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Super Easy Russian 1 - Around the home (for absolute beginners)

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The Moscow Kremlin usually referred to as the Kremlin, is a fortified complex at the heart of Moscow, overlooking the Moskva River to the south, Saint Basil's Cathedral and Red Square to the east, and the Alexander Garden to the west.

It is the best known of the kremlins (Russian citadels) and includes five palaces, four cathedrals, and the enclosing Kremlin Wall with Kremlin towers. Also within this complex is the Grand Kremlin Palace. The complex serves as the official residence of the President of the Russian Federation.

The name "Kremlin" means "fortress inside a city", and is often also used metonymically to refer to the government of the Russian Federation in a similar sense to how "White House" is used to refer to the Executive Office of the President of the United States. It had previously been used to refer to the government of the Soviet Union (1922-1991) and its highest members (such as general secretaries, premiers, presidents, ministers, and commissars). The term "Kremlinology" refers to the study of Soviet and Russian politics.

All of Moscow's main streets start at Red Square, so it's easy to see why this is considered the heart of the city. A massive space of 330 meters by 70 meters, the square is flanked by the Kremlin, Lenin's Mausoleum, two cathedrals, and the State Historical Museum. In 1945, a massive Victory Parade was held here to celebrate the defeat of Nazi Germany by the Soviet Armed Forces.

St. Basil's Cathedral, one of the most recognizable buildings on the square, was built in 1555. The unique cathedral has architectural details inspired by Byzantine and Asian design, as well as details that resemble those found in famous mosques. There are nine individual chapels inside the church, all decorated with colorful mural art.

Yuri Gagarin Is First Man in Space.
Yuri Alekseyevich Gagarin was a Soviet pilot and cosmonaut. He was the first human to journey into outer space, when his Vostok spacecraft completed an orbit of the Earth on 12 April 1961

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The Moscow Kremlin usually referred to as the Kremlin, is a fortified complex at the heart of Moscow, overlooking the Moskva River to the south, Saint Basil's Cathedral and Red Square to the east, and the Alexander Garden to the west.

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Виртуальный визит

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The page is slow to load and there may have been an error. To fix it, please try this:

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The page is slow to load and there may have been an error. To fix it, please try this: Try a hard reload: If you are using a Windows, Linux or Chromebook computer, press Ctrl F5. If you are using a Mac computer: If you are using Safari, press Option Command E and then Command R.

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1. Try a hard reload:

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If you are using a Mac computer:

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The page is slow to load and there may have been an error. To fix it, please try this: Try a hard reload: If you are using a Windows, Linux or Chromebook computer, press Ctrl F5. If you are using a Mac computer: If you are using Safari, press Option Command E and then Command R.

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Flashcard Factory (Google integration with Pear Deck and Gimkit)

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Flashcard Factory (Google integration with Pear Deck and Gimkit)

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Redefine how your students learn vocabulary.

Flashcard Factory was designed to transform the way students engage with vocabulary. When you play Flashcard Factory students pair up and work together to create dynamic and engaging flashcards. Students collaborate to illustrate and define terms, making learning vocab an active and social experience! Flashcard Factory is free to use and works with
Google Apps for Education.

Create a vocabulary list, using either your own definitions or suggestions from Pear Deck's seamless integration with Merriam-Webster.

Play Flashcard Factory! Students are paired up to create unique visual and written illustrations for each term. Their cards go to Quality Control where you can review and choose which ones to ship!

Once your final set is approved, save the cards. Your class can print their cards for review, or export to Gimkit to play with their own class set!

"[Flashcard Factory] grew my ELLs scores, content retention and most importantly, understanding. The weeks we created in Pear Deck vs the weeks we didn't are obvious when looking at data or talking with the students."

- @MrBTechTeacher, 5th Grade Teacher

"We love using Flashcard Factory in the classroom! What a great review and students were able to keep their flashcards to study! Who said vocabulary has to be mundane!"

- @MsLWaterman, 7th & 8th Grade Language Arts

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Flashcard Factory was designed to transform the way students engage with vocabulary. When you play Flashcard Factory students pair up and work together to create dynamic and engaging flashcards. Students collaborate to illustrate and define terms, making learning vocab an active and social experience!

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101 вопросов взрослому

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101 вопросов взрослому

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«101 вопрос взрослому» — это ток-шоу, в котором взрослый герой отвечает на вопросы детей от 9 до 17 лет. Общение модерирует ведущий, чей голос звучит за кадром. Детская непосредственность, искренность и отсутствие страха задать неудобный вопрос известному человеку — разговор получится очень ярким и интересным!

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О проекте

"101 вопрос взрослому" - это ток-шоу, в котором взрослый герой отвечает на вопросы детей от 9 до 17 лет. Общение модерирует ведущий, чей голос звучит за кадром. Детская непосредственность, искренность и отсутствие страха задать неудобный вопрос известному человеку - разговор получится очень ярким и интересным!

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101 вопрос взрослому

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101 вопрос взрослому. Первый канал

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"101 вопрос взрослому" - это ток-шоу, в котором взрослый герой отвечает на вопросы детей от 9 до 17 лет. Общение модерирует ведущий, чей голос звучит за кадром. Детская непосредственность, искренность и отсутствие страха задать неудобный вопрос известному человеку - разговор получится очень ярким и интересным!

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(GeoHistory, PopCult, Museum Studies Abroad, Students Abroad, Folkways),

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The SRAS Family of Sites consists of several websites, each created by SRAS, written primarily by students, and designed to complement SRAS study abroad programs.

Students on our Home and Abroad or Challenge Grant programs work alongside our editors to develop content for these sites. Students pursue and research their interests and consider what they are seeing from multiple angles. They build a writing portfolio that demonstrates skills, knowledge, and experience to potential employers or graduate programs.

We created the SRAS Family of Sites to provide a wide-ranging and informed look at the politics, arts, cultures, languages, histories, pop cultures, economies, and identities of the diverse Eurasian landmass. We hope that the sites will excite students to study these subjects further and encourage a deeper understanding of Eurasia among Americans.

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The SRAS Family of Sites consists of several websites, each created by SRAS, written primarily by students, and designed to complement SRAS study abroad programs. Students on our Home and Abroad or Challenge Grant programs work alongside our editors to develop content for these sites.

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GeoHistory

GeoHistory is our platform for discussing history and current events within the context of geography, economics, and public opinion. We present geohistories, student-driven analysis, profiles of major names currently in the news, and important political texts in side-by-side translation.

