Moccasin Game songs of the Navajo and Mescalero Apache tribes are little known outside
these cultures, but hold intrigue and understanding for those who pursue the experiences
noted here. Students will learn the cultural significance, key traits, and pure joys of playing
Moccasin Game songs through an exciting process of listening, singing and playing.

In this resource, students can learn about the ways which the United States maritime history after World War II. This resource is connected with the Smithsonian Museums.

Students will be able to describe major features of cold seep communities; list at least five organisms typical of these communities; infer probable trophic relationships among organisms typical of cold-seep communities and the surrounding deep-sea environment; describe the process of chemosynthesis in general terms; contrast chemosynthesis and photosynthesis; and describe at least five deep-sea predator organisms. Students will work in collaborative groups to research the ecology of cold seep communities and orally present their findings to the rest of the class. The teacher will also lead an effort to create a food web showing the ecological relationships of these communities.

This lesson from the Smithsonian has students taking the roles of Japanese Americans who faced internment during WWII. Students will read, sythesize and respond to first-hand accounts of internment and publish their responses on a Smithsonian blog page.

Children create top hats out of paper by reading or listening to directions that use simple terms from geometry. After making the hat, they measure their heights with and without the hat, and then take a picture wearing the hat.

Students will be able to recite the first verse and paraphrase "The Star-Spangled Banner." Students will also be able to explain why Francis Scott Key wrote these words in 1814.

Students will enjoy experiences in listening, singing and playing on instruments, and they will learn to study how different groups of people have influenced one other. This unit of study is intended to develop student knowledge of the Creole influence on the music of various countries in the Americas: French Guiana, Surname, and the United States.

This unit of study is intended to develop student knowledge of the Creole influence on the music of various countries in the Americas: French Guiana, Surname, and the United States. Students will enjoy experiences in listening, singing and playing on instruments, and they will learn to study how different groups of people have influenced one other.

Explore rural nomadic life in Mongolia and the highly impressionistic music and arts of
the Central Asian steppes. Students learn to imitate sounds of the natural environment
through improvised dance, instrumental performance, and throat-singing.

This unit contains a total of three lesson plans, which focus on marimba music of indigenous people of Guatemala. Activities include attentive, engaged listening experiences, which lay the groundwork for actually performing an arrangement of the listening example. A video segment provides a springboard into a discussion of marimba music in the context of Guatemalan cultures.

This tutorial describes how the composition of the atmosphere of Earth has changed over time.

Students explore some of the other ways dolls can be important. Through interviews with Native doll makers, photographs of dolls similar to ones the doll makers have made, and supporting materials illustrating the environments the dolls come from. Students will see the larger connections between Native American dolls and the cultures they represent and will gain a greater understanding of the complexity and diversity of Native cultures.

Students will learn about the connection Native people have to their natural world. Students will make observations about how the A:shiwi (also known as Zuni) people adapt to their environment and the cyclical aspect of their cultural and agricultural practices. Students will expand their knowledge through independent research on another Native community and their interactions with the natural world.

In this lesson, students will learn about the connection Native people have to their natural world. Students will make observations about how the A:shiwi (also known as Zuni) people adapt to their environment and the cyclical aspect of their cultural and agricultural practices. Students will expand their knowledge through independent research on another Native community and their interactions with the natural world.

Students can design and create their own maps using resources from the Smithsonian Museums.

By examining primary-source documents pertaining to the Stamp Act, students expand their knowledge of colonial objections to Parliament’s expansion of taxes in the colonies.

Experience Norwegian folk music through a journey north to the land of the fjords and
Hardanger fiddles. Students will have an opportunity to listen, discuss, and play
Norwegian folk songs

In this lesson, colonial newspapers of the 1760s provide many insights into how citizens felt about the new taxes put in place by the British government after the French and Indian War. By using these primary and secondary source documents, students can interpret feelings of specific colonial groups and British groups. By analyzing and discussing the documents, students can see the particular bias of a colonial group for or against the stamp tax.

Students will examine two pairs of banners from the woman suffrage movement and then write a banner to match one banner that is missing its pair.

In this resource, students can learn about the trade between continents during the 19th Century with the United States and Europe. This resource is connected with the Smithsonian Museums.