The Italian American Studies Open Syllabus (IASOS) is a crowd-sourced digital collection of remixable resources to explore and teach the Italian diaspora in the United States. Organized by keyword, each entry offers an introductory curatorial overview alongside a selection of resources encompassing academic and non-academic texts, cultural artifacts, educational materials, and multimedia content. Aimed at both educators and individuals, it fills the gap in Open Educational Resources for Italian American Studies and caters to the community's desire to connect with their heritage. Launched in April 2024, the IASOS encourages contributions to expand its scope and represent diverse perspectives on and within the Italian American experience.

This course will examine some of the key issues in the history of Zionism and the development of Israeli culture, politics, and society. In seeking to create a radical new society, Israelis have created a unique culture that blends traditional Jewish culture in its Middle Eastern, Western European and Eastern European forms. We will study major themes in Zionist and Israeli history and the development of Israeli literature, film, music, and popular culture, through a focus on the central questions that have both unified and divided Israeli society and politics.

Furthermore, the course intends to look into further important internal questions of Israeli Society, such as minorities, diversity of Israeli Society and historical integration of the various ethnical groups of Israeli Society.

We intend during the course to look also into historical processes within Israeli Society, including the socialist movement and the Kibbutzim, social welfare, social economic structures of Israel. A specific section shall be dedicated to the relations of the state of Israel and Jewish Diaspora.

Between 1895 and 1945, Japan was the first non-Western power to build an extensive empire in Asia. This course will introduce the rise of Japan as a late-imperialist power and its rivalries with the West and China. It will examine the nature of Japanese colonial rule in Asia by focusing on the case study of Taiwan (1895-1945), Japan's first and longest-ruled overseas colony. Although Japan's empire fell with its defeat to the United States in 1945, the legacies of empire have continued to shape Japan and Taiwan's relations not only with each other but also with neighboring countries in East Asia today.

This course examines Japanese society in the aftermath of World War II. How did postwar Japan's changing relations with the US and its Asian neighbors impact Japanese society? Topics include the US Occupation, Japan's Cold War alliances, high economic growth, the 1960s student protests, postwar pacifism and the Self-Defense Force, women and US military bases, discrimination against Korean minorities, the rise of "Cool Japan," and the "people's emperor."

Materials compiled for a Latin American Culture course on Caribbean society and culture. Seven units include: Pre-Colonial; Conquest and Genocide; Slaveholding System; Slavery & Capitalism; Caribbean Thinkers; Cold War & Development; Transnationalism and Diaspora.

LatinXs within the penal system; mass incarceration and reform; racial profiling; juvenile justice; drug criminalization; legal representation; immigration policy; human and civil rights struggles and organized movements; political activism and repression, including Puerto Rican nationalists;”gang” formation; globalization and labor formation after 1970’s shift in global capital; school-to prison pipeline; urban displacement.

This web site has been created as a "digital learning object" for both learning leaders as well as independent learners. The focus is diversity and religion in the area of North Africa known alternately as the Maghreb. It uses materials developed in the course of participation in a professional development seminar for post-secondary academic leaders during the summer of 2011; the time period of the "Arab Spring" and "Jasmine Revolution" when the citizens of predominantly Islamic countries around the perimeter of the Mediterranean Sea are calling upon their respective leaders for fundamental governmental and social change that is perhaps more democratic in nature than current or previous leadership of those countries. At the same time a resurgence of conservative Islamist leaders want to participate fully in the process of change.

Louisa May Alcott's classic story of the March sisters was originally published in 1868 and 1869 by Roberts Brothers, Boston. This text was prepared for Project Gutenberg in 2008 with last updates in 2010.

