The CyberSquad searches for Hackerë_í__ castle based on a survey of where town residents have last seen him in this video from Cyberchase.
When conversations of racial injustice and equity arise, many educators find themselves reacting in the moment. In this one-hour webinar, a panel of experts discuss how teachers can analyze and evaluate media to provide important context for students and support anti-racist classroom planning and practices. Teachers can also find advice for using media literacy tools to empower students and inform their personal practice.
Students are introduced to algebraic expressions that use more than one variable and have multiple solutions. They figure out combinations of two items at different costs, with each combination adding up to 100.
In this Cyberchase video segment, the CyberSquad must locate each other using a map's grid to construct a coordinate system using letters and numbers.
In this ZOOM video segment, cast member Francesco follows the paper trail to find out what happens to his recyclables. He visits a material recovery center and learns how paper is recycled and the number of trees that are saved as a result.
In this video segment from TV411, WNBA player Olympia Scott Richardson discusses her techniques for effective time management.
Learn how the long life of Chief Washakie bridged a century of change in the American west—from the time of nomadic tribes following buffalo herds, to the period when tribes relinquished their claims to vast tracts of land in the West. That's when the Eastern Shoshone settled on the Wind River Indian Reservation. In the accompanying lesson plan (found in the Support Materials) students will understand the character traits of Chief Washakie.
LEARNING OBJECTIVES:
Students will write and deliver a speech pretending to be Chief Washakie talking to the people of the 21st Century.
Students will learn character traits and qualities and describe every individual and determine life choices for all.
Students will practice identifying “cause and effect” with historical events based on character qualities.
Animal shelters euthanize animals when no one adopts them. According to Joyce, the narrator of this segment, 26,000 dogs a year are picked up by Albuquerque Animal Services. To help find homes for the unwanted pets, Joyce, who is also a photographer, takes pictures of the dogs and posts the pictures on the Internet. She hopes when people see the dogs on the Internet they have an added incentive to come to the shelter to take them home. In this video segment from WILD TV, learn more about Joyce and her efforts to find homes for unwanted pets in Albuquerque. For more about animal shelters, see video segment "Animal Shelter".
In this Cyberchase video segment, Harry tries to snowboard and learns how to measure and identify many common angles.
Professor Kate Rushin describes the Harlem Renaissance as a large social and cultural movement fueled by many factors in this video from A Walk Through Harlem.
In this video segment from Cyberchase, Bianca goes on a quest to find out if a coin toss really is a 50-50 proposition.
Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people.
LEARNING OBJECTIVES:
Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government.
Students will learn about the Eastern Shoshone people through the use of research and technology.
Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years.
Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people.
Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion.
Students will learn how to construct, read, compare and analyze different population graphs.
Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived.
Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map.
Students will be able to further describe how their culture has shaped them.
Students will be able to define the concept of culture.
Students will be able to explain some of the attributes of culture.
Students will gain an understanding of the Northern Arapaho people located on the Wind River Reservation in Wyoming. In the accompanying lessons plans (found in the Support Materials), students will learn how the Northern Arapaho come to Wyoming, what are the Arapaho values, and why were Arapaho tribal names changed?
LEARNING OBJECTIVES:
Students will be able to evaluate what geographical places were used by the Arapaho people and understand how historical events changed the future for the Arapaho people.
Students will compare and contrast between their social and ceremonial structures.
Students will understand the hierarchy of the Arapaho Tribe.
Students will analyze how their social and ceremonial structures contribute to their cultural identity.
Learn about the treaty that estbalished the Wind River Reservation and the two tribes that inhabit it, the Northern Arapaho and Eastern Shoshone.
In the accompanying lesson plans (found in the Support Materials), students will watch a video about the Wind River Reservation and learn how the reservation came to exist, How the two tribes, the Eastern Shoshone and Northern Arapaho, come to share the reservation, and what are the people on the reservation like?
LEARNING OBJECTIVES:
Students will demonstrate an understanding about the 1868 Fort Bridger Treaty.
Students will create a map of the sacred sites fo the Shoshone and Araphaho Tribes.
Students will analyze the different pre and post reservation events for the Eastern Shoshone and Northern Arapaho tribes and evaluate why it is important for Wyoming state citizens to learn the history of the people of the Wind River Reservation
Students will gain an understanding of three spiritual sites in Wyoming.
The Wind River Reservation contains some of the most unique features in Wyoming. Visitors to the reservation usually tour burial sights of Chief Washakie and Sacagawea. However, the significant contributions of these historical figures are sometimes overlooked.
In the accompanying lessons plans (found in the Support Materials), contributions of Washakie and Sacajawea will be highlighted, and stress the importance of teaching and learning about the unique history, culture, and contemporary contributions of Wyoming’s tribes on the Wind River Reservation in a culturally responsive manner.
LEARNING OBJECTIVES:
Students will identify leadership traits.
Students will obtain an understanding of the purpose behind learning about the Arpahoho and Shoshone people.
Students will analyze how people create and change structures of power, authority, and governance to understand the continuing evolution of governments and to demonstatre civic responsibility.
High school students Aiden Phillips and Hannah Schmidt describe what they learned about playwriting through their involvement in the New Voices Young Playwrights Festival at Actors Theatre of Louisville. Teaching artist Keith McGill explains how he coaches young writers in the playwriting process.
In this video segment from Religion and Ethics Newsweekly, Imam Bashar Arafat, a scholar and interfaith leader in Baltimore, Maryland, describes __í__zakaat,__íŰ_ an almsgiving tax that Muslims pay annually.
Houston’s zydeco dance scene brings joy and a driving rhythm to partner dancing, and in this episode, we explore the dance’s deep roots in Creole culture and music. What was called La-la in Southeastern Louisiana Creole communities became known as zydeco in Houston with the influence of R & B and the ‘King of Zydeco’, Clifton Chenier. Houston is where zydeco is thriving, evolving and reaching a broader audience, around trail-riding clubs who dance together after their rides to the accordion-driven sounds of zydeco bands with a touch of hip-hop. As infectious as zydeco is, it’s grown popular worldwide, but what hasn't changed is how zydeco brings community together in Houston.
If Cities Could Dance is a Webby Award-winning video series featuring dancers from cities across the United States. Step into the shoes of dancers from across the country who dare to imagine what it would look like if their city could dance.
This video segment from Between the Lions is a music video featuring Fonix in a blue performance area singing about the joys of the aríń sound. Appearing on screen are the letters and words: a, r, Martha, Mark, park, gargle, car, hard, start, smart, cart, far, star, and part. This video segment provides a resource for Phonemic Awareness, Phonics, Letter Knowledge Awareness, and Phonological Awareness. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.