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History of English (Source: A History of English by Barbara A. Fennell) The English language is spoken by 750 million people in the world as either the official language of a nation, a second language, or in a mixture with other languages (such as pidgins and creoles.) English is the (or an) official language in England, Canada, Australia and New Zealand; however, the United States has no official language. indo-European language and people English is classified genetically as a Low West Germanic language of the indo-European family of languages. The early history of the Germanic languages is based on reconstruction of a Proto-Germanic language that evolved into German, English, Dutch, Afrikaans, Yiddish, and the Scandinavian languages. in 1786, Sir William Jones discovered that Sanskrit contained many cognates to Greek and Latin. He conjectured a Proto-indo-European language had existed many years before. Although there is no concrete proof to support this one language had existed, it is believed that many languages spoken in Europe and Western Asia are all derived from a common language. A few languages that are not included in the indo-European branch of languages include Basque, Finnish, Estonian and Hungarian; of which the last three belong to the Finno-Ugric language family. Speakers of Proto-indo-European (PIE) lived in Southwest Russia around 4,000 to 5,000 BCE. They had words for animals such as bear or wolf (as evidenced in the similarity of the words for these animals in the modern I-E languages.) They also had domesticated animals, and used horse-drawn wheeled carts. They drank alcohol made from grain, and not wine, indicating they did not live in a warm climate. They belonged to a patriarchal society where the lineage was determined through males only (because of a lack of words referring to the female's side of the family.) They also made use of a decimal counting system by 10's, and formed words by compounding. This PIE language was also highly infl

What are the origins of the English Language? The history of English is conventionally, if perhaps too neatly, divided into three periods usually called Old English (or Anglo-Saxon), Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A.D., though no records of their language survive from before the seventh century, and it continues until the end of the eleventh century or a bit later. By that time Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the lexicon, and the well-developed inflectional system that typifies the grammar of Old English had begun to break down. The following brief sample of Old English prose illustrates several of the significant ways in which change has so transformed English that we must look carefully to find points of resemblance between the language of the tenth century and our own. It is taken from Aelfric's "Homily on St. Gregory the Great" and concerns the famous story of how that pope came to send missionaries to convert the Anglo-Saxons to Christianity after seeing Anglo-Saxon boys for sale as slaves in Rome: Eft he axode, hu ðære ðeode nama wære þe hi of comon. Him wæs geandwyrd, þæt hi Angle genemnode wæron. Þa cwæð he, "Rihtlice hi sind Angle gehatene, for ðan ðe hi engla wlite habbað, and swilcum gedafenað þæt hi on heofonum engla geferan beon." A few of these words will be recognized as identical in spelling with their modern equivalents-he, of, him, for, and, on-and the resemblance of a few others to familiar words may be guessed-nama to name, comon to come, wære to were, wæs to was-but only those who have made a special study of Old English will be able to read the passage with understanding. The sense of it is as follows: Again he [St. Gregory] asked w

Chronology of Events in the History of English pre-600 A.D. THE PRE-ENGLISH PERIOD ca. 3000 B.C. (or 6000 B.C?) Proto-indo-European spoken in Baltic area. (or Anatolia?) ca. 1000 B.C. After many migrations, the various branches of indo-European have become distinct. Celtic becomes most widespread branch of I.E. in Europe; Celtic peoples inhabit what is now Spain, France, Germany, Austria, eastern Europe, and the British Isles. 55 B.C. Beginning of Roman raids on British Isles. 43 A.D. Roman occupation of Britain. Roman colony of "Britannia" established. Eventually, many Celtic Britons become Romanized. (Others continually rebel). 200 B.C.-200 A.D. Germanic peoples move down from Scandinavia and spread over Central Europe in successive waves. Supplant Celts. Come into contact (at times antagonistic, at times commercial) with northward-expanding empire of Romans. Early 5th century. Roman Empire collapses. Romans pull out of Britain and other colonies, attempting to shore up defense on the home front; but it's useless. Rome sacked by Goths. Germanic tribes on the continent continue migrations west and south; consolidate into ever larger units. Those taking over in Rome call themselves "Roman emperors" even though the imperial administration had relocated to Byzantium in the 300s. The new Germanic rulers adopted the Christianity of the late Roman state, and began what later evolved into the not-very-Roman "Holy Roman Empire". ca. 410 A.D. First Germanic tribes arrive in England. 410-600 Settlement of most of Britain by Germanic peoples (Angles, Saxons, Jutes, some Frisians) speaking West Germanic dialects descended from Proto-Germanic. These dialects are distantly related to Latin, but also have a sprinkling of Latin borrowings due to earlier cultural contact with the Romans on the continent. Celtic peoples, most of whom are Christianized, are pushed increasingly (despite occasional violent uprisings) into the marginal areas of Britain: Ireland, Scotland, Wales.