PopKult

PopKult covers the popular cultures of Eurasia, providing short introductions to popular singers, movies, TV shows, cartoons, and even traditional foods that have been locally commercialized into mass production and availability.

Museum Studies Abroad

Museum Studies Abroad explores the museums, high culture, and public spaces of Eurasia and the roles they play in Eurasian societies. We also present profiles of major modern writers and artists are also presented – with a focus on important figures of the last 100 years.

Students Abroad

Students Abroad covers study, travel, volunteering, and working abroad. Written largely for students, by students, this site includes general city and travel guides as well as reviews of specific activities and excursions and thoughts on experiences such as culture shock, being a minority abroad, and more.

Folkways

Folkways looks at the deep roots of defining elements of modern cultures. The major foci of this site are food and language, but we also cover folklore, national holidays, traditional clothing and dance, and more.

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Третьяковская галерея

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Обратите внимание, что условия льготного посещения временных выставок могут отличаться. Информацию уточняйте на страницах выставок.
Право льготного посещения Галереи, кроме случаев, предусмотренных отдельным распоряжением руководства Галереи, предоставляется при предъявлении документов, подтверждающих право льготного посещения. Посетители приобретают льготный билет и посещают музей в порядке общей очереди.

пенсионеры (РФ и ЕАЭС). По пенсионному удостоверению гражданина РФ или документу, удостоверяющему личность, с указанием даты рождения, социальная карта москвича;

учащиеся средних и средних специальных учебных заведений (от 18 лет) (РФ и ЕАЭС) по продленному на текущий учебный год студенческому билету или социальной карте учащегося;

студенты высших учебных заведений РФ, в том числе иностранные граждане-студенты, обучающиеся в российских высших учебных заведениях, по продленному на текущий учебный год студенческому билету. Действие пункта не распространяется на лиц, предъявляющих студенческие билеты "студент-стажёр";

дети в возрасте от 7 до 17 лет включительно (бесплатно при наличии экскурсионной путевки);

члены многодетных семей (РФ и ЕАЭС). По удостоверению многодетной семьи, свидетельствам о рождении детей или справке, выданной органом в сфере социальной поддержки населения, паспорту РФ;

художники, архитекторы, дизайнеры - члены соответствующих творческих Союзов России и ее субъектов, искусствоведы - члены Ассоциации искусствоведов России и ее субъектов, члены и сотрудники Российской академии художеств;

сотрудники музеев системы Министерства культуры РФ и соответствующих Департаментов культуры, сотрудники Министерства культуры РФ и министерств культуры субъектов РФ.

Право бесплатного посещения основных и временных экспозиций Галереи, кроме случаев, предусмотренных отдельным распоряжением руководства Галереи, предоставляется для следующих категорий граждан при предъявлении документов, подтверждающих право бесплатного посещения:

члены Международного Совета Музеев (ICOM);

дети в возрасте до 6 лет включительно;

Герои Советского Союза, Герои Российской Федерации, Полные Кавалеры "Ордена Славы";

ветераны и инвалиды Великой Отечественной войны, бывшие несовершеннолетние узники концлагерей, гетто и других мест принудительного содержания, созданных фашистами и их союзниками в период Второй мировой войны, незаконно репрессированные и реабилитированные граждане, участники ликвидации последствий катастрофы на Чернобыльской АЭС;

участники программы лояльности ("Друг Музея").

Граждане РФ и стран ЕАЭС:

студенты факультетов, специализирующихся в сфере изобразительного искусства средних специальных и высших учебных заведений России, вне зависимости от формы обучения (в том числе иностранные граждане- студенты российских ВУЗов). Действие пункта не распространяется на лиц, предъявляющих студенческие билеты "студент-стажёр" (при отсутствии в студенческом билете информации о факультете, предъявляется справка из учебного заведения с обязательным указанием факультета);

участники боевых действий;

военнослужащие срочной службы Российской Федерации;

инвалиды I и II группы;

ребенок-инвалид;

один сопровождающий инвалида I группы;

один сопровождающий ребенка-инвалида;

дети-сироты и дети, оставшиеся без попечения родителей (граждане России);

волонтеры музея (граждане России);

гиды-переводчики, имеющие аккредитационную карту Ассоциации гидов-переводчиков и турменеджеров России (индивидуальное посещение основных экспозиций);

дети в возрасте от 7 до 17 лет включительно при наличии экскурсионной путевки;

один преподаватель учебного заведения и один сопровождающий группу учащихся средних и средних специальных учебных заведений (при наличии экскурсионной путевки, абонемента) (граждане России и стран ЕАЭС); один преподаватель учебного заведения, имеющего государственную аккредитацию образовательной деятельности при проведении согласованного учебного занятия и имеющий специальный бейдж (граждане России);

;дин сопровождающий группу студентов или группу военнослужащих срочной службы (при наличии экскурсионной путевки, абонемента) (граждане России).

Бесплатные билеты можно получить в кассах в предварительной продаже и в день посещения, а также онлайн.

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Обратите внимание, что условия льготного посещения временных выставок могут отличаться. Информацию уточняйте на страницах выставок. Право льготного посещения Галереи, кроме случаев, предусмотренных отдельным распоряжением руководства Галереи, предоставляется при предъявлении документов, подтверждающих право льготного посещения. Посетители приобретают льготный билет и посещают музей в порядке общей очереди. пенсионеры (РФ и ЕАЭС).

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Детское телевизионное шоу талантов, куда приглашаются юные участники от трех до 12 лет. Если ваш ребенок проявляет экстраординарные способности в творчестве, спорте или науке, если он лучше всех поет, танцует, показывает фокусы или чеканит мяч, и кроме того, не боится сцены и не лезет за словом в карман, значит, вам сюда! Каждое воскресенье в студии Первого канала маленькие дарования будут демонстрировать свои таланты и непосредственность, а также доказывать зрителям, что они — лучше всех.

Продюсер — Илья Кривицкий.

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Детское телевизионное шоу талантов, куда приглашаются юные участники от трех до 12 лет. Если ваш ребенок проявляет экстраординарные способности в творчестве, спорте или науке, если он лучше всех поет, танцует, показывает фокусы или чеканит мяч, и кроме того, не боится сцены и не лезет за словом в карман, значит, вам сюда! Каждое воскресенье в студии Первого канала маленькие дарования будут демонстрировать свои таланты и непосредственность, а также доказывать зрителям, что они - лучше всех.

