuram Rock Carvings"; Tape 11: "Stone Carving of Ardhanareskvara"; Tape 12: "Philosophy of Giving/Lakshmi"; Tape 13: "Story of the Buddha"; Tape 14: "Gandhi/Indian Philosophy"; and Tape 15: "Jainism/Buddhism." Contains a 13-item teacher bibliography and a 7-item student bibliography. (BT)

This document argues that the Statue of Liberty has a lot to offer teachers who need to teach citizenship to elementary students. Among the symbols within the statue that have relevance to citizenship are: (1) the tablet; (2) the chains; (3) the step from the chains; () the torch; (5) the crown; (6) the face; and (7) the new infrastructure. The keystone tablet is a symbol of active involvement and unity. Chains reflect the hold that the British government had on America. A step forward from the chains is representative of freedom and progress, while the torch is a long standing symbol of wisdom. The seven rays of the Liberty's crown stand for the seven continents, the seven seas, and the seven planets known to humanity at the time the statue was designed. Together the rays and crown symbolize earthly and universal freedom. The face of Liberty, which the statue's designer, Auguste Bartholdi, based upon the face of his own mother, is the face of transformation. An improved infrastructure, built from stainless steel instead of the original rust-prone iron, both offers and symbolizes strength. Teachers can use the symbols to bring home to children important lessons about U.S. citizenship. Contains 19 references. (SG)

Designed to explain how principals can shape school culture, this book first discusses current pressures for school reform and the different perspectives on school operations reflected in these reforms. Competing reform strategies are described, specifically, the human resources approach and the structural, political, free market, and school culture models. Aiming to link reform success to school culture and symbolic leadership concepts, the book describes organizational cultures or subcultures within the greater society and presents evidence connecting organizational culture to productivity in business and schools. Next, a description is given of how the principal shapes a school culture by fulfilling five roles: those of symbol, potter, poet, actor, and healer. Following this, the book presents five case studies of school leadership in school settings that varied according to principal incumbency, school characteristics, student abilities, and organizational history. Finally, commonalities in the leaders' tactics are summarized and discussed. Each of the principals described identified what was important, selected compatible teachers, dealt successfully with conflict, set a consistent example, told illustrative stories, and used ceremonies, tradition, rituals, and symbols to display the school's common values. The book concludes with some action guidelines, with the caveat that these will prove inadequate unless accompanied by an unquenchable desire and commitment to build cultures that support and create excellence. Included are 51 references and a classified, annotated bibliography of 25 books and articles. (MLH)

The ideas and concepts of Carl Jung are the basis for the materials of this curriculum guide for teaching gifted students at the secondary level. Entitled "Man and His Symbols," the guide is organized in five parts: (1) Approaching the Unconscious; (2) Ancient Myths and Modern Man; (3) The Process of Individuation; (4) Symbolism in the Visual Arts; and (5) Symbols in An Individual Analysis. Each part is organized in the following format: introduction; instructional objectives; required activities; pre-test; questions for review; extra reading, research, and projects; for discussion and evaluation; and an insight and a reaction. (DB)

This collection of 35 self-contained teaching activities about Puerto Rican culture for elementary school students is designed for teachers who wish to incorporate multicultural concepts into their curriculum or make their teaching more relevant to Puerto Rican students. All lesson plans and student worksheets needed for immediate classroom use are included. Section I, "Here and There: Location and Migration," explores the geography, climate, and location of Puerto Rico as well as issues that surround why people move from place to place. Section II, "Puerto Rico: A Blend of Cultures," highlights some of the history of the island, from the indigenous Taino Indians to the arrival of the Spanish to stories of several heroes from diverse backgrounds. Section III, "An Island Rich in Tradition," looks at Puerto Rican symbols and traditions, including holidays and celebrations that are important elements of Puerto Rican culture. Each unit includes basic background information for users who are unfamiliar with Puerto Rican culture; lists the unit's activities; and also includes suggested grade levels, subject areas, and time requirements. A variety of teaching strategies are employed to meet the different learning styles of students. Some activities lend themselves especially well to the involvement of parents and community members. A chart relates each of the activities to the following major subject areas: (1) art; (2) language arts/English; (3) mathematics; (4) music; (5) science; and (6) social studies/geography. (FMW)

