The Yale-New Haven Teachers Institute

The unit can be used in conjunction with a unit from 1992, "The Indians’ Discovery of Columbus." This unit presents the conquest of Mexico and the downfall of the Aztecs. Readings cover topics in history, religion and culture.

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The unit introduces students to the native cultures of Mesoamerica with a focus on the influence of native culture on art.

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The unit examines the art of the Shang Dynasty. A short answer essay exam is provided.

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The unit takes an interdisciplinary approach to teaching in an Introduction to Art class. The unit combines history, reading and analysis using African art as its main focus.

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The unit examines the artifacts of an indigenous population and traces the influences on modern vocabulary, music and beliefs of Puerto Rico.

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The unit focuses on artists and architects who use their work to preserve memory. Works presented in the unit include: AIDS Quilt, Washington Monument, Vietnam Veterans War Memorial.

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The unit takes an interdisciplinary approach to tracing the history of photography and the rise of African American artists and photographers.

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The unit examines two 16^th century communities: in Europe - Spain & Portugal, and in the Americas - Amazonia. The unit analyzes conflicts and struggles surrounding conquests in the Amazon rain forest. The unit also includes the film The Mission.

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The unit is designed to guide students through analysis of works of art that reflect an African American cultural experience. The unit uses an object analysis approach, which includes lessons in description, deduction and speculation.

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The unit uses short stories and poetry to provide art students with themes for developing personal and creative responses in printmaking.

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The unit uses the idea of a guild as a model for learning about and producing art.

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The unit analyzes the life, philosophy and paintings of Diego Rivera.

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The unit is divided into two parts – the anatomy of a human skeleton and the anatomy of a shell. The main focus of the unit is to allow students to understand anatomy in order to paint and draw with a better understanding of form and function. Lesson plans guide students to drawing a full human figure.

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The unit analyzes poetry’s ability to enhance and assist in the instruction of architecture. Exercises revolve around building design.

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The unit presents basic design analysis and decision making in architecture.

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The unit examines the lure of the ukiyo-e print and its influence on French impressionism. The unit includes discussions of major artists - Degas, Cassart, Gauguin, Van Gogh and Toulouse-Lautrec.

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The unit presents ways to interpret Singleton’s work from various perspectives and within various contexts.

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The unit presents a study of material culture by teaching students to analyze artifacts as historical documents.

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The unit explores visual and auditory reactions to poetry and paintings. Topics presented in the unit include: mood, symbol, metaphor and pattern.

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The unit examines the role of archeology in studying man and the environment.

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The unit uses film to analyze American values and responsible parenting for teenagers. Topics discussed include courtship, marriage, parenting and child-care.

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Designed for an English class, the unit focuses on films that depict college life in an effort to motivate students who may not consider attending college. The films included are: School Daze, Higher Learning, Hoop Dreams and Men at Moorehouse.

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The unit focuses on acquainting students with individual actors and with each performer’s historical significance in film. Actors presented are: Paul Robeson, Nina Mae McKinney, Ethel Waters, Dorothy Dandridge, Ivan Dixon, Sidney Poitier, Laurence Fishburn and Denzel Washington.

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The unit includes both viewing videos and reading scripts. The main focus is on the historical advancements of African American filmmakers, specifically Oscar Micheaux and Matty Rich. The unit also includes lessons on writing a screenplay.

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The unit presents issues on gender & identity, relationships between men and women, and images of black women and white women in film.

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The unit uses music to teach students the concept of "spacious present" – the ability to see oneself in detail in a different time period. The unit covers, not only music skills, but also music’s relationship to history.

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The unit takes a theatrical approach to teaching the roots of Blues. Students perform a dramatic piece to experience the form, style and African American perspective on Blues.

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The unit combines the study of rap music with a study of ‘hip hop’ culture in America. The history of both the music and culture of rap/hip hop is traced back to specific events in New York City. It includes both film and music selections.

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The unit can also be used in U.S. History, Literature, Music or Art classes. It is designed to teach Cajun music within the context of its culture using an object analysis approach. The object analysis approach includes exercises in description, deduction and speculation.

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The unit analyzes the organ tradition from before Christ, through the 19^th century in America.

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The unit traces the history of black music from the early 1900s to the Jazz Age.

