Six lessons, for grades kindergarten through five, address the Native American tradition of storytelling and the methods and use of oral tradition in communicating history, myths, and personal stories within indigenous cultures. COMPLIMENTARY UNIT WITH PURCHASE OF DVD AND BOOKS
616 Jane Stanford Way
Encina Hall, C332
Stanford, CA 94305-6060
0
rybo@stanford.edu
rylan_sekiguchi.jpg
Rylan Sekiguchi is Manager of Curriculum and Instructional Design at the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). Prior to joining 91³Ô¹Ï in 2005, he worked as a teacher at Revolution Prep in San Francisco.
Rylan’s professional interests lie in curriculum design, global education, education technology, student motivation and learning, and mindset science. He received his Bachelor of Science degree in Symbolic Systems at 91³Ô¹Ï.
He has authored or co-authored more than a dozen curriculum units for 91³Ô¹Ï, including , , , and . His writings have appeared in publications of the National Council for History Education and the Association for Asian Studies.
Rylan has also been actively engaged in media-related work for 91³Ô¹Ï. In addition to serving as producer for two films—My Cambodia and My Cambodian America—he has developed several web-based lessons and materials, including
In 2010, 2015, and 2021, Rylan received the Franklin Buchanan Prize, which is awarded annually by the Association for Asian Studies to honor an outstanding curriculum publication on Asia at any educational level, elementary through university.
Rylan’s professional interests lie in curriculum design, global education, education technology, student motivation and learning, and mindset science. He received his Bachelor of Science degree in Symbolic Systems at 91³Ô¹Ï.
He has authored or co-authored more than a dozen curriculum units for 91³Ô¹Ï, including , , , and . His writings have appeared in publications of the National Council for History Education and the Association for Asian Studies.
Rylan has also been actively engaged in media-related work for 91³Ô¹Ï. In addition to serving as producer for two films—My Cambodia and My Cambodian America—he has developed several web-based lessons and materials, including
In 2010, 2015, and 2021, Rylan received the Franklin Buchanan Prize, which is awarded annually by the Association for Asian Studies to honor an outstanding curriculum publication on Asia at any educational level, elementary through university.
Rylan has presented teacher seminars across the country at venues such as the World Affairs Council, the American Museum of Natural History, and the Art Institute of Chicago, and for organizations such as the National Council for the Social Studies, the International Baccalaureate Organization, the African Studies Association, and the National Consortium for Teaching about Asia. He has also conducted presentations internationally for the East Asia Regional Council of Overseas Schools in Thailand, Malaysia, and the Philippines; for the European Council of International Schools in Spain, France, and Portugal; and at Yonsei University in South Korea.
Manager of Curriculum and Instructional Design
Instructor, Stanford e-Hiroshima
Manager, Stanford SEAS Hawaii
616 Jane Stanford Way
Encina Hall, E007
Stanford, CA 94305-6060
0
nfunahashi@stanford.edu
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Naomi Funahashi is the Manager of the Reischauer Scholars Program (RSP) and Teacher Professional Development for the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). In addition to her work as the instructor of the RSP, she also develops curricula at 91³Ô¹Ï. Prior to joining 91³Ô¹Ï in 2005, she was a project coordinator at the Japanese Cultural and Community Center of Northern California and worked in technology publishing in San Francisco.
Naomi's academic interests lie in global education, online education pedagogy, teacher professional development, and curriculum design. She attended high school at the American School in Japan, received her Bachelor of Arts in international relations from Brown University, her teaching credential in social science from San Francisco State University, and her Ed.M. in Global Studies in Education at the University of Illinois, Urbana-Champaign.
She has authored or co-authored the following curriculum units for 91³Ô¹Ï: , , , , and .
Naomi has presented teacher seminars nationally at Teachers College, Columbia University, the annual Asia Society Partnership for Global Learning Conference, the National Council for Social Studies and California Council for Social Studies annual conferences, and other venues. She has also presented teacher seminars internationally for the East Asia Regional Council of Overseas Schools in Thailand, the Philippines, and Malaysia, and for the European Council of International Schools in France, Portugal, and the Netherlands.
In 2008, the Asia Society in New York awarded the 2007 Goldman Sachs Foundation Media and Technology Prize to the Reischauer Scholars Program. In 2017, the United States–Japan Foundation presented Naomi with the Elgin Heinz Teacher Award, an honor that recognizes pre-college teachers who have made significant contributions to promoting mutual understanding between Americans and Japanese. Naomi has taught over 300 students in the RSP from 35 U.S. states.
Manager, Reischauer Scholars Program and Teacher Professional Development
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The Cultural Revolution in China (1966–1976) was a decade of enormous change and upheaval with a lasting impact on the country, its citizens, and the world. China's Cultural Revolution teaches students about the social, cultural, educational, political, and economic changes through hands-on activities requiring critical thinking skills.
An Introduction to Sovereignty: A Case Study of Taiwan examines the key issue of sovereignty and provides an in-depth look at the unique status of Taiwan among the nations of the world.
This unit introduces students to a range of topics and activities that are essential to the study of geography such as map analysis and comparison, migration and perceptions of regions, interactions between humans and the environment and their implications, and urban growth and energy consumption.
This unit explores and debates the proper role of the United Nations and the international community during humanitarian crises. Students read recent case studies of Somalia, Bosnia, Eastern Zaire, and Kosovo.
This curriculum unit examines three case studies of ongoing regional wars—Afghanistan, Democratic Republic of the Congo, and Kashmir—and one past regional war, Guatemala. Students are introduced to these wars in their historical and global context, as well as in the context of efforts to establish and maintain peace.
The purpose of this curricular guide is not only to introduce Japanese-American internment through the prism of baseball but also to encourage students to consider civil liberties during times of crisis.
This curriculum unit introduces students to health care in general and to comparative health care-related issues between the United States and Japan, specifically.