The resources of this packet provide an overview of the career of Kazimir Malevich, (1878-1935), a Russian painter from Kiev (Ukraine) and a leader in geometric abstraction who developed a style called "Suprematism." Influences on and innovations of Malevich's art are examined, and his art is related to the historical and cultural context in Russia during the early decades of the 20th century. The guide accompanies 20 colored slides that are reproduced as black and white in the text. Contextual information, discussion questions and student activities are given for each slide reproduction. The guide concludes with a time line, time line discussion questions and activities, and a bibliography. A second booklet provides extensive information on the life and times of Malevich, gives excepts from historic writings about the artist, and includes an annotated chronology of his life, a description of "Malevich's Teaching Charts," and suggested readings. Six study prints are given. (MM)

Considers how in the fantasy series "The Chronicles of Narnia" and "His Dark Materials," by C.S. Lewis and Philip Pullman respectively, the authors use symbols and themes from "Paradise Lost." Notes that each author's narrative choice uses his view of cosmic order to persuade readers that obedience should be understood as central to coming of age. (SG)

Outlines a method to teach Ray Bradbury's "The Foghorn." Explains the background for the story and different approaches to the story. Proposes the story has marvelous unity because of its symbolism. Discusses revisions, characterizations, and the resolution of the story. Lists questions for discussion. (PM)

Discusses a teaching method for John Steinbeck's "The Chrysanthemums" which focuses on word choice, symbolism, character interaction, and gender roles. Proposes that such a close study should reveal to students that Steinbeck should be considered one of America's most talented writers. (PM)

In kindergarten, students learn the symbols of the alphabet and numeric symbols. This unit is designed to help students understand what patriotic symbols are and that the nation and the state have symbols and icons to represent thoughts, feelings, emotions, and physical objects. Exposure to different national and state symbols helps students develop national identity and patriotism. The unit provides historical background for teachers; presents focus questions on the material; offers literacy links (reading, writing, speaking, and listening activities); and identifies materials needed. It outlines the topic information in detail: "Beginning the Topic"; "Developing the Topic"; and "Culminating the Topic." It also provides assessment activities and extended and correlated activities. Lists eight resources for the sample topic. Appended are the lyrics of "You're a Grand Old Flag." (BT)

Provides a taxonomy of subskills needed to interpret political cartoons. Focuses on two of the subskills (caricature and symbolism) in detail. Includes copies of political cartoons that all pertain to the electoral process, guidelines for selecting cartoons for classroom use, and a list of resources. (CMK)

Describes two experiential, academic activities for middle and high school students. Includes target group, group size, time and space requirements, activity level, props/preparation, and instructions. The activities enable students to identify the symbolic value of community places and architecture or raise student awareness about the complexities of defining service. (SV)

This guide offers a practical approach to construction of and interaction training of communication aids for use by individuals with disabilities. The guide covers: communication board design and construction; use of the computer as a communication tool; orthographically based communication systems; guidelines for selecting vocabulary for the communication aid through an environmental inventory; making regular revisions to the client's needed vocabulary; integrating augmentative communication systems into activities; enabling the client to be involved in choice making; and interaction training. A final section discusses the use of object symbols as a basic communication strategy. The section focuses on symbols, objects versus object symbols, individuals who might benefit from using object symbols, vocabulary selection, object selection, getting the object container and the "done" container ready, locating the object symbols, introducing the object symbols to the disabled individual, prompting strategies, introducing graphic representations, and helping the individual to generalize the communication skills to interactions with other caregivers. (JDD)

A teaching packet was developed in association with the exhibition, "The Noble Path: Buddhist Art of South Asia and Tibet," held at the Arthur M. Sackler Gallery, Smithsonian Institution, Washington, D.C., from October 1, 1989 to March 31, 1990. The packet aims to provide students in middle and secondary schools with introductory material on Buddhism and how the Buddhist principles were expressed in Buddhist art of South Asia and Tibet. The packet consists of three main sections: (1) classroom discussion about the basic principles of Buddhism, including the Four Noble Truths, the Eightfold Path, and Meditation on Loving-Kindness, and designed to encourage classroom discussion among students about the philosophy of Buddhism; (2) a slide packet that introduces some key images of Buddhist art and accompanied by discussion questions highlighting the Buddhist perception of objects; and (3) an activity guide to use while viewing the exhibition to help students understand symbolism in Buddhist art. The package also contains an evaluation form, and a glossary of Buddhist terms. A list of Buddhist temples in the Washington metropolitan area is provided as well as lists of books and films related to Buddhism, South Asia, and Tibet. (KM)