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The unit presents "the American Acting Method" for classroom instruction and for analyzing major films. Films included are: On the Waterfront, A Streetcar Named Desire, Viva Zapata! In addition, scenes from Fried Green Tomatoes and The Breakfast Club are incorporated.

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The unit covers reading and interpretation of drama through presenting the text in relation to playwright, director and actor. In addition, the unit provides lessons for teaching the importance of visual and acoustic elements in an analysis of drama.

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The unit is centered on the preparation and enactment of a mock trial. Topics addressed are: the causes of crime, criminal investigation procedures, and courtroom procedures.

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Designed for a high school English class, the unit teaches the elements and effect of movement, improvisation and staging in drama.

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The unit analyzes the 17^th century literary period in France and combines an analysis of poetry with background information on Moliere and Dandyism.

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The unit examines the French explorers and settlers who established a claim to the New World. The unit includes an extensive timeline of Louisiana history. The unit also defines and explains the traditions surrounding Creole and Gombo culture.

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The unit analyzes the plight of the Haitian population in Haiti and in America. Lessons included address the history of Haiti and the immigration of Haitians to America.

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The unit explores the Cajun culture in southern Louisiana and is designed for classes in French III, IV and V. The unit discusses immigration, history, daily life and traditions.

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The unit presents portions of Les Miserables as historical fiction. It also provides extensive background on Victor Hugo.

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The unit uses Moliere’s Le Bouregeois Gentilhomme as a basis for studying the rise of the Bourgeois and the fall of nobility in France.

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The unit guides students through reading a mystery novel in French. Lesson plans include comparing traditional vocabulary to popular French terms and improving reading comprehension skills in French.

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The unit examines forces that caused Puerto Ricans to leave and later return to their island. One major lesson provides an analysis of Puerto Rico’s status as a state, commonwealth or independent country.

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The unit examines the concept of voice in Latino and Chicano literature. The unit also discusses the concept of the American Dream.

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The unit is recommended for students who have completed one year of Spanish. The main focus of the unit is on presenting Langston Hughes’ poetry as a bridge to analyze and understand the poetry of Nicolas Guillen.

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The unit uses the literature of Sandra Cisneros, Julia Alvarez and Sor Juana Ines de la Cruz, Gabriel Garcia Marquez and Isabel Allende to explore Latin-American heritage.

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The unit examines the struggles of three distinct communities of people in America: Puerto Ricans, Mexicans and Cubans. Lessons ask students to analyze concepts such as ethnicity, multiculturalism and diversity.

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The unit examines recent migrants/immigrants. Information on Cuban, Dominican and Puerto Rican immigration is presented. Two films are included: Puerto Rican Passages and A Dream Ensnared.

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The unit presents Latino authors who use food as a symbol for identity, patriotism, religious hypocrisy and nostalgia. Puerto Rico and the Dominican Republic are the countries referred to most in the unit.

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The unit addresses language variations in Spanish spoken in America. The unit includes three lessons titled: New World Foods, A Trip to the Marketplace and Poetry and Art.

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The unit considers two 16^th century communities: in Europe - Spain & Portugal, and in the Americas - Amazonia. The unit analyzes conflicts and struggles surrounding conquests in the Amazon rain forest. The unit includes the film The Mission.

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The unit can be used in U.S. History, Literature, Music or Art classes. The unit is designed to teach Cajun music within the context of its culture using an object analysis approach. The object analysis approach, which includes lesson plans in description, deduction and speculation.

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The unit presents the explorations of Christopher Columbus.

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The unit uses stories of Gabriel Garcia Marquez, Jorge Luis Borges, and Juan Rulfo to teach Latin-American culture and reading comprehension in Spanish.

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The unit is designed for a Spanish II or higher and discusses Mexico’s geography, literature, art, music and cuisine.

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The unit traces the growth of Puerto Rico from the arrival of the Spaniards in 1493 until the settlement of San Juan and other towns.

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The unit presents information on Horacio Quirogas’ life and analyzes the elements of his work. The unit is recommended for a Spanish II or III class.

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The unit analyzes the life, philosophy and work of Diego Rivera.

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The unit uses the object analysis approach to teaching students about the Aztec calendar. The unit includes reading Aztec legends, learning about daily life, the calendar and their festivals and holidays.