[DOC] Instructions for Classroom Dynamic Criteria MappIng Instructions for Classroom Dynamic Criteria MappIng © 2005 Bob Broad Dynamic Criteria MappIng (DCM) is a process by which you and your students can discover what you, the Instructor, value In student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlIned form of grounded theory (as summarized by Strauss and CorbIn In Basics of Qualitative Research, Sage 1998). Here is a brief set of Instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics In TeachIng and AssessIng WritIng by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM In action, and more specific Instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and brIng them to class on the appoInted day. Ask students to prepare by notIng specific comments you made, In response to specific aspects of their work, that show somethIng(s) you value. Note: you show what you value both In those qualities whose presence you praise and In those qualities whose absence you lament. On the appoInted day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and Indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this

The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey Information prInt once did, we must brIng to these visual texts critical literacies that will help us construct meanIng from their elements. The followIng questions are designed to help readers make sense of images they encounter In various contexts. Ask the FollowIng Questions * Why are we lookIng at this? * What are we lookIng for? * How should we look at this? * What choices did the artist make and how did they affect its meanIng? * Is this image In its origInal state (i.e., no manipulation or "doctorIng")? * What are the different components In this image? * How are they related to each other? * What is the maIn idea or argument the image expresses? * In what context or under what conditions was this image origInally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator tryIng to do here? (i.e., narrate, explaIn, describe, persuade-or some combInation?) * Can you fInd any tension or examples of conflict withIn the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the maIn idea behInd this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an Interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro

The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey Information prInt once did, we must brIng to these visual texts critical literacies that will help us construct meanIng from their elements. The followIng questions are designed to help readers make sense of images they encounter In various contexts. Ask the FollowIng Questions * Why are we lookIng at this? * What are we lookIng for? * How should we look at this? * What choices did the artist make and how did they affect its meanIng? * Is this image In its origInal state (i.e., no manipulation or "doctorIng")? * What are the different components In this image? * How are they related to each other? * What is the maIn idea or argument the image expresses? * In what context or under what conditions was this image origInally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator tryIng to do here? (i.e., narrate, explaIn, describe, persuade-or some combInation?) * Can you fInd any tension or examples of conflict withIn the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the maIn idea behInd this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an Interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro

Exam Content An English exam that included literature and composition was among the first AP offerings in 1956. in 1980, separate exams in AP English Language and Composition and AP English Literature and Composition were offered for the first time.

Exam Content An English exam that included literature and composition was among the first AP offerings in 1956. in 1980, separate exams in AP English Language and Composition and AP English Literature and Composition were offered for the first time.

"Where is it? In a middleclass neighborhood; I'm not sure yet where it is.\nWhen is it? WIntertime In the evenIng, durIng an era when it was still common to see drivIng horses-maybe the late 1800s.\nWhat is the weather like? Cold, and the night falls early.\nWhat are the social conditions? In this neighborhood it seems people mostly stay Inside In the evenIng; the narrator is aware of "rough tribes from the cottages" nearby-probably members of a lower social class.\nWhat is the landscape or environment like? Dark and quiet, with a sense of heavIness that contrasts with the narrator's shoutIng and playIng.\nWhat special details make the settIng vivid? Sensory details: the violet color of the sky, the dim lanterns, the stIngIng cold, the ashpits' odors, the music of the horse's harness."

"There are many teachers who want to start using technology in their classrooms, but just aren't sure where to start. That's why I got together ten prominent ed tech bloggers, teachers, and school administrators to create The Super Book of Web Tools for Educators. in this book there introductions to more than six dozen web tools for K-12 teachers. Additionally, you will find sections devoted to using Skype with students, ESL/ELL, blogging in elementary schools, social media for educators, teaching online, and using technology in alternative education settings."

Diversity of content is one of the great things about YouTube. But we know that some of you want a more controlled experience. That's why we're announcing Safety Mode, an opt-in setting that helps screen out potentially objectionable content that you may prefer not to see or don't want others in your family to stumble across while enjoying YouTube. An example of this type of content might be a newsworthy video that contains graphic violence such as a political protest or war coverage. While no filter is 100% perfect, Safety Mode is another step in our ongoing desire to give you greater control over the content you see on the site. It's easy to opt in to Safety Mode: Just click on the link at the bottom of any video page. You can even lock your choice on that browser with your YouTube password. To learn more, check out the video below. And remember, ALL content must still comply with our Community Guidelines. Safety Mode isn't fool proof, but it provides a greater degree of control over your YouTube experience. Safety Mode is rolling out to all users through out the day, watch for the new link at the bottom of any YouTube page.

I discovered my passion for Jewellery and gems after designing my wife's engagement ring. After sourcing her pink diamond in Antwerp and setting her sparkling gem in platinum in London's Hatton Garden - I was hooked. I felt in love with the whole process.

Adam Gopnik discusses the appeal of high fantasy in YA. He misses the mark, I think, in not discussing Joseph Campbell's influence in all of this, and he's condescending throughout much of the piece, but it's an interesting analysis aside from these two admittedly major issues.

2001. One definition of madness is "mental delusion or the eccentric behavior arising from it." But Emily Dickinson wrote Much madness is divinest Sense- To a discerning Eye- Novelists and playwrights have often seen madness with a "discerning Eye." Select a novel or play in which a character's apparent madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the "madness" to the work as a whole. Do not merely summarize the plot.

2001. One definition of madness is "mental delusion or the eccentric behavior arising from it." But Emily Dickinson wrote Much madness is divinest Sense- To a discerning Eye- Novelists and playwrights have often seen madness with a "discerning Eye." Select a novel or play in which a character's apparent madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the "madness" to the work as a whole. Do not merely summarize the plot.

This might be the greatest link to pop onto my radar in a while. Primary source material centered around historical events in the form of eyewitness accounts, trial transcripts, etc. The possibilities here are endless. Where was this when I was in the classroom?

This site is an experiment in teaching great literature in a very different way. Using Google Earth, students discover where in the world the greatest road trip stories of all time took place... and so much more!

"The Center for Digital Storytelling is an international not-for-profit community arts organization rooted in the craft of personal storytelling. We assist youth and adults around the world in using media tools to share, record, and value stories from their lives, in ways that promote artistic expression, health and well being, and justice."