Продюсер - Илья Кривицкий.

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Лучше всех!. Первый канал

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Детское телевизионное шоу талантов, куда приглашаются юные участники от трех до 12 лет. Если ваш ребенок проявляет экстраординарные способности в творчестве, спорте или науке, если он лучше всех поет, танцует, показывает фокусы или чеканит мяч, и кроме того, не боится сцены и не лезет за словом в карман, значит, вам сюда!

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Максим Галкин - пародия на дистанционное обучение в России

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Максим Галкин - пародия на дистанционное обучение в России

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Максим Галкин - пародия на дистанционное обучение в России

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Electronic bulletin board (padlet) advertising Russian events open to the public

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Electronic bulletin board (padlet) advertising Russian events open to the public

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Дистанционное образование: типичный урок на дистанционке – Дизель Шоу 2020 | ЮМОР ICTV

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Дистанционное образование: типичный урок на дистанционке – Дизель Шоу 2020 | ЮМОР ICTV

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ЮМОР ICTV - Официальный канал

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Дистанционное образование: типичный урок на дистанционке – Дизель Шоу 2020 | ЮМОР ICTV

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click here for John Rook's intro. slideshow

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Blog | Explore STEM Insights from Pitsco Education

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Discover hands-on STEM tips, resources, and insights on Pitsco Education’s Blog. Empower students, inspire educators, and connect learning to the real world.

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Link to the DEI Resources Padlet (electronic bulletin board) (Click on image below)

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Link to the DEI Resources Padlet (electronic bulletin board) (Click on image below)

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Heritage Russian - Language Learning Modules

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Heritage Russian - Language Learning Modules

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Lee Roby's differentiated exercises w/text: Вас пригласили в гости

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Lee Roby's differentiated exercises w/text: Вас пригласили в гости

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Differentiated exercises w/text: Вас пригласили в гости.docx

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Website with many differentiated assignments based on a single text (Ekaterina Kalmanson)

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Website with many differentiated assignments based on a single text (Ekaterina Kalmanson)

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"It is a D again" is a painting by artist Fyodor Reshetnikov, created in 1952. It is displayed in the Tretyakov Gallery.
The painting reflects the realities of a student's life in the USSR. The picture is well known to the Soviet and Russian public.

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"It is a D again" is a painting by artist Fyodor Reshetnikov, created in 1952. It is displayed in the Tretyakov Gallery. The painting reflects the realities of a student's life in the USSR. The picture is well known to the Soviet and Russian public.

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Asynchronous work for differentiation (Irina Dubinina)

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Asynchronous work for differentiation (Irina Dubinina)

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One way to differentiate is to split a mixed class into two groups: one heritage, one non-heritage and alternate synchronous lessons. If a course meets twice a week, each group will meet synchronously with the instructor while the other group is doing asynchronous interactive assignments during the same time. We need to create detailed protocols for such asynchronous assignments, explaining goals and tasks and providing detailed instructions for each task. I calculated how much work an average learner in each group could produce in 90 minutes and added at least one more task to incentivize those learners who are more proficient or work faster. I also told them that they could engage with tasks out of order and that they need to do the best work they can (good faith effort); they would not be penalized for not completing all of the assignments.
Here is an example of an asynchronous protocol for heritage learners: https://www.dropbox.com/s/p79tk7h0uz15w2w/%D0%90%D1%81%D0%B8%D0%BD%D1%85%D1%80%D0%BE%D0%BD%D0%BD%D0%BE%D0%B5%20%D0%B7%D0%B0%D0%B4%D0%B0%D0%BD%D0%B8%D0%B5%201%20%D0%9D%D0%91.docx?dl=0
And here is an example of an asynchronous work for non-heritage learners in the same class: https://www.dropbox.com/s/u178l2f4d425j97/%D0%90%D1%81%D0%B8%D0%BD%D1%85%D1%80%D0%BE%D0%BD%D0%BD%D0%BE%D0%B5%20%D0%B7%D0%B0%D0%B4%D0%B0%D0%BD%D0%B8%D0%B5%201%20%D0%A0%D0%9A%D0%98.docx?dl=0

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Асинхронное задание 1 НБ.docx

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Excellent way to learn the Russian alphabet in cursive (works on iphone and android) https://play.google.com/store/apps/details?id=com.jernung.writeit.rus&hl=en_US&gl=US

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Publications on how to teach mixed classes

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Publications on how to teach mixed classes

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Carreira, M. & C. Chick "Differentiated Teaching: A primer for heritage and mixed classes"

https://www.taylorfrancis.com/chapters/edit/10.4324/9781315735139-23/differentiated-teaching-maria-carreira-claire-hitchins-chik

Tomlinson, C. "How to differentiate instruction in academically diverse classrooms" (https://www.amazon.com/Differentiate-Instruction-Academically-Diverse-Classrooms/dp/1416623302/ref=asc_df_1416623302/?tag=hyprod-20&linkCode=df0&hvadid=312443114357&hvpos=&hvnetw=g&hvrand=1522821341533154955&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9002056&hvtargid=pla-426474773646&psc=1)

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DOI link for Differentiated Teaching

Differentiated Teaching book

A primer for heritage and mixed classes

DOI link for Differentiated Teaching

Differentiated Teaching book

A primer for heritage and mixed classes

By Maria Carreira, Claire Hitchins Chik

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Differentiated Teaching | A primer for heritage and mixed classes | Ma

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DOI link for Differentiated Teaching Differentiated Teaching book A primer for heritage and mixed classes DOI link for Differentiated Teaching Differentiated Teaching book A primer for heritage and mixed classes By Maria Carreira, Claire Hitchins Chik

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Развивая самоценку студентов

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Развивая самоценку студентов

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Русский язык 305

Осень 2021

Оберлин

Преподаватель Соловьева М.В.

Working on developing students’ self-evaluation (самооценка) and individual goals for the course

В этом курсе нет сильных и слабых студентов! У каждого из вас будет возможность проявить свои сильные стороны и поработать над индивидуальными проблемами. Для этого мы будем работать над самооценкой в течение всего семестра.

***

Individual Interviews and Following up Reflective Papers

В начале курса: индивидуальное интервью № 1 (без оценки).

Первый разговор (диалог) преподавателя и студента о самооценке и индивидуальных целях студента.

ВОПРОСЫ:

1.     После знакомства с моделью владения языком ACTFL, как вы оцениваете себя как студента русского языка? Приведите примеры.