Written in three sections, this guide has two purposes: one is to assist English and Social Studies teachers who would like to encourage students to understand and appreciate mythology; to do this it provides a guide to Yukon mythology, following guidelines in the British Columbia programme of studies. The second purpose is to provide some comparative notes for particular Yukon myths in the book "My Stories Are My Wealth" by Angela Sidney, Kitty Smith, and Rachel Dawson, published by the Council for Yukon Indians. Although that book was not specifically prepared for use in schools, it may be a source-book for teachers interested in including Yukon materials when they discuss mythology. Part 1 of this guide is a discussion of themes in northern mythology, particularly Athapaskan mythology in the Yukon, which might be of some use to a teacher teaching mythology at an elementary or high school level. Part 2 is a more direct guide to ways in which Yukon mythology could be used in grades 1 to 7 Social Studies and grades 8 to 12 English. This section follows the British Columbia curriculum guides. Part 3 is a thematic and comparative guide to stories in "My Stories Are My Wealth" for teachers specifically interested in Yukon mythology. (Author/CM)

A literature course entitled "The Victorian Illustrated Book: A Marriage of Image and Word," offered at Skidmore College in New York, was designed to help students make connections between art and literature. Based on the premise that illustrations in Victorian books can be "decoded" much like a written text, students were introduced to illustrations from Charles Dickens'"Oliver Twist" and Lewis Carroll's "Alice in Wonderland" and spent time examining the illustrations to determine their faithfulness to the text and how they elaborated upon the narrative. Students also read research that familiarized them with Victorian artistic concerns, such as the language of symbols in artwork, and the Victorian preoccupation with the pastoral, death, and the family. An assignment called for students to examine Dante Gabriel Rosetti's painting "Found" and decode its symbols. More successful students learned not only to decode individual symbols but make ideational connections by seeing the symbols as a whole, as a "text" to be read. During the second month of the course, students were able to see how an illustration highlights a text or provides essential information. As the course neared its end, students had progressed to a point where most easily made ideational connections between the arts, and occasionally made insightful connections between Victorian and modern concerns. The nature of this course seems to encourage students to make a full range of connections. (JC)

The objective of the fine arts survey course outlined in this guide is to give high school students an introduction to understanding the four arts (visual arts, music, dance, and drama), their relationships, and how they each touch our daily lives. The guide begins with an introduction that contains a survey test, discusses the course rationale, and lists instructional materials. The course is comprised of 10 units: I-The Arts in Our Lives; II-Language, Media, and Materials of the Visual Arts; III-Symbols and Images of Graphic Art; IV-Achieving Literacy in the Visual Arts; V-Art as Environment; VI-Discovering and Creating; VII-Materials of Music; VIII-Form in Music; IX-Roots of American Popular Music; and X-Standard Concert Repertory. Information provided for the units includes focus, expected outcomes, background readings for teachers on the unit content, discussion/reaction topics, learning activities, words to recognize, teaching strategies, references and sample test questions. Throughout the course, students are involved in class discussions, are encouraged to actively participate in the creative process, and are assisted in developing their aesthetic sensitivity. (RM)

Presents an overview of the history of petroglyphs, or rock engravings, traditional methods of creating them, and sites for viewing them in the United States. Provides lists of books and videos about American Indian petroglyphs and a list of several art activities that can be linked to their study. (DSK)

This resource book on Spanish and English names, origins, and meanings gives the teacher background material for developing bilingual classroom activities. Knowledge of one's name is important for developing self-concept in a bilingual-bicultural education program. Section one contains a history and development of surnames. Section two traces the origin and development of Spanish surnames. Section three examines the symbolism and heraldry of coats of arms. Section four provides the origin and meaning of selected common names of families in Denver's west side. Sections five and six give common English names, their Spanish equivalents, and Spanish aids to pronunciation. Sections seven through nine provide learning activities for primary and intermediate grades which include bilingual games and songs. Section ten provides teacher and student resource suggestions. The appendix includes Spanish place names in Colorado and a Colorado map. (DE)

This report is intended to provide ideas to assist professionals and students in the exploration of tangible symbols for intervention purposes in working with visually capable individuals with disabilities. The first section provides an overview of tangible symbols and discusses the differences between tangible symbols and tangible objects, when and why a tangible symbols system should be used, how tangible symbols can be used, what types of tangible symbols may be used to support communication use and the understanding of messages, the most important considerations that could impact tangible symbol selection, and general considerations to guide symbol selection. The second section focuses on the usage of tangible symbols and describes how tangible symbols can be displayed for schedule/calendar, sequence, choice, and communication displays; the appearance of a tangible object schedule; a tangible symbol sequence display; a tangible choice board display; and a tangible symbol communication display. Appendices include a description of communicative functions and a checklist to use when considering programming with tangible symbols. (CR)

