Online Lesson Plans and Resources

• From ORIAS Institute History Through Literature:

History Through Literature - Hero's Journey Web Project:
The purpose of the web site is to provide a digital library of background materials and University resources for middle and high school teachers interested in including the stories of epic heros in their world history/language arts curriculum. Joseph Campbell's Journey of the Hero or "monomyth" is used as an organizing device for comparing different epic heroes and mythic figures. An overview of how these topics fit into the 6th and 7th grade school year can be found on the Ramayana site at Overview. Included on the site so far are:
Ramayana, India
Sunjata (or Sundiata), West Africa
Prince Yamato, Japan

The original project is part of the ORIAS partnership with Interactive University.


Also from History Through Literature institutes:

• The Grand Pantheon: A comparative mythology play for 6th grade This play for 6th grade was a follow-up project on history through literature performed in 2005 by Corte Madera Middle School in Portola Valley, California.
• Gilgamesh
Lesson plans for middle school students by Deborah Petranek, Winship Junior High, Eureka,CA, Johanna Rauhala, Valley View MS, Mt. Diablo, CA, Sheryl Hott, Little Oak School, Dobbins, CA
• Beowulf
Carolyn Rinetti, Pleasanton Middle School, Pleasanton, CA
• Notes on using the story of Joseph
• from the Koran
Laurence Michalak, Vice-Chair of the Center for Middle Eastern Studies, U.C. Berkeley
Working pages for "Joseph" from History Through Literature 2000 institute: (NB: these pages sometimes don't open in Netscape)
Group C: Comparative examples from the texts from Genesis and the Koran
Group A: Students and teacher will compose a matrix or T-chart to aid in comparison after initial readings.
Group B: Analyzing character traits in "Joseph" (will not open in Netscape, use IE)

• From ORIAS Institute Medieval Travelers:

 
• Chingis Khan

Background resources and classroom ideas for teaching about Chingis Khan (Genghis Khan) and the 12th Century Mongolian Empire. Stella Bourgoin (Institute of Slavic, East European, and Eurasian Studies).
• CHINA: The Exchange of Goods and Ideas Along the Silk Road

A Lesson for 7th Grade World History by Shelley Alton, Natomas High School; Gordon Bernstein-Potter, Winton Middle School; Aimee Bohuchot, Smedberg Middle School; Sheryl Hott, Little Oak School; and Frank Pisi, Smedberg Middle School (Developed during the Ancient Roots - Modern States institute, Summer 2000.)
• Ibn Battuta

Nick Bartel, Horace Mann Middle School
 
• Marco Polo

Carolyn Rinetti, Pleasanton Middle School, Pleasanton, CA.

• From ORIAS Institute Ancient Roots - Modern States:

Human Rights

• Conflicting Concepts of Human Rights:China Vs. the West, by Mike Dunlap, Oakland Technical High School, CA
• Lesson Plan on Human Rights for SDAIE (Sheltered) Class by Michael D. Husser, De Anza High School, Richmond, CA

• "Lesson 4:  U.S.-Sino Relations with a Focus on Human Rights" in
Understanding China in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region (Published by SPICE: Stanford Program on International and Cross-Cultural Education.)
Curriculum Overview/Review by Carrie Levy, San Leandro High School

• From ORIAS Institute Teaching Comparative Religion Through Art and Architecture:

• An Illustrated Life of Buddha , Changhwan Park, UCB; Carol Murphey, BAGEP, Michele Delattre, ORIAS
• Sacred Spaces in Shinto, Vimalin Rujivacharakul, UCB; Donna Kasprowicz, teacher on Fulbright Memorial Fund, Michele Delattre, ORIAS
• Images of Monotheism: Three Religions: An on-line slide show for discussion of the relationship between Judaism, Christianity and Islam by Laurence Michalak, Center for Middle Eastern Studies, U. C. Berkeley
• Perspective Through Art: Depicting religious and mythological figures from Joel Arquillos, Galileo High School, San Francisco, CA
• Greek Temples: Linking the Historical with the Mythological from Lisa Hague, Pleasanton Middle School, Pleasanton, CA
• Ancient Civilizations Board Game from Laura Townsend, Elmhurst Middle School, Oakland, CA
• Symbols in World Religion from Sheryl Hott, Little Oak School, Dobbins,CA
• From ORIAS History Through Literature Institute

• Notes on using the story of Joseph from the Koran
Laurence Michalak, Vice-Chair of the Center for Middle Eastern Studies, U.C. Berkeley
Working pages for "Joseph" from History Through Literature 2000 institute: (NB: these pages sometimes don't open in Netscape)
Group C: Comparative examples from the texts from Genesis and the Koran
Group A: Students and teacher will compose a matrix or T-chart to aid in comparison after initial readings.
Group B: Analyzing character traits in "Joseph"(will not open in Netscape, use IE)

• From the ORIAS/Center for Teaching About Southeast Asia Summer Project (2001):

• Annotated Sites for Teaching About Southeast Asia, Peter Whittlesey
• Monsoon Winds to the "Land of Gold": Maritime Spice Trade from Southeast Asia to Rome, Kay Corcoran
• The Ramayana in Southeast Asia, Donna Kasprowicz (site under construction)

• From the ORIAS Institute Cultural Representations in Children's Literature (2001):

 
• Recommended Literature for K-8: Bibliographies and annotations from speakers and class participants
• During the Summer 2001 institute on using international children's literature in the lower grades, Glen Worthey began his focus on Russia with an excellent example of a lesson plan for teaching young students about world cultures. After showing his own passport to the class, Glen had given each student a passport-like booklet in which to record their sessions "visiting" countries around the world. The end result is a writing exercise, an outlet for creative expression, and a record about the countries that could later be reviewed. The passport project, which is simple and inexpensive to create, can be downloaded here and photocopied: The Student Passport

• From ORIAS Institute Mapping Communication: Writing Systems (2002)
• The History of Paper and the Spread of Writing,  by Carol Murphey
• From ORIAS Institute on Mapping Stories: Hanuman and Monkey (2002)
• Ramayana Assessment Tools - (pdf documents) , by Donna Kasprowicz

     Assessment Tools - Language Arts
Story analysis and Journal sheets
     Assessment Tools - Fine Arts
   Shadow Play and Story Cloth
• From ORIAS Institute Ancient and Medieval Maritime Trade (2002)
• Monsoon Winds to the "Land of Gold": Maritime Spice Trade from Southeast Asia to Rome, by Kay Corcoran

Activities:
• Artifact Box: Students assume the role of archaeologists and examining four objects in a mysterious box found buried along the Malabar coast in Southwest India.
• Looking at Ancient Maps
• Spice trade poster activity.
• Ancient trading simulation activity.

• ---

  Fromthe Center for Latin American Studies at U.C. Berkeley
• MIGRATIONS: A Collection of Views on Mexican Immigration to the United States - suite of Digital Learning Materials, produced at the Center for Latin American Studies, introduces

students and learners to the history and some of the challenges surrounding the immigration of Mexicans to the United States. The website outlines immigration issues along the Mexico/United States border from the Treaty of Guadalupe, in 1848, up to recent contactsbetween the Fox/Bush administrations.

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