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The unit provides an overview of the study of folklore and analyzes Puerto Rican myths and legends.

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The unit teaches short story and poetry writing in Spanish class.

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The unit provides a critical approach to teaching Don Quixote in a Spanish class.

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The unit covers the geography, history and culture of Venezuela. The primary reading addressed is the novel, Dona Barbara. It also provides an extensive vocabulary list from the novel.

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The unit examines films from the fifties to put current fads into a new perspective. Films included are American Graffiti, Dead Poet’s Society, and Imitation of Life.

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The unit discusses the NAACP use of the court system to end segregation during the Montgomery bus boycott, the work of Malcolm X and the civil rights struggle in Mississippi. Films included in the unit are: Separate but Equal, The Long Walk Home, Ghosts of Mississippi, Mississippi Burning and Malcolm X.

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The unit centers on a reading of Thomas Sowell’s Ethnic America. The unit provides detailed guidelines and suggestions for teachers trying to select films that complement History curriculum. An extensive film review list is provided.

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The unit follows the day-to-day developments of the Gulf War as well as discusses war crimes and on the Pentagon-denounced Gulf War Syndrome.

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The unit teaches students to examine: evidence from war, its medical effects, government comments, the nature of casualty, and media coverage.

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The unit examines the function of stories, folktales and oral history in comparison to the negative influences of cinema and the media. The unit focuses on the treatment of the African Americans in the U.S. during slavery. Films included are: Brother Future and You Must Remember This.

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The unit combines History and English. It uses major political writings to show how written ideas eventually became law. A viewing of the film Glory is included in the lessons.

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The unit defines the terms - reparations, retribution and redress and examines the legal connotations of each term. The unit compares the experiences of Native Americans, Jewish and Japanese communities to that of African Americans. Lessons include a mock trial.

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The unit analyzes the idea of "special" groups as a means for justifying superiority, divisiveness and oppression.

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The unit is presented in the context of ‘barriers’ to overcome according to five themes: social barriers, educational barriers, political and legal barriers, and hate and regional barriers.

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The unit is written for a Business Law class. It is divided into sections that address divorce law, bankruptcy law, torts, minors and the law and school rules.

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The unit presents prejudice as a result of one’s regional influences. It includes the novel Black Like Me and the movie Soul Man.

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The unit analyzes the richness of New Haven’s Victorian past through history, slides and walking tours. Some options for viewing Victorian architecture in Hartford and Norwalk are also included.

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The unit is divided into three parts: the evolution of ideas surrounding the concept of ‘wilderness’, an overview of history of conservation and preservation, and parks from a scientific perspective.

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The unit introduces the study of various landscapes as outdoor museums. An analysis of how American parks reflect American values is also presented.

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The unit discusses individuals whose writing, philosophies and contributions helped save areas of land. The unit also explores the concepts of ‘wilderness’, the Wilderness Act, and connects American Literature to politics and the environmental movement.

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The unit relates the value of National Parks to American history and literature. The unit also provides extensive facts on the National Park system. Case studies are used to address issues of conservation and preservation.

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The unit is designed for American or World History classes. It supplements an earlier unit "Utopian Communities: European Roots, American Realities," from 1987. The unit asks students to compare two communities: New Harmony, Ohio and Oneida, New York.

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The unit analyzes the plight of the Haitian population in Haiti and in America. Lessons address the history of Haiti and the immigration of Haitians to America.

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The unit is recommended for an American History class and explores four major topics - history and evolution of the term ‘lynch law,’ mob mentality and the KKK, examination of actual lynching and the effects lynching has had on the united States.

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The unit analyzes the historical and physical background of New Haven, while also looking at the contributions of organizations, business and individuals on the redevelopment of the Dixwell Avenue community.

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The unit explores the ideas of major thinkers and artists from the Harlem Renaissance – Alan Locke, W.E.B. Dubois, James Weldon Johnson, Marcus Garvey, Meta Warrick Fuller, Palmer Hayden, William Johnson, James Lesesne Wells, and Aaron Douglas.

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The unit presents various slave narratives and guides students through independent research projects. Readings include the narratives of Frederick Douglass and Harriet Tubman. The film William and Ellen Craft is also addressed.

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The unit examines the factors that motivated Lincoln to draft the Emancipation Proclamation. His personal life, personality and social environment are also utilized.