This teacher's packet accompanies a slide presentation on the wishes and riddles found in myths and rebuses in Chinese art. The packet contains: (1) an introductory essay describing symbolism used in the art of various dynasties of China; (2) a slide list describing the art depicted on each slide with time period and dimensions of the piece; (3) a picture of a silk tapestry the "Peach Banquet" with a description of the gods represented on the tapestry ; (4) a listing of suggested activities using puns and rebuses to investigate symbolism; (5) a listing of rebuses and figures with other symbolism found in the slides; and (6) a 32-item bibliography of resources on Chinese symbols and myths. (EH)

Images of people can serve several purposes in works of art. Individuals have had their likenesses embellished or altered for political, social, or religious purposes. Or, images of individuals have been employed by other people to fit their needs. This Learning Packet, designed for use with grade levels 1-8, addresses three themes: (1)"People as Symbols"; (2) "People as Character Portrayals"; and (3) "Real People." A section of this packet is devoted to each of these themes. Two works of art slides (not included here) will be compared and contrasted for each section. Suggested activities for each thematic section and a list of resources for further study are given. Next to each activity, relevant subject areas are indicated, including visual arts, drama, language arts, social studies, English, and mathematics. (MM)

This user guide is part of a multimedia unit using an interdisciplinary approach with hands-on learning to motivate children to participate actively in their schools and local communities, and to experience the democratic process. This unit focuses on the story of the "Star Spangled Banner" and understanding how music celebrates special feelings. Unit parts include: (1) video preview; (2) suggestions for using the unit; (3) getting ready to view the video; (4) video modeling lesson; (5) follow-up activities for primary, intermediate, and upper grade children; and (6) a bibliography for children and teachers. (EH)

This curriculum resource includes a set of 20 color slides with a descriptive script and comprehensive lesson guide. The unit, which is adaptable for use with grades K-12, examines some of the Northwest Coast Native art objects in the Seattle Art Museum's permanent collection and teaches about the art and culture of the indigenous people of the Northwest Coast. After an introductory section, the guide is organized in two sections which build on one another. Section 1, "Art for Everyday Use," includes lessons: (1) "Mat Creasers and Mat Weaving"; (2) "Basketry"; (3) "Bent-Corner Boxes"; (4) "Totem Poles and Houseposts"; and (5) "Canoes." Section 2, "Art for Ceremonial Use," presents lessons (6) "Grease Dishes"; (7) "Ceremonial Masks"; (8) "Button Blankets: Crest Designs and Prerogatives"; (9) "Woven Hats: Crest Items "; (10) "Headdress as History"; (11) "Rattles"; and (12) "Headdress as Creation Story." Each lesson focuses on a slide image, presents introductory information, a lesson summary, a goal, and objectives. Suggested discussion questions follow. At the end of each lesson studio art activities are indicated. While these activities may be used alone, several also are designed to be part of two ongoing class projects--a village mural and a book. Reproducible handouts include black and white photographs which allow students time to examine the images. A concluding section gives information on the slides, and four activities especially designed for K-2 students. Contains 16 references. (MM)

Proposes a framework to help course developers design criteria for optimal media deployment. The merits of radio, television, audio, video, and print are briefly compared with computer-based media and analyzed in light of six types of media characteristics: symbol system, access, controllability, student reactivity, interactivity, and adaptivity. (Contains 18 references.) (KRN)

Designed to make a visit to Washington, D.C. a successful learning experience for students by helping them understand the evolution of the city into what it is today, this teacher's guide presents themes and activities to accommodate many teaching and learning styles. Three sections of activities explore how the built environment symbolizes important values and how people interact with the built environment: (1) activities to do before a visit to Washington, DC; (2) activities to complete both at the National Building Museum exhibit and in the city; and (3) activities to use after a visit to Washington, D.C. Even teachers unable to visit Washington, D.C. can utilize the themes and activities and adjust them for use in the students' hometown. Some of the underlying themes include the built environment, democratic ideals, cities, conflict, compromise, and change. A matrix summarizes the activities in the guide and indicates the general skills required of each activity. A resource section provides an outline of the exhibit on the symbol and city of Washington, D.C. at the National Building Museum, a glossary of 32 architecture terms, and a list of 9 books and 4 videos for further study. (Author/CK)