2.     Расскажите о себе. Какие у вас цели в этом курсе? Что бы вы хотели делать на русском языке в конце семестра?

3.     В этом курсе мы будем учиться оценивать себя и ставить перед собой реалистичные цели. Что я могу сделать, чтобы помочь вам достичь своих целей?

Часто студенты занижают свой уровень по шкале ACTFL и в целом проявляют незнание того, как мы, преподаватели, оцениваем их. Введение модели ACTFL – необходимое начало диалога со студентами. Я ввожу основные понятия на русском языке и даю ссылку на материалы ACTFL на английском.

На вопросы о своих целях студенты часто отвечают предсказуемо и довольно нереалистично: «Я хочу говорить свободно», «Я хочу говорить и писать по-русски так же, как по-английски», «Я хочу читать Достоевского, Толстого, Хармса (…) по-русски.» Стараюсь, не снижая мотивации, помочь студентам прийти к более реалистичным формулировкам своих целей. Развитие самооценки представляю себе как процесс, не жду немедленного результата от студентов.

***

Во время 5 недели: интервью № 2 (10 баллов).

А. Продолжаем разговор о самооценке. Обсуждаем индивидуальные цели студента с конкретными примерами.

Б. Устный разговор по пройденным темам («Ëжик» и биография Марка Шагала).

Студенты готовятся ко второму интервью по вопросам, которые мы обсуждаем в классе, и я привожу примеры. Во всех неудобных случаях (например, приведите примеры своих сильных сторон и что бы вы хотели исправить в себе) привожу в качестве примера себя. Вот это у меня получилось хорошо, а здесь я не смогла…, не сделала…, не получилось….. Чувствовала себя некомфортно, но пример прозвучал убедительно для студентов. Важно, что после интервью – студенты пишут письменную работу № 1 по самооценке. Для меня важно, что они записывают то, что мы обсуждали, фиксируют в письменной форме свою самооценку и свои намерения, а именно -  что и как они собираются делать во 2 половине курса, чтобы достичь своих индивидуальных целей. Эти конкретные индивидуальные цели мы будем обсуждать на интервью № 3 (10 неделя занятий).

Отрывки из письменных работ студентов для обсуждения с коллегами: (…)

Как только получу разрешение от студентов!

ВОПРОСЫ для подготовки к интервью № 2
Часть А. Самооценка на русском языке: вам не нужно отвечать на все вопросы, выберите вопросы, на которые вам отвечать интересно и полезно:

- как вы себя чувствовали в начале занятий? Изменилось ли ваше самочувствие сейчас?

- подумайте, изменились ли ваши индивидуальные цели в этом курсе?

- если ваши индивидуальные цели в курсе изменились, то могли бы вы привести примеры?

- можно ли сказать, что ваши цели стали более конкретными? Приведите примеры.

- что вы хотели бы изменить в себе как студенте 3 курса, изучающем русский язык? Что, на ваш взгляд, нужно изменить в нашей программе занятий?

- Какие задания в нашем курсе вам было выполнять интересно? Что показалось вам не интересным?

- чем я могу ещё вам помочь в этом курсе?

2.  Продолжаем говорить о самооценке. Напишите на листе бумаги в два столбика: что я делаю хорошо, почему меня можно назвать сильным студентом русского языка? Что я делаю пока не совсем хорошо? Над чем ещё мне хотелось бы поработать?

Подготовьтесь привести примеры и поговорить со мной об этом.

3. Подготовьте вопросы к преподавателю.

Часть Б: Билеты:

◦       А) Обсуждение мультфильма Юрия Норштейна «Ëжик в тумане”;

◦       Б) Биография Марка Шагала. Вопросы по тексту и вопросы на размышление.

В декабре (конец 11 недели) интервью № 3 (10 баллов)

1. Билеты по пройденным темам (чтение, грамматика, разговор);

2. Заключительный разговор о самооценке в конце семестра.

ВОПРОСЫ для подготовки к интервью № 3  (предварительные, пока в работе).

1.     Подумайте и ещё раз оцените себя по шкале ACTFL.

2.     Изменилась ли ваша самооценка по сравнению с интервью № 1 и 2?

3.      Вопросы могут быть связаны с индивидуальными целями и выполнением индивидуальных заданий:

- Чего удалось добиться? Что получилось хорошо?

- Что получилось лучше, чем вы ожидали в начале курсе?

- Над чем ещё вам нужно поработать?

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https://www.uniteforliteracy.com/

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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Summary Document - World-Readiness Standards for Learning Languages

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Summary Document - World-Readiness Standards for Learning Languages

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The National Standards Collaborative Board, American Council for the Teaching of Foreign Languages, and the American Council of Teachers of Russian, 2020

Full PDF Package Download Full PDF Package

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World-Readiness Standards for Learning Russian

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The National Standards Collaborative Board, American Council for the Teaching of Foreign Languages, and the American Council of Teachers of Russian, 2020 Full PDF Package Download Full PDF Package

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Project-Based Language Learning Repository through the NFLRC 

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Project-Based Language Learning Repository through the NFLRC 

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In many parts of the world, including our Peace Corps match village in rural western Africa, girls are unlikely to continue their...

The concept of global citizenship is paramount, especially now in our increasingly interconnected world. It is so important, that Rick St...

In this project, students will contribute to the developing Easy Japanese by making suggestions to those who are conducting research on i...

DePauw students of Russian investigate why the Russian-speaking community at the university has dwindled to the point of virtu...

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In this project, my Japanese III and IV students create a guide to prepare American students and their families to host a student visitin...

Singapore is increasingly a popular tourism destination for Russians and Russian-speakers, and yet few hotels cater specifically to Rus...

A real-world problem nowadays is bullying and discrimination inside and outside classrooms where students hurt themselves physically and ...

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a French musical group of six children was founded in 2000 to support UNICEF campaigns. The Kids United Kids United'&nbs...

In recent years, especially during the pandemic, food ordering/delivery APPs, such as Uber Eats/Doordash in the U.S., 饿了么 (Hungry Now?)/ ...

Texas is a border state that receives immigrants and refugees from all over the world. Many Haitians who lived in Brazil and Angolan asyl...

A basic understanding of concepts important to the healthcare industry would benefit any visitor to the United States, whether ...

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In many parts of the world, including our Peace Corps match village in rural western Africa, girls are unlikely to continue their... The concept of global citizenship is paramount, especially now in our increasingly interconnected world. It is so important, that Rick St...

