In this lesson students perform a line dance to reinforce story telling through movement.

Mountain Men Social Studies Lesson 2 Lupton's Letter is designed to be used with Mountain Man Artifact Kit. Lessons 1, 2, 3, 4, 5 and 7 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. Students will be able to: • analyze a primary historical source • create and justify a response to the primary source • examine maps to trace the journey of the document.

What do Prairie Chickens Need in Order to Survive Today's Prairie?

This middle school unit covering ecosystems, animal behavior and symbiosis was developed through the Storyline approach. Middle school students will be figuring out why prairie chickens have a very unique dance and understand the role cows play to help ensure the dance takes place. Using this approach, students engage in science concepts to help ensure the survival of the prairie chicken.

Walk. Run. Dance. Play. What's your move?
Everyone needs physical activity to stay healthy. But it can be hard to find the time in your busy routine.

The Move Your Way tools, videos, and fact sheets on this page have tips that make it easier to get a little more active. And small changes can add up to big health benefits!

No matter who you are, you can find safe, fun ways to get active — to move your way.

In this lesson, created in partnership with the Association for Cultural Equity, students trace how the French and Indian War led to the Acadians' displacement and their resettlement in Louisiana by examining historical maps and reading excerpts from Henry Wadsworth Longfellow's poem Evangeline: A Tale of Acadie. In addition, students will examine historical documents and ethnographic film clips from the Alan Lomax Collection to consider how music and dance has been a way for the Acadian/Cajun community to preserve their cultural and genetic lineage, even in the most perilous of circumstances.

How can we identify the expressive qualities of music through movement? Students demonstrate expressive qualities of music through movement.

This text provides just a small sampling of some of the various musical styles and traditions that might be found, though the skills developed in this course can be applied to any type of music.

"... When I first started teaching in 2015, I realized that many of my students didn’t fully appreciate that their stories were compelling. But then they started writing about growing up hearing gunshots and sirens at night, using fire escapes as basketball hoops, and a ritual I’d never heard of: dancing at Thanksgiving. One student wrote about how he and his brother, at ages 11 and 14, had to fend for themselves after their father was deported. As the students listened to each other, mesmerized, they came to realize that their own stories have the same effect on other people. That motivated them to learn literary techniques to weave their experiences into cohesive, artful narratives.

Many of the writers have since graduated and have become teachers and nurses; others are still in school or, having graduated, are struggling to find the kinds of jobs that they envisioned having, once they had earned a college degree. Yet, however their careers and their lives pan out, they know that continuing to cultivate their writing will give them some measure of power. Their stories of resilience and creativity reflect how American culture is enriched by their presence. To know them is to love them."

This video, adapted from material provided by the ECHO partners, illustrates how Native people preserve history and tradition through art, music, and dance.

In this lesson, students investigate these questions by analyzing videos of dancing through the decades. With the help of a worksheet, student groups watch footage of the Charleston and Lindy Hop, the Mambo, "Love-in" dancing, Disco, and Break Dancing. Based on their informed observation of these styles, they then debate whether dance has "evolved" in American culture, or remained mostly the same.

Learn what the futures of the Eastern Shoshone and Northern Arapaho tribes are, and how the tribes will retain their culture and tradition while preparing to move into the future? In the accompanying lesson plan (found in the Support Materials) students will understand the importance of education and perservation of the culture.

LEARNING OBJECTIVES:

Students will demonstrate an understanding about the importance of education and preservation of the language and culture among the Northern Arapaho and Eastern Shoshone Tribe from the past, present, and future.
Students will learn about the Federal Indian Policy to civilize Native Americans through the establishment of Native American Boarding Schools incorporating key vocabulary words.
Students will learn about how the practice of forced assimilation contributed to the diminished use of the Shoshone and Arapaho people’s lifestyle, languages, and traditions.
Students will discuss the development of Indian boarding schools in the United States and Wyoming.
Students will analyze the differences between the early educational experiences of the Native American and non-native students.
Students will examine the importance of education as a value that the Shoshone, Arapaho, and non-native communities share.
Students will consider how Native American students and non-native students can learn from each other to dispel the myths and stereotypes that exist in contemporary society.
Students will learn why oral traditions are important.
Students will understand why respect for elders is important in the tribe.
Students will gain an awareness of why traditional dancing and singing is important to traditions and culture.
Students will explore the significance of the buffalo to the Shoshone people living on the Wind River Reservation.
Students will learn that through traditional concepts of understanding, the Shoshone people, as well as many other Plains tribes, were able to survive through their sustenance on the buffalo.
Students will discuss the relationship that Native American people have with the buffalo (i.e., spiritual, sustenance, etc.) and how oral traditions play a critical role in the preservation of Native ways of knowing.

