Students learn about Caribbean peoples, languages, geographies, and values by singing and playing instruments to Caribbean music. Theres is a particular focus on Puerto Rico, Cuba, Haiti, and St. Lucia.

Students will travel to the island of Trinidad to explore the feel of Calypso music and participate in a Trinidadian popular dance, the Limbo. Students will be able to perform a Calypso rhythmic pattern on classroom instruments and will accompany their own Limbo dance on Orff instruments while exploring the social and cultural context of Calypso music.

Students will simulate the ozone hole in a lab and they will test the effects of exposure to ultraviolet radiation on living cells and consider how this information could apply to them.

Through active listening, discussions of cultural context, and re-creating ostinati and pentatonic melodies, students will experience two contrasting examples of the music of the Khmer people of Cambodia.

Students will learn more about a first responder or group of first responders in their community. They will then design and create a certificate to honor that individual or group.

Students can learn about how people with a Hispanic background have been represented on stamps over the history of the United States. This is a resource from the Smithsonian Postal Museum and it addresses the culture of the United States.

Students will explore the steel band tradition of Trinidad and Tobago through photos, recordings, videos, and playing instruments. In the first two segments, they will learn and
demonstrate understanding of the basic aspects of steel band music, culture, and history. In the
third segment, students will play in this style on their own string instruments.

In this lesson, students run a simplified computer model and create board games to explore how climate conditions can affect caribou - the most abundant grazing animal in the Arctic.

Students will engage with the mariachi music of Mexico through discussing audio and video clips, listening to individual instruments within the ensemble and imitating them by ear, and through playing an arranged mariachi piece. Extensions can lead to analysis of formal elements within the music, further study of the culture from which this music originates, or contact with culture-bearing mariachi musicians.

The Paraguayan harp is a cultural emblem that represents not only the nation of Paraguay and its
traditional music, but also the ideals that contribute to a collective notion of paraguayidad (i.e.
"Paraguayness"). The Paraguayan diatonic harp serves as a melodic, harmonic, and rhythmic
instrument. Its primary function is to provide harmonic and rhythmic foundation to conjunto
music"”music of a variety of instruments. At the heart of Paraguayan harp repertoire are polcas
paraguayas, guaranias and polca galopas all genres within the body of musical expressions in
Paraguay. This lesson is divided in three segments that describe three colorful styles of
Paraguayan music: the polca galopa, the guarani and the polca paraguaya

In this activity, students will take a close look at a comic book from the 1950s and 60s about nonviolence in the civil rights movement and think about ways those tips could help you today. Included in an OurStory module from Smithsonian's National Museum of American History entitled Dr. Martin Luther King Jr. and Nonviolence, this activity is designed to help children and adults enjoy exploring history together through the use of children's literature, everyday objects, and hands-on activities.

Students will learn about the methods and tools needed to conduct a genealogical interview. It is included in an OurStory module entitled Great Women of Our Pasts.

Use songs and social dances from the Mexico/USA border to introduce students to South Texan people, language, location, and values. Also discuss issues such as immigration and experiences of living in the borderlands

Students will investigate current electricity and then apply their knowledge to explain why coral growth is increased in shipwreck areas due to metal ions in the seawater.

In this lesson, students will learn historical research skills and basic facts about September 11 and its aftermath by acting as curators for a small exhibition on life after September 11.

In this activity, students use primary source documents in order to assess the validity of this statement: "British colonial and North American perceptions of each other created exonomic cooperation and social friction between the two groups prior to the American Revolution." Students will write an essay based on their analysis of the documents.

In this activity, students use primary source documents in order to assess the validity of this statement, with regard to diplomacy, religion, and commerce: "From 1607 to 1763, Indian/white relations in colonial America shifted from mutual dependency and cooperation towards conflict and tension." Students will write an essay based on their analysis of the documents.

In this activity, students use primary source documents in order to answer this question: "To what extent did colonial encounters with Native Americans from 1607 to 1763 shape a unique American identity?" Students will write an essay based on their analysis of the documents.

In this activity, students use primary source documents to assess the validity of this statement: "The Supreme Court's decision in Brown v. Board of Education paved the way for a new level of justice for all Americans," with reference to political, economic, and social developments during the last three decades of the twentieth century.

In this activity, students use primary source documents in order to respond to the statement: "Analyze the extent to which western expansion affected the lives of Native Americans during the period 1860–90 and evaluate the role of the federal government in those effects." Students will write an essay based on their analysis of the documents.