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If you asked me about the most frequent dilemma questions I get/see in professional interactions, including teacher development communities, workshops, social media, and email, this would have to be way up there:

What am I supposed to do about this PBL thing?

Rewind please...

You probably know this, but for clarity's sake, let's do a bit of history.

I'm not sure where Project-Based Learning (PBL) came from, but the "Gold Standard" for the concept is defined by PBLWorks, which used to be known as the Buck Institute for Education. Here's their definition:

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

PBL has been part of an overall revolution in education, one that has been pushing educators to abandon the Industrial Age model of education where students in rows memorize things we pour into their heads. It asks for teachers and students to take the point of view that young people are preparing for a world that is changing so fast they can't even imagine what their grown-up lives will look like - or maybe even what planet they will be on. That everyone is walking around with access to more stored knowledge than can even be measured, and rote memorization of lists and facts is of little value in general education now. That the future belongs to those who can identify and solve problems. (I wish this had been the perspective of the college history professor who made me memorize the kings and queens of England, in order, by family. Which "knowledge" I no longer have in my head, but can access anytime I want. But I don't.)

You can see why administrators are head-over-heels in love with this concept. Of course they want to develop the future's problem-solvers! And in their eagerness, they've passed along PBL initiatives and requirements across grade levels and subjects - including world language.

But there's a huge problem with asking world language educators to implement PBL in the same way other subjects do, and to me, that's in a couple of words in PBLWorks's definition: "respond" and "complex." We simply cannot expect our learners to respond as fast or in the same way as those in the history class down the hall, and adding complexity is no one's success formula for the first years of language learning.

Enter PBLL

Project-Based Learning can't look the same in French class as it does in Physics class. For reasons similar to those I wrote about in my analysis of the Genius Hour movement, for a long time I scoffed at the idea of implementing PBL in the first few years of world language class- which represent the years the vast majority of us are teaching. However, as time went by, as often happens with me, I understood that I was accepting an all-or-nothing approach, and I know better! There are ways to successfully incorporate project-based learning at all levels of language class, and that approach is known as PBLL: Project-Based Language Learning.

I really must direct you a few places to explore this concept more, starting with, of course, Laura Sexton at PBLintheTL; explore her "projects" tag here. For helping me figure out how to adapt PBL for the early days of language learning, I credit Meriwynn Mansori and VIF (now Participate). Then, I credit the National Foreign Language Research Center (NFLRC) at the University of Hawai'i for helping me really understand what quality PBLL should look like. If you really want to dig in deep in what gold-standard PBLL looks like, I highly recommend their online institute in February. I would have loved to follow up with their on-site (Hawai'i, people!) intensive in the summer, but the project I'd planned to fund it fell through so I couldn't afford to get there. They don't stop there - this summer, they did an institute in Minnesota, so check their events page to see what's coming next.

Ingredients & tips

Before we get to the project ideas, let's run through some ingredients and tips I've learned are keys in quality PBLL.

Authenticity: For it to be true PBLL, there must be a product that reaches an authentic audience.

A problem: If your learners are making a product that goes to an authentic audience but doesn't actually meet any need or solve any problem, it isn't meeting the standard for PBLL. Could be a good project, just not technically PBLL.

A longer unit length: In the PBL world it's common to see projects that take 2 weeks or less, especially since one of the keys in gold-standard PBL is to hold student interest. I believe with language learners, especially in the novice and intermediate low realms, it's going to take longer to develop the needed language and produce a project. This means...

A longer "investigative" period: Geometry students can investigate the facts and issues surrounding a problem in a matter of a few hours, even minutes sometimes. Language learners have to develop the language they need for a project while investigating it, so this investigative period turns into the input. As we know, developing long-term language skill requires a lot of input, which means it's perfectly okay to have a long period of exploring the topic with all kinds of input before you enter the problem-solving phase.

A much simpler project: A team at a school I worked at developed a product they sent to the city traffic planning commission proposing and supporting a suggestion to put a right-turn lane on a street near our school. Needless to say, this isn't going to happen in Spanish class. You'll note that some of the projects below consist of very little actual language. That's fine. The point is that we experienced a whole lot of comprehensible input and often cultural inquiry as we explored the topic, and they developed language they'll be able to use across different contexts, even if that didn't show up on the project itself.

A sporadic PBLL approach: In order to implement PBLL, you don't have to launch full on into an "I am a PBLL teacher." You're not "failing" here if you don't have a quality project at the end of every unit you do. In fact, if you just do one or two projects like the ones listed below per year, I think you can pretty safely say you're a teacher who implements PBLL. I don't think I have the creativity or stamina to come up with a gold-standard project for every unit, much less implement it!

And you said projects?

This is why you clicked the post, right? Even in the NFLRC's online institute, what you'll generally encounter with people in PBLL is one of a few scenarios:

1. College professors who can push their students farther, faster

2. Upper-level teachers

3. People who trade a whole lot of TL time for complexity in English while calling it PBLL

In this post, I wanted to provide ten examples of projects that you could really develop to meet the gold standard but could be implemented at the earlier levels of language. Some of these ideas I've implemented, some I've seen implemented, and some are just ideas. Without further ado, let's go, by my suggested proficiency level.

Novice Mid

1. School lunch menu

Problem: Newcomers who speak the TL don't understand the lunch menu.

Driving question: What can we create to help the school / district communicate lunch options in the TL?

Best for: Schools or districts with large TL-speaking communities, like the one I live in. We have a lot of Spanish speakers but also a lot of French thanks to francophone African refugee resettlement in our area. So, also a lot of Arabic, Swahili, Nepali, and more, though not so much German, Chinese, Japanese, or other languages not represented much in refugee communities.

2. Welcome to our school

3. Social media campaign

Novice High

4. Travel reviews

5. Advocating for fair trade

6. 48 hours in...

Problem: TL-speaking visitors who don't have a lot of time in our city may not find the best places to visit.

Driving question: What can we create to showcase the best places in our city for TL-speaking people who only have a little time to spend here?

Best for: Anywhere, but especially areas that receive a lot of visitors, for whatever reason - our city draws a lot of tourism for horses, bourbon, and baseball, but also a lot of corporate visitors who want to see the area, thanks to the likes of Toyota and UPS. If your Spanish class wants to see what other classes have done and join our project, check out 48horasen.com.

