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 |
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School Preparedness During Emergencies
Ham Radios - Guard Your Airwaves Watch + Listen to Flash Tributes How to Combat Hate and Tragedy |
Patriotism
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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
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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/