In this lesson, students will watch video #6 - "Preserving the Ways: Culture & Tradition." In the
previous videos, students were introduced and learned about the establishment of the Wind
River Reservation, why Native American History should be taught, the Northern Arapaho Tribe,
the Eastern Shoshone Tribe, and tribal government. This next video focuses on the importance
of education amongst the two tribes yet realizing the need to stay connected to their culture and
traditions. After viewing the video, students will create an arts and craft project (dreamcatcher),
write a"I am" poem, and participate in one of many social dances amongst all tribes across the
Nation.

How can we explore meter and duration by composing measures of rhythm with our bodies? Students perform and create rhythmic patterns using their bodies.

This template is an instructional tool that can be used to guide elementary students (grades 2-5) through the reading strategy of questioning. The template is based on the Question-Answer Relationship (QAR) approach in which students classify questions according to type and then provide answers from text. The template was designed to be used with the Feature Story, The Dance of Life, by students in grades 2-5. It is a PDF document that can be copied and distributed to students.

In Nothing To Rave About, students are asked to uncover why there has been a dramatic increase in the number of teens admitted to the emergency room after partying at a local dance club. During their investigation, they learn how ecstasy and other club drugs act on the nervous system. This game consists of three consecutive episodes with a continuous storyline and we recommend playing the episodes in order.

James Reese Europe was an "accomplished orchestra conductor, bandleader, and composer of popular songs, marches and dance music during the early twentieth century...Europe was an effective champion of African-American musical performers and composers and helped to gain acceptance for them in the United States and abroad." Born in Mobile, Alabama, Europe accomplished much in his brief lifetime and deserves a place in every study of World War I. Students will annotate a biography of James Reese Europe and analyze two photographs of the orchestra Reese led across France. Students will view a documentary film of Europe and his "Hellfighter" orchestra as they fought, performed, and received medals for their efforts during the war. As a culminating activity on the second day, students will write a eulogy for Europe detailing his role as a leader in Jazz and as an African American officer. This lesson was created in partnership with the Alabama Department of Archives and History.

Pierre-Auguste Renoir's 1876 painting Le Moulin de la Galette is an early French impressionist painting, now located at the Musee D'Orsay in Paris. The painting depicts a convivial scene of people mingling at the Moulin de la Galette, an outdoor dance hall in a working-class neighborhood. Painted only five years after the first Impressionist show, the painting features the free brushstrokes and play of light that characterized Impressionism. Speakers: Dr. Steven Zucker and Dr. Beth Harris

Learn how classroom teachers, artists and arts organizations are using the arts to teach social and emotional learning (SEL). Social and emotional learning gives students strategies on how to manage their emotions and how to collaborate and empathize with others. These are important skills that help students succeed at school, work, and life. SEL can be incorporated into any subject matter and any grade level, but incorporating the arts can be an especially effective way to learn and practice SEL.

Introduction to various forms of dance (to include ballet, tap, jazz, modern, and social dance) with an emphasis on dance technique, history, theory and appreciation.
Chapter 1: What is Dance?
Chapter 2: Elements of Dance
Chapter 3: Ballet
Chapter 4: Modern Dance
Chapter 5: Tap, Jazz, Musical Theater, Television and Film
Chapter 6: Religious and Social Dance
Chapter 7: Hip Hop
Chapter 8: Current Trends

Learn prepositions (on, under, next to, over and around) by singing a mariachi song with Sofia and Mr. Parrot!

Viewers sing and dance along with Sofia as she learns prepositions demonstrated by Mr. Parrot being on the sombrero, under the sombrero, next to the sombrero, over the sombrero, and around the sombrero.

Learning Objective:
Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over).