Intermediate

7. Red Cross skills

Problem: When disaster strikes, many people on aid teams don't speak the languages represented in affected communities.

Driving question: How can we help the Red Cross serve our TL-speaking community in a disaster?

Best for: Areas susceptible to natural disasters that also have TL-speaking communities. Fill your investigative period with exploring what natural disasters hit your TL-speaking cultures and how they respond - Facebook and other social media pages / groups are really helpful here. Then, put learners in groups as they investigate how to develop the skills needed to be on a Red Cross Disaster Action Team.

8. Medical care information

9. TL Storytime

10. Zoo / museum tour

This list is by no means exhaustive and it's by no means fail-proof. But I hope that in reading through my thoughts in putting together the preliminary ideas for a PBLL unit you can see that kids who are in their first years of learning a language can solve a real-world problem with real-world language.

What projects have you done successfully? What would you recommend to someone contemplating their first PBLL unit?

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If you asked me about the most frequent dilemma questions I get/see in professional interactions, including teacher development communities, workshops, social media, and email, this would have to be way up there: What am I supposed to do about this PBL thing? Rewind please... You probably know this, but for clarity's sake, let's do a...

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Lee Roby's grounding remarks/ questions for teachers' lounge on PLB (4/1/2021)

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Lee Roby's grounding remarks/ questions for teachers' lounge on PLB (4/1/2021)

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Olga Klimova's project on accessible Pittsburgh

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Olga Klimova's project on accessible Pittsburgh

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Питтсбург для всех-2.pdf

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Check out this Infographic (880 x 2000 px) designed by okxana cordova.

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Elena Grajinskaya's PBLL Project in support of the Springville Museum of Art

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Elena Grajinskaya's PBLL Project in support of the Springville Museum of Art

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PBLL Project in support of the Springville Museum of Art

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PBLL Project in support of the Springville Museum of Art | Piktochart Visual Editor

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"easy russian" "learn russian" "russian language" "russian lesson" "russian for foreigners" "russian for beginners" "russian with subtitles"

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Easy Russian is a project to help you learn Russian in an authentic and fun way. We interview people in the streets of St. Petersburg, Moscow and other cities in Russia. All our videos have subtitles in Russian and English. Easy Russian is part of the global project Easy Languages.

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Anti-War Playlist: Russian Music Against the War - The Moscow Times

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Little death The legendary rock band that was especially popular during the 80s and 90s and its frontman Yuri Shevchuk have repeatedly spoken out against the war in Ukraine.

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Russian language news aggregator out of Latvia. There are in-depth articles related to news, culture, etc.. Many of the articles appear in the English language version of the site.

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Russian language news aggregator out of Latvia. There are in-depth articles related to news, culture, etc.. Many of the articles appear in the English language version of the site.

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Novaya Gazeta Europe (great podcasts and videos)

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Novaya Gazeta Europe (great podcasts and videos)

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Новая газета Европа

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новая газета европа

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расследование

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политковская

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Новая газета Европа

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Говорим как есть. Пишем о происходящем в России, Украине и Европе. Новости, аналитика, мнения экспертов, специальные репортажи и журналистские расследования.

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It’s gotten worse. War and repression news from Russia

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ОВД-инфо can be used in Russian or English to understand the scale of solo protests and persecution

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ОВД-инфо can be used in Russian or English to understand the scale of solo protests and persecution

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For beginner students:  Nikita Proshins vlogs during the war. On YouTube, in English.

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For beginner students:  Nikita Proshins vlogs during the war. On YouTube, in English.

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WASHINGTON, D.C. - A new documentary produced by Current Time and directed by journalist and filmmaker Andrey Loshak, " Broken Ties," has premiered to critical acclaim in Russia. The film shows the human cost for Russians themselves of Putin's invasion of Ukraine, and ways Kremlin disinformation and state propaganda are tearing Russian families apart.

Filmed over a three-month period, "Broken Ties" follows seven Russian families as their relationships deteriorate in the months following the invasion. Among the subjects followed are: Renata, a pediatrician struggling to come to terms with her guilt over Russia's involvement in the war, and her mother, Vinera, a fiercely patriotic schoolteacher; and Ekaterina and Artem, a Russian couple so deeply divided on the war that they may divorce. Loshak also interviews Vika, a survivor of Russia's bombing of the Ukrainian city of Kharkiv, and her brother, Yakov, who dismisses Vika's perspective on the war. As ideologies clash, communication becomes strained, and relationships begin to deteriorate. In time, any hope of finding common ground, understanding or reconciliation begins to vanish.

Kenan Aliyev, executive editor at Current Time and executive producer of the film said, "We are extremely proud of this latest collaboration with Andrey Loshak, and our ability to release this important documentary to Russian-speaking audiences - including in Ukraine - while the war rages on. This documentary shows the real, human costs for Russians themselves of Putin's assault on media freedom and independent journalism."

In one of the film's most moving scenes, Natalya, a psychologist opposed to Russia's invasion, recounts how she regularly talks with her mother Lyudmila for hours, refuting state propaganda. When asked if her daughter has managed to persuade her at all, Lyudmila answers, "No, of course not."

"Broken Ties" first premiered for Russian-speaking audiences on Current Time on June 20. It is now available on YouTube, where it has been seen over 1.2 million times, generating significant positive audience engagement.

Ksenia Larina, a prominent Russian journalist and television critic, described the film as "astonishing" and "scary;" and Anton Dolin, a Russian film critic writing for Meduza, called the film, "a powerful antidote to what Russian television has become," and, "made by one of the best representatives of a different kind of television..."

Andrey Loshak is an internationally recognized journalist, reporter, and filmmaker from Moscow. He has received the Russian TEFI award for "Best Reporter" and the Order "For Merit to the Fatherland" 1st class medal for his pioneering work in Russian national TV. Loshak's previous work with Current Time includes "InterNYET," a series covering the rise and fall of Russia's internet, and "Let It All Burn," a documentary about Russian rock band IC3PEAK's fight with local authorities for its right to perform.

Watch "Broken Ties" with English subtitles here.

About RFE/RL
RFE/RL relies on its networks of local reporters to provide accurate news and information to more than 37 million people every week in 27 languages and 23 countries where media freedom is restricted, or where a professional press has not fully developed. Its videos were viewed 7 billion times on Facebook, YouTube, and Instagram/IGTV in FY2021. RFE/RL is an editorially independent media company funded by a grant from the U.S. Congress through the U.S. Agency for Global Media.

