Gateway 1 Teacher 39;s Book Pdf

0 views

Skip to first unread message

Bridget Peral

unread,

Aug 3, 2024, 5:43:59 PM8/3/24

to jarudenat

Utah boasts one of the highest concentrations of Oceanic peoples (Pacific Islanders) in the continental U.S. How did all these island folks end up in a landlocked state? Using a transnational lens this workshop will explore topics of diaspora, migration, religion, identity, Pasifika literature, and pop culture. Teachers of world history, world geography and English language arts will have direct applications to their curricula from the content of this workshop.

The release of ChatGPT threw educators at all levels into tumult. Teachers of every subject have had to reconsider instruction, assignments, authorship, information literacy, and academic integrity with varying degrees of alarm. By and large, the discourse has shifted in a positive direction. Early concerns over catching students cheating have been replaced with the responsibility of thoughtfully introducing these tools to students, equipping them with the skills to think critically about the effects of these tools, and preparing them for a workplace where AI will be omnipresent.

What does Latin American music reveal about social and ecological issues? How are Indigenous issues and identities part of and at odds with Latin American identities? How do expressions of culture construct and negotiate ideas and identities? This workshop explores these questions through Latin American identified peoples and their various cultural expressions found in popular music and current environmental issues. Topics include the climate crisis, food justice, Indigenous philosophies, music, dance, and identity. Teachers of World History and Music would benefit most from this workshop but all disciplines within and outside of social studies and the arts are welcome to participate.

It is hard to engage with the difficult issues that impact our communities and schools. Public discourse about taboo topics has always been a challenge, but with the advent of social media and echo chambers, discourse has become more politically polarized. Frequently, we find ourselves either walking on eggshells around sensitive issues, or entering into high conflict where family members are estranged, co-workers avoid each other, and neighbors are no longer civil. Rather than avoiding tough conversations, this course provides educators with an opportunity to engage with both the theory and the practice of dialogue. This seminar-style class will critically discuss the theory and practice of dialogue, while also providing educators with the opportunity to practice listening, create dialogues for classroom content, and facilitate better conversations with parents, administrators, and co-workers.

This workshop will examine categories of identity, including philosophical discussions about Nature, as well as Roman, Germanic, and customary law codes, religious ideas about race and ethnicity, socially constructed ideas about gender roles, and economic dynamics surrounding class and status. We will also investigate the effects the Crusades and the Black Death had on these categories, and how Renaissance Humanism changed (or did not change) these values. Readings will include Aristotle, legal texts, Arthurian legends, Chaucer, and religious texts.

This workshop will offer participants resources to help develop new pedagogical skills for teaching challenging topics in the classroom. Professors from the Departments of English and History and the Marriott Library will offer historical context and new strategies for addressing difficult, sometimes contentious, texts and topics in the K-12 classroom, including LGBTQ+ representation and religious, ethnic, and racial diversity.

This workshop will engage participants with newly developed teaching trunks based off theexisting lesson plan: Chinese Workers on the Transcontinental Railroad as well as a newlydeveloped Lesson Plan for a recent Archaeological Excavation at Terrace, Utah. Participantswill have the opportunity to consider how material culture and the things left behind by theChinese railroad workers can expand the ways students engage with Chinese culture and thecontributions of the Chinese to our state history.

The Chinese Exclusion Act of 1882 was the first national piece of legislation that put restrictions on immigration to the United States based on national origin and its impact is still relevant today. This workshop will explore the context of the Chinese Exclusion Act, including its various renewals through the 20th century, related measures to exclude Asians more broadly, and the eventual repeal of the Chinese Exclusion Act in 1943. This workshop will also investigate the ongoing relationship between China and the U.S. throughout this period, including the push and pull factors that drove Chinese immigration in the 19th century.

This workshop will be of particular interest to teachers of U.S. History, Utah History and social studies to add depth and breadth on China when teaching about westward expansion, manifest destiny and the completion of the transcontinental railroad.

Transforming textbook content into meaningful, motivating, multisensory learning experiences can be a real challenge! It can be even harder to integrate language, content, and culture in ways that develop literacy skills! This workshop is designed to help K-12 Portuguese immersion teachers learn to:

PLEASE NOTE: Portions of this workshop will take place in Brazilian Portuguese, participants are expected to have an advanced proficiency in Brazilian Portuguese in order to fully participate in this workshop.

Whether fully online, hybrid, or face-to-face, learning is increasingly taking place in digital environments. Over several decades, research on online learning has found that outcomes are improved when students perceive themselves as part of a learning community. This workshop will examine methods for fostering learning community and student engagement through teaching, social, and cognitive presence. We will engage with theories of teaching and learning with technology, including the Community of Inquiry theoretical framework. We will also discuss best practices in online instructional design, including strategies for encouraging student interaction, eliciting critical thinking, and ensuring digital equity and accessibility. Participants will have an opportunity to draw on these strategies as they create activities and assignments for their own classes.

This course is designed to build intercultural competence for you and your students. You will participate in a number of activities that will explore personal biases and cultures. Topics include culture shock, stages of intercultural sensitivity, ethnorelativity, global learning, and assessment. Participants will be creating objectives, activities, and assessments for their respective environments and we will spend some time together working on those activities so they meet core objectives. This course is highly interactive so expect to participate and reflect on your own learning as you are designing activities for your students.

Following completion of this workshop, attendees will have a better understanding of the history and current status of Native Nations within the United States. The workshop will examine Native history from tribal, state and federal governmental perspectives. Instructors will use case studies of environmental justice in Indian country, such as the Dakota Access pipeline controversy, to explain how these issues of history and sovereignty intersect with environmental justice. Participants should leave the workshop understanding the complexity and sophistication of indigeneity in the US, understanding the centrality of sovereignty and sustainability to Native nations, and having the competence to incorporate respectful and accurate Native content into their own curricula.

Japanese Americans have made significant contributions to U.S. and Utah history and culture. This workshop will explore the push factors that led Japanese immigrants to come to the United States and explore the racial obstacles that they encountered in their new home. Additional attention will be placed on the WWII experience of the Japanese American community, with special attention placed on the Japanese American concentration camp experience in Topaz, near present day Delta, Utah. Aspects of Japanese culture and cultural practices that thrive in the United States to this day will also be addressed.

Japanese Americans have made significant contributions to U.S. and Utah history & culture. This workshop will survey the history of the Japanese diaspora throughout U.S. history. Aspects of Japanese culture and cultural practices that thrive to this day will also be explored. Special attention will be given to Japanese Internment with one day in the field dedicated to visiting the Topaz Museum in Delta Utah, the site of one of 10 internment camps. The Topaz internment camp held approximately 11,000 of the 120,000 Japanese Americans that were interned. Participants will also have an opportunity to explore the Marriott Libraries special collections regarding the local history of Japanese Americans in Utah and Salt Lake City.

Dr. Jenny Reeder, 19th Century Women's History Specialist, LDS Church History Department; Andrea Radke-Moss, Professor of History, BYU-Idaho; Dr. Martha Bradley-Evans, Professor in the College of Architecture; Dr. Farina King, Assistant Professor of History, Northeastern State University; Dr. Naomi Watkins, Director of Education, Better Days 2020

This workshop will explore the way England evolved historically from the seven kingdoms in the Anglo-Saxon period, to a unified and centralized monarchy under Norman and Angevin dynasties. By examining the political, religious, economic, military, legal, and social development of the country and its people, we will trace its historical and national arc, focusing on how England is both similar and different from the Continent.