This activity book is designed to present information and insights on Japanese culture and society. Because few teachers can devote entire units to the study of Japan, the activities focus on teaching about Japan within the context of larger social science units. Some of the lessons can be taught within the context of the humanities and fine arts, so that more teachers will be able to integrate information about Japan into the required social studies curriculum. The book's 26 classroom activities are organized into three sections. Section 1, "Society and Culture," contains 11 activities for studying Japan from a cross-cultural perspective. In the first four lessons, students examine U.S. and Japanese national symbols, self perceptions, and images; Japanese and American cross-cultural communication; Japanese history; and the impact of geography and culture on food and eating habits in Japan. Three activities then look at the lives of young people in Japan, with the third focusing on the juvenile justice and family court systems. This activity provides a bridge to the remaining activities in the section, which examine issues related to Japanese government. Section 2 contains a variety of activities on Japanese language, literature, and art. Activities focus on the Japanese writing and numbering systems, proverbs, poetry, children's literature, design, and origami. The third and final section contains six activities on Japanese economic and geopolitical relations. In addition to activities on Japanese population and energy use, three activities focus on developing student awareness of economic and cultural connections between their own communities and Japan. (DK)

This book aims to expose students of grades 4-6 to the language and culture of Japan. The unifying theme of all of the lessons is symbolism in Japanese language and culture. Lessons can be used as a unit or in sections and specific lessons can be presented in isolation. Each day's materials and format are described in detail with specific objectives noted with the procedure for conducting the lessons. No prior knowledge of Japanese language or culture is required of either the teacher or students to use these materials. A pronunciation guide is part of the introduction to the unit. The 13 lessons include: (1) "Japan Bingo"; (2) "Japanese Names"; (3) "Greetings"; (4) "Artifacts"; (5) "Fukuwarai - The Smiling Goddess Game"; (6) "Kanji: Origins of Communication"; (7) "Discovering Authentic Characters"; (8) "Getting Around Tokyo"; (9) "Japanese Geography and Global Perspective"; (10) "Demystifying 'Sumo'"; (11) "Rice in Japanese Culture"; (12) "Folktales--'The Monkey and the Pheasant'"; and (13) "Japanese Radio Exercises." (Contains 35 references.) (EH)

Describes children's dramatic play behavior as a structured, recognizable phenomenon that is the result of careful nurturing by caregivers and a future tool to make vivid the actualities and potentialities of human experience. (CRH)

This elementary art unit, which exposes students to the art and culture of American Indian tribes, is divided into four sections. Each section deals with a geographical area and a tribe or tribes within that area. Background information precedes instructions for art projects related to specific tribes. The influence of the environment on culture and art is stressed and special rituals and customs are related to specific art forms. The areas, the tribes, and the art projects are as follows: (1) Southwest (Hopi, Navajo)--thunderbird designs, sandpainting, and Kachina dolls; (2) Plains (Sioux)--blanket designs, a hide project, and war shields; (3) Northwest (Tlingit, Kwakiutl)--totem pole projects; and (4) Woodland (Mesquakie)--beadwork projects. Additional materials in this unit include a list of Navajo words and symbols, descriptions of several types of Kachina dolls, illustrations of American Indian symbols and designs, a list of sources for bead supplies, and extra activities consisting of coloring sheets and hidden pictures. A 17-item bibliography lists books on Indian arts and crafts, designs, tribes, totems, and beadwork. This document is part of a collection of material from the Iowa Area Education Agency 7 Teacher Center project. (EM)

Since sacred space is revealed in the symbolism of the center, and sacred time is revealed in traditional Native American cosmogony (according to Mircea Eliade), the symbols of the center and the myths of origin were analyzed for the: Naskapi; Pomo; Paiute; Navajo; Ojibwa; and Delaware American Indians. Analysis revealed the following: (1) for the Naskapi, all space is sacred and all present time is profane; (2) for the Paiute, some space is sacred sometimes and most time is profane and must be annihilated; (3) for the Pomo, some space is permanently sacred and some time is occasionally sacred; (4) for the Navajo, most space is permanently sacred and some time is occasionally sacred; (5) for the Ojibwa, some space is temporarily sacred in man-made structures and some time is sacred as a record of individual experiences; (6) for the Delaware, a permanent structure is sacred and regular times of ceremonies are sacred, so that time is celebrated rather than annihilated. (JC)