Current Time is a 24/7 Russian-language digital and TV network led by RFE/RL in cooperation with VOA that caters to Russian-speakers worldwide. In addition to reporting uncensored news, it is the largest provider of independent, Russian-language films to its audiences. Despite heavy censorship from the Russian government, Current Time videos have received 408 million views on Facebook, 213 million view on YouTube and 159 million views on Instagram in FY2022.

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Critically Acclaimed Current Time Documentary Chronicles Families Divided By Russia's War, Disinformation

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WASHINGTON, D.C. - A new documentary produced by Current Time and directed by journalist and filmmaker Andrey Loshak, "Broken Ties," has premiered to critical acclaim in Russia. The film shows the human cost for Russians themselves of Putin's invasion of Ukraine, and ways Kremlin disinformation...

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Telegram channel Avtozak Live with daily short information about arrests and other short news

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Telegram channel Avtozak Live with daily short information about arrests and other short news

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Instagram accounts of Russian anti-war contemporary artists (совриск). The posts are short and accessible. Alisa, an artist from Loshak film, has a wonderful account

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Instagram accounts of Russian anti-war contemporary artists (совриск). The posts are short and accessible. Alisa, an artist from Loshak film, has a wonderful account

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"I was depressed, and I couldn't sleep," said Galina, a violinist from the central Russian city of Samara, about her reaction to Russia's war against neighboring Ukraine -- a "nightmare" that she fears "is only accelerating."

"I got into arguments, which was unusual for me," she said. "Finally, I decided I'm not going to speak to people who support all of this."

One of those people is Galina's husband, Vladimir, a former criminal investigator who supports the war. Since Russia's large-scale invasion of Ukraine on February 24, they have been speaking less and less.

I spoke with each person separately because getting them to speak together didn't work."

"When people fight in silence -- if you can describe it that way -- nothing good comes of it," Vladimir said of the sometimes icy, sometimes fiery, atmosphere that has come to dominate the couple's apartment. "She doesn't see me as a like-minded person, and that's all there is to it. And I also don't see her as like-minded. But on the other hand, it would be stupid to renounce my point of view just to agree. So I prefer just keeping silent and avoiding arguments."

Although the couple was still living together, their marriage was clearly on the verge of collapse. Galina and Vladimir are among the Russian families featured in Broken Ties, the latest documentary by journalist and filmmaker Andrei Loshak.

The film explores the devastating impact the war has had on many Russians, creating or exposing seemingly unbridgeable rifts between sisters and brothers, parents and children, husbands and wives.

The film premiered in Russian on Current Time, the Russian-language network run by RFE/RL in cooperation with VOA, on June 19. A version with English subtitles has also been released.
WATCH: Broken Ties by director Andrei Loshak on YouTube:
Loshak, who left Russia for Georgia shortly after the invasion and lives in Tbilisi, said the idea of making a film about how the tensions with Ukraine were being felt in ordinary Russian families first struck him in 2014, when Moscow seized control of Ukraine's Crimean Peninsula and fomented a separatist war in the eastern Ukrainian region known as the Donbas.

He said his own cousin, a coeval with whom he grew up and has always been close, began using offensive slurs and violent imagery in reference to Ukrainians -- showing a side that Loshak had not seen in the past.

"I thought about this and even tried to collect some material, but back then it wasn't such a widespread phenomenon," Loshak told Current Time. "But now, when so much more has happened, such stories are popping up everywhere. Among my close friends, among people I know on social media, and so on."

Many of the familial disputes are marked by deep acrimony over the invasion, with some opponents accusing supporters of complicity in war crimes and some supporters branding opponents traitors or worse. Some relatives have stopped speaking to one another; some are angrily at odds whenever they do.

"The film is structured in a binary way," Loshak said. "I spoke with each person separately because getting them to speak together didn't work."

With more than 1.3 million views online, the documentary has struck a powerful chord.

"It is a shocking film. Terrifying," wrote journalist Ksenia Larina on Facebook. "Hopeless. There are no illusions in this tunnel of gloom. There is no hope."

One woman featured in the documentary, Larina noted, says that she "cannot just give up and come to terms with her mother's militarism for the sake of family and love. She can't because it is unacceptable, unbearable for her to live in lies and hypocrisy."

Larina concluded that the film was about "the mental genocide of a nation."
WATCH: An edited excerpt from Broken Ties:
Loshak directed the film and conducted the main interviews remotely. Some of the most powerful sequences come as one family member listens while the other expresses their positions and feelings. Often the pathos is underscored by montages of photographs showing the families together in happier, prewar times.

"I'd like to hear from my mother something like, 'There is some crazy stuff going on in the world, please be careful,'" says one young man in the film. "Instead of, 'Hello, fascist.'"

Loshak, who does not hide his anti-war feelings, said that he respects those who support the war and agreed to participate in the film despite his liberal reputation.

"For them, what is happening in Ukraine is logical and understandable," he said. "They don't suffer over this like those who oppose the war do. But they are really suffering because the people closest to them no longer understand them.

"Maybe they thought that by expressing themselves in this film, their loved ones would hear them," he concluded. "I just don't know."

One pro-war mother in the Kaliningrad region city of Baltiisk, the home of Russia's Baltic Sea Fleet, said she agreed to participate in the film because her daughter, an anti-war pediatrician in St. Petersburg, feels as if she has no outlet to express her distress over the war.

"She is a good person if you don't talk to her about [the war]," Loshak said. "A really beautiful person. She agreed to participate...simply in order to give her daughter a chance to be heard. She understood that our film was set up in such a way that her daughter could speak if she gave the other side. It was the gesture of a loving and suffering maternal heart."

The government itself -- by forbidding all dissent -- is splitting society and eliminating all space for dialogue."

The Russian government and its massive propaganda machine are constant background features of the film, with President Vladimir Putin's voice often intoning quietly in the background while Loshak's pro-war interlocutors speak.

"People have been put in this position by the government," Loshak said. "Either you are with us or you are against us. And that is how the government is acting -- if you don't accept the war, you are a criminal. The government itself -- by forbidding all dissent -- is splitting society and eliminating all space for dialogue."

The film features Natalya, a psychologist and counselor who lives in London and opposes the war. Her retired mother lives in a small town in the Perm region, near the Urals, and supports the war, despite having critical opinions about Putin. Using her professional background, Natalya tries to build bridges with her mother.