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The unit analyzes the civil rights movement, the women’s movements and counter culture during the 1960’s.

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The unit examines America’s involvement in the Vietnam War. It presents discusses issues such as the morality of war, problems of obedience and authority and the distinctions between legitimate force and violence.

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The unit uses the music of the sixties to examine youth, American culture and counter-culture.

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The unit analyzes the content and styles of journalists during the 60s and 70s, as well as discusses the development of "new journalism."

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The unit examines the use of electronic surveillance and its compliance to the Bill of Rights. The unit includes a student survey.

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The unit requires that students have already had exposure to The units in history on colonialism, slavery, civil rights and the westward movement. This unit uses detective fiction to compare major events in American history to contemporary life.

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The unit analyzes the cause of, results of and issues related to the Civil War.

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The unit provides teachers with assignments for students to select in a history class – topics include writing about national events, holidays and politics.

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The unit approaches the African American experience not as an integral part of the total American experience. The unit further analyzes various types of communities – urban, rural, suburban and the experiences of African Americans within each.

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The unit examines the decision to drop the atomic bomb and Truman’s views on Korea in the 1950’s.

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The unit relates the experiences of Jews in Russia to those in the Lower East Side of New York City. The unit includes assessments for pre- and post testing students on background knowledge.

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The unit is designed for U.S. History II classes. The unit covers four major topics – political, economical and cultural background in the 1960’s, signs of youth ‘counterculture’, examples of student protest, and what has resulted from those protests.

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The unit examines lynching and race riots while also presenting blacks’ reaction to such events.

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The unit examines the results of various interactions between African Americans, Pequot Indians and English people from the 17^th to the 20^th Century.

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The unit examines the economic, social and cultural aspects of the 1920’s.

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The unit is designed for students in grades 10-12. It examines the difficulties faced by Booker T. Washington and W.E.B. DuBois.

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The unit discusses major contributions made during the Harlem Renaissance.

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The unit reveals writers’ contributions to establishing two distinct writing cultures in the 19^th Century – white writers’ regional Southern romanticism and African American writers of social consciousness.

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The unit investigates the migration of blacks from the rural south to northern industrial cities.

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The unit compares select writings of white and black Americans from the late 19^th through the early 20^th century

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The unit examines the major contributions of intellectuals, writers and artists from the Harlem Renaissance.

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The unit compares two dramatic revolts in New Haven history.

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The unit examines the expansionist and appeasement policies following WWI.

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The unit examines the causes and affects of the Spanish-American War, and America’s involvement in World War I and World War II.

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The unit discusses prohibition as a "temperance" or reform movement in American history.

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The unit integrates History, English and Math with an analysis of democracy and projects such as the construction of murals and marionettes and play writing.

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The unit presents criticisms and defenses of the U.S. Constitution. It includes the use of primary documents in addition to secondary sources.

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The unit examines the character, magnitude and impact of "black politics" from the early 1800’s to the present day.

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The unit examines the struggles of three communities in America: Puerto Ricans, Mexicans and Cubans. Lessons ask students to analyze concepts such as ethnicity, multiculturalism and diversity.

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The unit explores issues surrounding the criminal justice system and minority rights. Specifically, the unit compares the Goetz criminal case of 1984 to the infamous O.J. Simpson case.

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The unit examines racial prejudice in the criminal justice system.

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The unit explores the nationalization of the Bill of Rights in regard to criminal procedure in American society. The unit identifies flaws in the Bill of Rights and examines select Bill of Rights court cases.

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The unit introduces the elements of the constitution and landmark cases affecting teenagers. Emphasis is placed on individual responsibility and examples of meaningful change achieved through the legal system.

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The unit focuses on four legal issues: refusal by parents to authorize medical care, juvenile curfews, a child’s right from inadequate parents, and compulsory education. The unit includes a mock trial.

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Volume I

The unit focuses on the 1st and 14th amendments and presents an analysis of Connecticut schools in relation to educational funding and policy.

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The unit is centered on the preparation and enactment of a mock trial. Topics addressed are: causes of crime, criminal investigation procedures, and courtroom procedures.

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The unit examines Supreme Court Decisions involving/affecting teenagers. The unit provides detailed outlines for holding class debates.