Written in Spanish and English, this booklet contains information on Puerto Rico's national symbols, including its anthem, emblem, and flag. Verses to "La Borinquena," the national anthem, are given , as well as the song's historical background and musical evolution, covering contributions of Felix Astol Artes, Paco Ramirez Ortiz, Lola Rodriques de Tio, Manuel Fernandez Juncos, and Ramon Collado. The seal of Puerto Rico, conferred upon the island by the Catholic Kings, Fernando and Isabel, on November 8, 1511 to recognize Puerto Rico as part of the Spanish Empire is described, and the historical, cultural, and religious significance of its components (the lamb, yoke, letters, the Latin phrase for "John Is Your Name," the cross of Jerusalem, the castles, lion, and pennants) are explained and illustrated. The symbolism of the flag, designed by a group of patriots in 1895 and adopted in 1952, is also described. A short review quiz on the major points covered in the text is also given. (AW)

A detailed and descriptive narrative is presented about the U.S. flag's history, development, symbolic meaning, and overall importance. Information about the U.S. seal and how it identifies what the United States stands for as a nation is given. A motto is defined as a word or phrase that expresses one's principles, religious, moral, or patriotic beliefs. Each of the fifty states has a flag, seal, and motto that signifies and describes that state's heritage. A 39-item bibliography relating to flags, seals, and mottoes concludes the guide. (JAG)

This publication is intended for those who wish to design or evaluate a map and globe skills program across several grade levels. The introduction discusses general considerations underlying effective map and globe skills instruction. A grade-by-grade outline of a map and globe skills program provides recommendations for the following categories: using symbols, finding location, orienting and using directions, using scale and finding distance, and selecting media (i.e., comparing advantages and disadvantages of different kinds of media, including maps or globes, for communicating different kinds of information). For each category, learning suggestions are made for developing supportive concepts and skills. For example, at the kindergarten level, under the category of "Using Symbols," one of the skills that children should be taught is that of reporting information. The children might do this by constructing a three-dimensional model on the floor of the classroom using blocks, toy cars, and trucks to model a familiar scene. The guide concludes with a five-page reference list. (RM)

Activities in this guide are designed to help students of all ages become responsible citizens and participate as leaders to safeguard the liberties and freedoms of all citizens. Some of the activities can be adapted for use in language arts courses. The publication includes five areas in which students can be actively involved in citizenship and leadership or "respond" to--symbols and traditions; authority; courtesies, rules, and laws; citizenship; and choices. The activities in each section are arranged with lower level material at the beginning of each section progressing to ideas and activities for high school. Some examples of the wide range of activities suggested include the following. Students learn the Pledge of Allegiance using Indian sign language, do research on contemporary leaders, develop rules for order to be used in the classroom, invite a naturalized citizen to class to tell about his/her experiences in becoming a citizen, and participate in a voting campaign simulation. An extensive bibliography of student and teacher resources is included. (RM)

Designed as a text for high school students and adults, this illustrated book presents ethical concepts and teachings of Native societies throughout North America concerning the nature and possibilities of human existence. The final component of a course in self-discovery and development, the book begins with the legend of the "Sacred Tree" followed by chapters on the important concepts and teachings of the legend and the symbolism of the medicine wheel. Chapter 4, "First Principles," summarizes 12 teachings of the "Sacred Tree," which include concepts such as that all things are interrelated, all creation is in a state of constant change, and human beings are spiritual as well as physical. Chapter 5, "The Gifts of the Four Directions," explains the medicine wheel as a symbolic tool for gaining self-knowledge and discusses at some length the human qualitities and symbols associated with the east (renewal), south (emotional capacities), west (spiritual insight), and north (intellect and volition). Chapter 6 presents a 12-point code of ethics derived from the teachings of the "Sacred Tree" and covering topics such as respect, moderation, and service to others. This text is part of a curriculum package that includes a videotape and teacher's guide. (JHZ)

Geography skills for elementary and secondary grades are outlined in this teacher's guide. The teaching and learning of geography skills is a developmental process. Once introduced and understood, skills must be used repeatedly and in different situations if they are to become part of the students' equipment for learning. A planned program for skill building and learning is needed to help students transfer these skills into customary behavior in our modern society. The map skills outlined focus on direction, scale, location, symbols, and comparison and inference. Skills are outlined for individual grades at the elementary level and as a whole at the secondary level. (RM)