"Carefully, not every day, bit by bit," Natalya says in the film. "And, you know, after every conversation, she has moved a little bit. She starts to have doubts.... Then, after a few days, I call her and she's right back where she started."

Her mother, Lyudmila, tells Loshak that Natalya is just trying to "hypnotize" her. When Loshak asks if Natalya has had any impact on her thinking, Lyudmila answers: "No, of course not."

"I never had the illusion the film would become a platform for dialogue," Loshak said. "It is just a record of the fact that no dialogue is possible now or in the foreseeable future. Unfortunately, we are talking about two mutually exclusive worlds."

Robert Coalson, Current Time, and RFE/RL's Russian Service contributed to this report.

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'Shocking. Terrifying. Hopeless.' Searing New Film Documents How The Ukraine War Is Tearing Russian Families Apart

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A new Current Time film looks at how many Russian families have been ripped apart by Moscow's invasion of Ukraine. "I spoke with each person separately because getting them to speak together didn't work," filmmaker Andrei Loshak says of the heartrending interviews that form the core of the film.

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The Russian Language Outside the Nation. Edited by Lara Ryazanova-Clarke

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The Russian Language Outside the Nation. Edited by Lara Ryazanova-Clarke

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JSTOR is a digital library of academic journals, books, and primary sources.

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Talking about this year Noble Prize winners can be an interesting way to talk about what is happening in that part of the world

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Talking about this year Noble Prize winners can be an interesting way to talk about what is happening in that part of the world

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Ales Bialiatski is a prominent Belarusian human rights activist, who is currently being held in prison without trial.

Mr Bialiatski, 60, is the founder of the country's Viasna (Spring) Human Rights Centre, which was set up in 1996 in response to a brutal crackdown of street protests by Belarus's authoritarian leader Alexander Lukashenko.

Viasna provided support for the jailed demonstrators and their families, documenting the use of torture against political prisoners by the Belarus authorities.

"He has devoted his life to promoting democracy and peaceful development in his home country," said the head of the Norwegian Nobel Committee, Berit Reiss-Andersen, announcing this year's three Nobel Peace Prize winners.

Mr Bialiatski - who has received numerous international human rights awards - spent three years in jail after being convicted on tax evasion charges he has always denied in 2011. He was released in 2014.

He was detained again in 2021 following massive street protests over what opposition activists say were rigged elections that kept Mr Lukashenko in power the previous year.

"Government authorities have repeatedly sought to silence Ales Bialiatski," Ms Reiss-Andersen said.

"Despite tremendous personal hardship, Mr Bialiatski has not yielded an inch in his fight for human rights and democracy in Belarus," she added.

Just before his arrest two years ago, Mr Bialiatski wrote on his Facebook page that the Belarusian authorities "are acting as a regime of occupation".

"Hundreds of thousands of demonstrators across all of Belarus, and hundreds [of them are] detained."

Mr Bialiatski's current health is not known.

The activist's wife, Natallia Pinchuk, said she was "overwhelmed with emotion".

"I express my deep gratitude to the Nobel committee and the international community for recognising the work of Ales, his colleagues and his organisation," she told the AFP news agency,

Mr Lukashenko - described in the West as Europe's last dictator - has ruled Belarus with an iron fist since 1994.

He has been allowing Russian President Vladimir Putin, his close ally, to use Belarus's territory to launch deadly missile attacks on Ukraine, and to send Russian ground troops and armoury there there since Moscow's invasion began on 24 February.

Ukraine's Center for Civil Liberties

Alongside, Mr Bialiatski, the Ukrainian Center for Civil Liberties (CCL) is one of the three joint winners of this year's Nobel Peace Prize.

CCL is one of Ukraine's leading human rights organisations. It was founded in 2007, when leaders of human rights groups from nine post-Soviet countries decided to create a cross-border resource support centre in Kyiv.

Since its founding, the CGS has monitored political persecutions in occupied Crimea, Ukraine's southern peninsula annexed by Russia in 2014; documented war crimes and crimes against humanity during the war in Ukraine's eastern Donbas region; and organised international campaigns to release the Kremlin's political prisoners.

After Russia's full-scale invasion of Ukraine in February 2022, CCL has engaged in efforts to identify and document Russian war crimes against the Ukrainian civilian population.

In a tweet after Friday's announcement, CCL said it was "proud to be awarded" the Nobel Peace Prize.

Russia's Memorial

This year's other Nobel Peace Prize winner is Russian human rights organisation Memorial - which was shut down by the authorities earlier this year.

For over 30 years, Memorial worked to highlight the millions of innocent people executed, imprisoned or persecuted in the Soviet era.

Its work never sat comfortably with the Russian authorities. It was initially cautioned in 2006, and in 2014 it was added to a list of "foreign agents" - a roster of organisations and individuals the government claims receive funding from abroad.

A pretext for closing the group was its failure to mark some of its social media posts with a "foreign agent" disclaimer, which it is legally required to do.

In December 2021, the Supreme Court of Russia ordered Memorial and its regional branches to close because it had violated the 2012 foreign agent law.

There were shouts of "shame!" from those in court as the decision was read out.

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Ales Bialiatski: Who is the Nobel Peace Prize winner?

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Ales Bialiatski is a prominent Belarusian human rights activist, who is currently being held in prison without trial. Mr Bialiatski, 60, is the founder of the country's Viasna (Spring) Human Rights Centre, which was set up in 1996 in response to a brutal crackdown of street protests by Belarus's authoritarian leader Alexander Lukashenko.

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A local organization (RocMaidan, Rochester, NY) hosted fundraiser with a screening of the 2020 documentary film _The Earth is Blue as an Orange_ here in Geneva (NY); the film was made in the aftermath of the 2014 annexation of Crimea. 

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A local organization (RocMaidan, Rochester, NY) hosted fundraiser with a screening of the 2020 documentary film _The Earth is Blue as an Orange_ here in Geneva (NY); the film was made in the aftermath of the 2014 annexation of Crimea. 

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1420 Youtube channel (As the war in Ukraine drags on, Russian YouTuber Daniil Orain is using his channel called 1420 to help let the world know there are still dissenting voices in the county.) 

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1420 Youtube channel (As the war in Ukraine drags on, Russian YouTuber Daniil Orain is using his channel called 1420 to help let the world know there are still dissenting voices in the county.) 

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YouTuber behind 1420 brings Russian dissent to the world

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This padlet will support an ACTFL 2022 presentation. Many activities are explained for Spanish/French classes but are applicable to all languages.