This open resource includes a syllabus, class schedule, grading rubrics, and guidelines/examples for digital poetry annotation.
The course website can be found here: http://mes160.social.qwriting.qc.cuny.edu/
In this course, we will take a journey through history, literature, and ideas, traveling through Islamic civilization from 600-1250 CE. We will learn about and contemplate the major events and concerns of Islamic civilization, from the dawn of Islam through the expansions, transformations, and fragmentations of Islamic empires, up until the end of the 13th century. Works of Islamic literature from a variety of genres will fuel our journey. Along the way, we will learn how we might respond to questions such as: Why did poetry matter so much? What did poets write about? Was history considered to be different from literature? What kind of identities mattered to people living in the medieval Islamic world?

Una de las novelas cl‡sicas del romanticismo latinoamericano, Mar’a del colombiano Jorge Isaacs fue publicada en 1867. El intenso relato de amor entre Efra’n y Mar’a, enmarcado en la belleza y tenacidad del paisaje local, integra modelos estŽticos europeos a la realidad americana.

This textbook was originally created for an undergraduate survey course taught at all the universities and most of the colleges in the Minnesota State system. As similar courses are taught at institutions around the United States and the world, the authors have made the text available as an open educational resource (OER) that teachers and learners can read, adapt, and reuse to meet their needs.

Frederick Douglass (1818Ð1895) was an abolitionist, orator, writer, and politician. He escaped from slavery in Maryland to became a national leader of the abolitionist movement. This, his first autobiography, details his life until his entrance on the national stage. It remains the most famous slave narrative.

The following "Neighborhood Research Paper" assignment has been used in LIF 101 for Social Science and Humanities students, but could be adapted to give students the chance to practice disciplinary thinking in a variety of fields. The main objectives of the assignment are to give students the chance to engage with guided secondary and primary source research by using key resources on campus, especially the LaGuardia and Wagner Archives and the Library; to help students practice fundamental writing and critical thinking skills (summarizing, paraphrasing, quoting, synthesis, analysis); to give students a chance to conduct preliminary ethnographic research (i.e. field notes, interviews) in their own neighborhoods in order to de-familiarize environments that may have become familiar to them; to introduce students to disciplinary mindsets through focused inquiries that align with the role they adopt for the assignment.
This is a high-stakes assignment made up of lower stakes tasks that unfold over five weeks. It is worth 25% of the total course grade.

This website features many of the OER conversion projects completed at John Jay College over the past few years. Class conversions using the Blackboard platform are not represented because of the BB firewall. These are not the actual LibGuides, but content from the LibGuides, using the LibGuide platform for access. The entire website is public.

The left navigation panel displays the academic departments with the overview and objective of the department. Also, navigation to the specific departmental classes, with corresponding OER content, are found at the bottom of the academic department pages. You can also directly navigate to the specific converted class, by clicking on the course title under the department tab. When clicking on a specific class (e.g. Science 110), the link takes you to the course description, learning outcomes of the course and a link to the OER content for the specific course. The OER content features creative commons OER Textbooks, vetted open Internet sites, academic journal articles and library owned streaming video, requiring a login to the John Jay Library. Each academic department features a link to "Discussion and Comments". In addition all pages have navigation arrows to previous pages and next pages. On many of the OER content pages, the class calendar by week is featured with links to the reading assignments. In addition to the specific OER content by class, there is a link at the top of the main page to access generic OER by subject and/or topic.

This course is a chronological and thematic introduction to the history of Western interactions with the wider world from the late 1800s to the present, emphasizing the following events: the rise of nationalism in Europe and the race for empire in the late 19th century, the First World War, the interwar years, the Second World War, the Cold War, the post-Cold War world and the effects of globalization. It explores how the United State engaged with the Soviet Union via proxy wars and spheres of influence via third parties in Europe, Asia, Africa, Latin America and the Middle East. It shows students the cultural, social and political background and implications of this important period in history.

This is a supplement to my syllabus for USSO 10100, United States Society 10100. This supplement contains links to online resources that cover the subjects that would ordinarily be covered in a textbook. Some resources are literary selections. Other resources are videos. All of the resources included in this supplement to my syllabus are free. This is one approach to a ZTC USSO course. -Johnnie Wilder, Ph.D.