A three-part handbook for Virginia K-12 social studies teachers presents methods for introducing students to documents and symbols which reflect the principles and ideals of the American democratic system. Although a portion of the material focuses on resources specific to the state of Virginia, information on national documents and symbols can be used nationwide. The first part contains copies of the Virginia Declaration of Rights, the Virginia Statute of Religious Freedom, the Declaration of Independence, and the U.S. Constitution. Also included are a rationale for teaching these documents, and a scope note describing the grade level at which these should be taught. The second part concerns teaching about national and state symbols. Topics covered are the history of the American flag, guidelines for displaying the flag, the salute to the flag, the Pledge of Allegiance, the American's Creed, the Great Seal of the United States, the Virginia state flag, and the Seal of Virginia and other state symbols. The final section contains a copy of the Constitution of Virginia. (LP)

Intended for college teachers and students of Anglo-Saxon literature, this paper provides an overview of the poetic devices available to poets of the fourteenth century. The paper examines how the "Pearl" poet made use of numerical symbolism and the principles of formal logic as structural devices, giving examples of these devices from "Sir Gawain and the Green Knight," Chaucer's "Parlement of Foules," and Guillaume de Lorris's "Roman de la Rose." The paper also examines the infusion of color into Middle English poetry, citing descriptions of the Green Knight's clothing and castle as examples. Uses of rhyme, puns, and the alliterative long line are also discussed, focusing on the Harley's "Lyrics" and "Sir Gawain." Finally, the paper explores the various uses of allegory and symbolism, especially the religious symbolism in Bede's "De Dei Judicii" and "Pearl." A bibliography of works on Middle and Old English is included. (SRT)

The curriculum guide for grade 9 civics instruction for students of English as a second language (ESOL) contains, in outline form, civics behavioral objectives and instructional units. Units of instruction cover American symbols, politicians, colonial Americans, principles of government, the Declaration of Independence, the Constitution, separation of powers, the legislative branch, the executive branch, the judicial branch, how a bill becomes law, the Bill of Rights, the Electoral College, other ideas related to the Constitution, and the rights and responsibilities of U.S. citizenship. Illustrations are included. (MSE)

This resource suggests that to study India without experiencing the life of the people as represented through their folk craft traditions would be a hollow venture. History and geography are conveyed in the symbols and figures that decorate Indian crafts. Basic beliefs, ancient symbols, and religious traditions are conveyed in recurring visual images. The focus of this instructional guide is on the traditional fabric arts, including weaving, embroidery, applique, dyed, and printed materials. Background information, discussion guides, worksheets, and activities are given on topics which include: "Cotton and Trade"; "Fiber Investigation"; "East India Company and Gandhi"; "The Silk Tradition"; and "A Weaver's Village: Nuapatna." A timeline and bibliography are provided. (MM)

This text explores an isolated and indigenous people who live in the Sierra Madre Occidental in Mexico. Isolation has allowed the Cora Indians to maintain their traditional customs to a much greater extent than many other groups of Native Americans. The historical and geographical contexts of the Cora are presented in this curriculum resource. Readings include: "History and Geography"; "Life of the Cora"; "Myth of the Cora"; and "Art of the Cora." These topics may be studied independently and in any sequence. Discussion questions and student activities are provided to support each topic. Instructions are given for art activities: "Ojos de Dios" (eye of God); "Hasha Masks"; and "Making a Backstrap Loom." Contains 15 references. (MM)

This teacher resource book describes the Spanish-Mexican contribution to the cattle industry, rodeo, and cowboy culture. It provides background material, resources, and activities for developing a bilingual-bicultural education course for primary, intermediate, and upper grades. The first three sections discuss the cattle industry, American rodeo, and its Hispanic heritage. Section four contains examples of Spanish language contributions to western cowboy culture. Section five examines the history of the horse in North America, and the Spanish-Mexican horseman known as the "charros." Section six describes the "charreria", or the Spanish-Mexican horsemanship events, and compares them with the American rodeo. Section seven briefly describes the local Denver and Pueblo, Colorado, Charro Associations. Sections eight and nine provide songs, poems, and riddles of the Spanish-Mexican cowboy. The final three sections contain resources and learning activities on Spanish-Mexican contributions for primary, intermediate, and upper grades. (DE)