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The unit explores censorship and school curriculum. The 1925 Scopes trial is the unit’s main focus, but it also provides information on other cases related to censorship. The film Inherit the Wind is utilized.

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The unit addresses two key Supreme Court cases and explores issues such as the Jim Crow Laws and the 14^th Amendment.

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The unit provides a brief history of prison and analyzes what happens to a criminal once sentenced to prison. The unit compares traditional jails, prisons and reformatories and non-traditional facilities. The unit includes an oral presentation.

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The unit analyzes the American economy and briefly makes comparisons with that of the Soviet Union.

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The unit examines the various conditions that fueled immigration to New Haven over the last 300 years. The unit focuses on the use of primary sources for research.

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The unit addresses cultural conflicts and legal issues that applied to Native Americans in history and today.

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The unit addresses how migration started in Africa with some information on the slave trade.

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The unit takes an interdisciplinary approach to analyzing the immigrant experience of Italians. The unit includes analysis of immigration laws and their effects.

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The unit examines forces that caused Puerto Ricans to leave and later return to their island. One major lesson includes an analysis of Puerto Rico’s status as a state, commonwealth or independent country.

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The unit examines recent migrants/immigrants: Cuban, Dominican and Puerto Rican. Two films are included: Puerto Rican Passages and A Dream Ensnared.

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The unit focuses on immigration to Argentina and South America during the 19^th and 20^th centuries.

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The unit analyzes the immigrant experiences of Italians, Jews, Irish, Germans, African Americans, Puerto Ricans and Chinese during the 19^th and 20^th centuries.

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The unit is divided into four chapters: Old World Spanish culture, the geography of the New World, Latin American cities and the future direction of Latin America.

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The unit begins with a study of Spain during the 15^th and 16^th centuries and concludes with an analysis of the Spanish influence in Latin America.

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The unit can be used in Spanish or History classes. The unit begins with a brief history of Mexico and expands to analyze Mexico’s influence on the United States.

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The unit looks at Hispanic immigrants’ problems of assimilation and acculturation.

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The unit reveals the diversity among Hispanics in the United States. Specific emphasis is placed on issues related to parents such as contraception, images of men and women, and teen pregnancy.

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The unit addresses incorporating cultural studies into a foreign language class.

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The unit examines Latin American women and their contributions. Prominent women presented are: Sor Juana Ines de la Cruz, Eva Peron, and Julia de Burgos.

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The unit provides a general historical framework of the local Italian and Black communities.

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The unit examines unintended teenage pregnancy in a forum for raising students’ awareness.

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The unit asks students to examine educational assumptions such as, "the means justify the ends," "a diversified student population is advantageous," and "race itself is a meaningful concept."

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The unit examines the court system in America, laws and possible solutions related to teen fathers.

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The unit guides students to critically read and write on a controversial topic. Novels presented are: My Darling and My Hamburger. The unit provides the format for a debate on the distribution of condoms in schools.

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The unit uses the object analysis process to analyze fashion as a form of communication.

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The unit analyzes the complexities of adolescence while also teaching statistics in relation to students’ daily lives.

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The unit is designed to help students improve their ability to make decisions using statistical drug abuse as its main focus. The unit includes a student survey.

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The unit analyzes society’s obsession with youth while discussing issues that currently concern the elderly – finances, housing, health care and ageism.

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The unit analyzes various family units.

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The unit examines the issue of "coming of age" and combines analyzing the eight stages of human development with reading short stories that provide examples of each stage.

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The unit makes extensive use of the film Ghandi. The unit addresses fundamental human rights questions and guides students to understanding Ghandi’s "world view."

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The unit focuses on family customs among the Ashanti, a tribal group living near the West African coast. The unit includes vocabulary lists, geography, art and social studies lessons.

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The unit analyzes the political situations in Spain and France during the middle ages. The effects of the French Revolution and the explorations of Christopher Columbus are also valuable elements.

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The unit covers three main topics: history of Puerto Rico & Cuba, writers from each country, and Latin-American contributions in the U.S.

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The unit examines historical novels to learn history. The unit uses the topic of British culture as its main focus and utilizes the novels Down and Out in Paris and London by George Orwell and The ABC Murders by Agatha Christie.

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The unit covers two main focuses – the Renaissance and a study of Italian humanism and the Protestant Reformation as a product of and challenge to the Renaissance.

