The Apache Crown Dancers are enrolled members of the White Mountain Apache Tribe and live in Whiteriver, Ariz. In this video segment, the group leader, Joe Tohonnie, Jr., talks about the long history of the dance and its role in Apache culture as the dancers perform Crown Dances.

Joe Allred, leader of the Lexington, KY.-based Capoeira Narahari, discusses the basics of Capoeira and its origins in Brazil in this video from the Dance Arts Toolkit series.

In this video John Bullet Standingdeer a member of the Warriors of AniKituhwa of Cherokee, NC, describes the cultural importance of the ceremonial Eagle Dance, performed by the Warriors of AniKituhwa, and the social Beaver Dance, performed by the Raven Rock Dancers.

Curtis Lazore, a member of the Oknegakdagye (Along the Waters) Dancers, talks about the dance traditions of the Mohawk in this video from the Dance Arts Toolkit series.

Tamisha Floyd, one of four captains of the Step Team at Bryan Station High School in Lexington, Ky., describes stepping in this video from the Dance Arts Toolkit series. She also describes how her team learns and practices its routines.

Dancer Lakshmi Sriraman talks about the bharatanatyam, a classical dance from India in this video from the Dance Arts Toolkit series.

Cheryl Pan, a dancer from China, talks about the Chinese fan dance and shows a variety of fans used in Chinese dances in this video from the Dance Arts Toolkit series.

Jingzian Zhang, a retired professor of Chinese opera, talks about the purpose and form of the Chinese Sword Dance in this video from the Dance Arts Toolkit series.

Jeaunita and Adebola Olowe of Bi-Okoto Drum & Dance Theatre talk about the Sohu, a ritual cleansing dance from Togo, in this video from the Dance Arts Toolkit series.

Jennifer Rose, a dancer, musician, and folk historian from Berea, Ky., talks about the background of the Tarantella, in this video from the Dance Arts Toolkit series. The Tarantella is a folk dance that originated in Italy.

Adebola and Jeaunita Olowe discuss Nigerian culture and dance and how they started an African dance company in the United States in this video from the Dance Arts Toolkit series.

In planning this history lesson, determine if you want to cover this material in one or two class periods. The lesson focuses on Abraham Lincoln as a man and as a leader during the Civil War. The reading paragraphs have pictures and Word Banks to help students grasp the main ideas of the lesson. This lesson covers more advanced vocabulary than beginners will know, but it is not critical that the students produce every new word. The goal is to engage the students in the topic and help them learn the general knowledge included in the test items. For example, in the paragraph on the Lincoln Memorial, the students do not need to retain the information about the construction and historical use of the memorial. These details are introduced in order to demonstrate that even years after his death, Americans still honor Lincoln’s leadership in significant ways. Covers civics test items 60, 72, 74, 75, and 100.

Lincoln, Abraham. 1858. "First Debate with Stephen A. Douglas." Excerpts of speech delivered at Ottawa, Illinois, August 21, 1858. https://www.nps.gov/liho/learn/historyculture/debate1.htm

A selection of Library of Congress primary sources exploring Abraham Lincoln and his national role. This set also includes a Teacher's Guide with historical context and teaching suggestions. Speeches, correspondence, campaign materials and a map documenting the free and slave states in 1856 chronicle Lincoln���s rise to national prominence

Statement by Abraham Lincoln and Dan Stone on the Subject of Domestic Slavery March 3, 1837

In this 6-part activity, students learn about climate change during the Cenozoic and the abrupt changes at the Cretaceous/Paleogene boundary (65.5 million years ago), the Eocene/Oligocene boundary (33.9 million years ago), and the Paleocene/Eocene boundary (55.8 million years ago).

This collection uses primary sources to explore The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this activity, students use the absorption spectra of greenhouse gases to explore the nature of the greenhouse effect.

This art history video discussion examines Jackson Pollock's "One: Number 31", 1950, Oil and enamel paint on unprimed canvas, 1950 (MoMA).

Students work in groups to examine excerpts from primary source documents. They identify social and economic factors affecting specific categories of people when the Great Migration accelerated in 1916 to 1917: black migrant workers from the South, southern planters, southern small-farm farmers, northern industrialists, agents, and white immigrant workers in the North. Each student group creates a "perspectives page" to post for a gallery walk where students analyze the causes of the Great Migration and the changes it brought to both the North and South. Students also discuss the specific economic factors that influenced the Great Migration: scarcity, supply, demand, surplus, shortage, and opportunity cost. Using the PACED decisionmaking model, they analyze the alternatives and criteria of potential migrants.