Describes an art activity in which elementary students create collages similar to those of Julian Schnabel, learning to appreciate his work's meaning. Students select a symbol to represent an event or experience in their lives. Collages are created with acrylic paint and broken plates. (CMK)

Describes a self-portrait assignment inspired by the work of Frida Kahlo. Discusses Frida Kahlo's artwork and use of surrealist and symbolist views. States that each student had to incorporate personal symbolism in the portrait to convey a message about him or herself in a subtle manner. (CMK)

Discusses childrens books about money dealing with the recognition of coins, bills, and their value; counting and calculating; minting and printing; meaning of words, symbols, and pictures on money; history; and money from around the world. Describes activities and provides a bibliography. (PEN)

This poetry activity encourages K-3 students to recognize figurative language and symbolism in their reading and helps make them aware of different cultural heritages. The activity involves reading and discussing the poem, "Tradition," by Eloise Greenfield, (which is provided on a reproducible tear-our sheet), as well as assorted other multicultural books. (SM)

Discusses the integration of art and academics in a fifth-grade instructional unit on Native American culture. Describes how students studied Native American pictographs, designed their own pictographs, made their own tools, and created rock paintings of their pictographs using these tools. Provides a list of references on Native American pictographs. (DSK)

Examensarbetets titel: Tomma ord som väger tungt Seminariedatum: 30 Maj 2024 Kurs: FEKH49 - Examensarbete i organisation på kandidatnivå, 15 högskolepoäng Författare: Ebba Sjögren, Elvira Christensson, Lovisa Friefeldt Handledare: Nadja Sörgärde Fem nyckelord: Värden, värdegrund, värdegrundsarbete, distraktion, symbolism Forskningsfrågor: Hur upplever högt uppsatta chefer på AstraZeneca företagets värdegrund? och Vilken funktion har värdegrunden för högt uppsatta chefer inom AstraZeneca? Syfte: Genom att undersöka och analysera hur högt uppsatta chefer på AstraZeneca upplever företagets värdegrund, syftar denna studie till att bidra med en mer nyanserad bild av vilken betydelse en värdegrund kan ha för chefer. Metod: För att uppnå syftet med studien har en kvalitativ intervjustudie med ett semistrukturerat intervjuförfarande genomförts med åtta chefer på AstraZeneca. Studien utgår ifrån ett socialkonstruktionistisk synsätt samt antar en abduktiv ansats. Teoretiska perspektiv: Det teoretiska perspektivet tar sin utgångspunkt i tidigare forskning gällande värden, värdegrundsarbete och olika strömningar inom fältet. Resultat: Det empiriska materialet visar att högt uppsatta chefer ställer sig positivt till AstraZenecas värdegrund då de förklarar den som vägvisande, förenande och motiverande. Däremot impliceras mellan raderna att värdegrunden lämnar rum för tolkning. Slutsats: Chefernas upplevelser visar ett stort engagemang och entusiasm för företagets värdegrund. Studien mynnar ut i tre huvudsakliga funktioner som värdegrunden har för dem: värdegrund som nyckel till makt, värdegrund som framgångssaga och värdegrund som distraktion., Title: Empty words that weigh heavy Seminar date: May 30th, 2024 Course: FEKH49 - Bachelor’s degree thesis in Management and Organization, 15 credits. Authors: Ebba Sjögren, Elvira Christensson, Lovisa Friefeldt Supervisor: Nadja Sörgärde Keywords: Values, value system, core values, distraction, symbolism Research question: How do senior executives at AstraZeneca perceive the company’s values? and What function does the company values have for senior executives at AstraZeneca? Purpose of study: By examining and analyzing how senior executives at AstraZeneca perceive the company's core values, this study aims to contribute to a more nuanced understanding of the significance core values can hold for executives. Methodology: In order to achieve the aim of the study, a qualitative interview study with a semi-structured interview procedure has been carried out with eight different managers at AstraZeneca. The study thus adopts a social constructionist perspective and an abductive approach. Theoretical perspectives: The theoretical perspective is based on previous research regarding values, value-based work and various studies within the field. Result: The empirical material shows that senior executive managers have a positive attitude towards AstraZeneca's core values as they explain them as guiding, unifying and motivating. On the other hand, it is implied between the lines that the core values leave room for interpretation. Conclusions: The experiences of the managers demonstrate a strong commitment and enthusiasm for the company's core values. The study leads to three main functions that the core values serve for them: core values as a key to power, core values as a success story, and core values as a distraction.