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The unit focuses on Renaissance rituals and celebrations and their impact on present day traditions.

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The unit examines the development of cities during the Renaissance. Most of the unit focuses on the growth of London. Plans are provided for examining cities in Italy and Holland as well.

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The unit analyzes the causes and underlying issues related to various revolts in Caribbean America.

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The unit uses Socratic questioning and object analysis to explore the Egyptian culture through artifacts.

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The unit provides an outline of the Athenian court system and compares it to the American court system in an effort to show the necessity of the court system.

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The unit analyzes educational reform in China after the Chinese Communist Revolution.

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The unit analyzes the decolonization of Africa as fertile ground for busy mercenaries. The unit analyzes the images of modern mercenaries as romantic warriors and adventurers. Guidelines for creating a model African village are provided as well.

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The unit examines the history of the church to present continuing liberation sympathy in Latin-America.

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The unit examines 19^th and 20^th century history in China and presents Western attitudes toward China.

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The unit examines the development and affects of the industrial revolution in England. Excerpts from the novels Oliver Twist and Hard Times are also utilized.

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The unit attacked the propaganda that the Holocaust never happened. It provides information on topics such as prejudice, scape-goating, the Jewish Ghetto, concentration camps and the world’s reaction to the Holocaust.

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The unit is designed for a creative writing class and provides samples and discussion topics of playwrights.

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The unit analyzes the educational views and experiences of Booker T. Washington and W.E.B. Dubois. The Narrative of Frederick Douglass is used as an introduction.

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The unit examines various oral and written testimonies about slavery from slaves.

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The unit focuses mostly on poetry writing as a means of expression for students.

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The unit uses major works of literature to analyze the black struggle to survive in American culture. Works addressed are: A Raisin in the Sun, I Know Why the Caged Bird Sings, Black Boy and Passing.

The unit explores the differences between autobiography and biography and fiction. The unit’s main focus is on I Know Why The Caged Bird Sings but also includes some lessons on Angelou’s poetry.

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The unit provides lesson plans on the autobiographies of Frederick Douglass, Benjamin Franklin and Maya Angelou.

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The unit uses a text, Afro-American in The united States History as a primary source. Students make daily journal entries and major topics covered include the emancipation proclamation, African American autobiography, and the Civil War.

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The unit analyzes black literature from the 1920’s and the 1960’s. The unit’s main focus is on analyzing each work of literature within its historical context.

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The unit examines the concept of the black hero in literature. The unit focuses on the stories and poetry of Langston Hughes.

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The unit analyzes the theme of alienation comparing the poetry of T.S. Eliot and LeRoi Jones.

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The unit uses literary words to examine social tensions, the role of class and gender and political and economic history in the South. Works included are To Kill a Mockingbird, The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn and Sounder.

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The aim of the unit is to relate characteristics of people to their region. Primary resources for the unit include both prose and poetry. The unit also addresses the great migration and the Harlem Renaissance.

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The unit pairs books with TV presentations to analyze detective characters.

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The unit teaches the elements of the short story using the stories of Ernest Hemingway and a seminar format for class discussion. Lesson plans guide students through writing position papers and personal responses.

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The unit provides a comprehensive approach for teaching My Antonia. The unit includes ready-to-use assessment pieces.

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The unit examines several utopian communities and their leaders. Students will plan their own utopian community and participate in a mock trial.

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The unit analyzes the concepts of the American Dream and tragedy in Theodore Dreiser’s 19^th century novel, Sister Carrie.

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The unit debates both the evils and the justifications of war using The Red Badge of Courage as the central reading assignment. The unit includes theoretical approaches to analyzing mankind’s aggression.

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The unit presents the humor of writers Ben Franklin, Washington Irving and Davy Crockett and Mark Twain.

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Katherine Anne Porter’s
Artistry and Vision in "The
Jilting of Granny
Weatherall," "Flowering
Judas," and Pale Horse,
Pale Rider

The unit is designed for English students in grade 11. It provides background on Katherine Anne Porter’s life and career as well as lesson plans for each work presented.

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The Oral Tradition:
Ancient, Modern, Recycled

The unit analyzes the oral tradition from before Christ, through the 19^th century in America, in ballad form across cultures and time periods, and as it appeared in a 20^th century novel.

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