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\n\"Dancing\n\n
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\nCurated OER\n
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\nDancing Levels in Space\n

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\n\nFor Teachers\n\nK - 5th\n
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\nStudents practice mirroring human moves by performing a dance in class.  In this physical education lesson, students utilize different spaces around them to perform a dance expressing their full motion.  Students cooperate in...\n
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Instructional Video2:57
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\n\"Chinese\n\n
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\nPBS\n
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\nChinese New Year\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nDancing dragons, fireworks, red envelopes, and loud music are the familiar images of Chinese New Year celebrations. The holiday, also know as Lunar New Year and/or the Spring festival is also a religious holiday that combines...\n
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\n\"The\n\n
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\nThe Monkey Dance: Exploring Balinese Culture\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nYoung scholars explore Balinese culture. In this Balinese integrated fine arts lesson, students listen to a podcast of \"The Monkey Dance,\" taking notes about important features of the dance. Young scholars participate in a jigsaw...\n
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\n\"Nataraj\n\n
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\nNataraj Shiva as Lord of the Dance\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents considers the piece of artwork entitled, The Nataraj, Lord Shiva and Lord of the Dance to visualize several of the most important ideas of Hinduism.\n
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\n\"Focus\n\n
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\nFocus of Native American Religious Practices\n

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\n\nFor Teachers\n\n10th\n
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\nHere are five quick lessons you can use to introduce your class to religions from around the world. They view and perform a Native American dance, watch a video on Judaism, compare the difference between Catholics and Protestants, watch...\n
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\n\"The\n\n
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\nThe Dance of the Butterfly\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nYoung scholars explore butterfly life cycles and movement.  In this integrated fine arts and biology life cycle lesson, students listen to the book The Very Hungry Caterpillar by Eric Carle and identify the related life cycle...\n
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\n\"People\n\n
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\nPeople of the Arctic\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nRead to learn all about the religion and belief systems of the Arctic-dwelling Inuits. This resource includes an easy-to-follow reading passage that is seven paragraphs in length, and five great critical thinking questions.\n
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Lesson Plan
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\n\"Dance\n\n
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\nDance Around the World\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers gather information about traditional dances. In this folk dance lesson, students work in small groups to research a type of folk dance, then present information and perform the dance for the class.\n
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\n\"Dance\n\n
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\nDance\n

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\n\nFor Teachers\n\nK\n
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\nStudents participate in different types of dances in which they explore time, action and other elements of dancing. They dance with a group or a partner and explore how to work together.\n
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\n\"African\n\n
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\nAfrican Influences in Brazilian Music\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nBrazilian music, culture, and religion have been heavily influenced by African's who were brought to South America during the time of slave trading. This presentation covers the blending of two cultures which resulted in Afro-Brazilian...\n
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\n\"History:\n\n
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\nHistory: An African American Cultural Celebration\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars prepare and organize a cultural celebration of African migration and immigration. Working in groups or individually, they research topics and present the information, including dance demonstrations, instrumental or vocal...\n
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\n\"SLAVE\n\n
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\nCurated OER\n
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\nSLAVE TRADITIONS AND RELIGIONS: AN INSTITUTION CREATED WITHIN THE SLAVE COMMUNITY\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents learn and discuss the origins of slave traditions and religions. They use a T-chart and compare the slaves lifestyle with other modern lifestyles.\n
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\n\"Interpreting\n\n
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\nInterpreting Mythology Through Dance\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers use abstract movement to tell the story of Re's journey. In this ancient Egypt lesson, students choreograph locomotor and non-locomotor movements to describe ancient Egyptian journeys to the afterlife as described in...\n
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\n\"Israel\n\n
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\nIsrael\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nThe class creates and performs a movement performance of the creation story found in the Jewish tradition. This lesson begins with the research of Israeli culture and culminates in a performance of the narrated creation story....\n
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\n\"Exploring\n\n
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\nExploring Force: The Nutcracker\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents explore basic dance element of force, compare and contrast the use of force as it distinguishes the expressive qualities of a given dance, and explore the use of force in several of its many expressions.\n
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\n\"Rain\n\n
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\nRain\n

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\n\nFor Teachers\n\nK\n
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\nStudents create a dance based on the sounds they hear during a recording of rainstorm. They learn the elements of dance and explore the environment.\n
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\n\"NATARAJ:\n\n
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\nNATARAJ: SHIVA AS LORD OF THE DANCE\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents read\" the meaning of the Nataraj, explore the various aspects of Hinduism that the Nataraj symbolizes; examine the importance of the samsara, moksha, and consider the Nataraj one of the finest works of art anywhere in the world.\n
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\n\"Nureyev:\n\n
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\nNureyev: Bringer of Light\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine Nureyev's artistic endeavors and achievements. In this language and art lesson, students analyze  modes of dance expression at the end of the 19th - beginning of the 20th centuries. They focus on Martha Graham and...\n
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\n\"Humanities\n\n
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\nHumanities in Colonial and Revolutionary America\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nLearners demonstrate dances of colonial America. In this colonial American lesson plan, students learn forms of colonial social dancing including the Juba and Virginia Reel. Learners examine the history of the 2 dances as well.\n
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\n\"Cultural\n\n
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\nMuseum of Tolerance\n
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\nCultural Research Activity\n

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\n\nFor Teachers\n\n3rd - 6th\n\nStandards\n
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\nClass members explore cultural diversity through a variety of texts that showcase the importance of traditions. Then, they interview their family members to research their own cultural background and write their findings on quilt...\n
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\n\"Music\n\n
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\nMusic of the Middle East\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nExplore the cultural and religious influences that have shaped music in the Middle East. Classical and traditional music styles are covered in terms of instrumentation and music theory. This slide show would be appropriate for a music...\n
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Instructional Video4:16
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\n\"Kabuki:\n\n
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\nKabuki: The People's Dramatic Art\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nDiscover the kabuki form of Japanese classical theater performance and its reflection of the historical evolution of Japanese government and culture. As the first dramatic performance form catering to the common people, kabuki is...\n
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\n\"A\n\n
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\nA Family History\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate their family history through pictures and writing. In this family history lesson, students research family, culture, food, music, religion, and clothing. Students gather pictures of their family and events. Students...\n
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\n\"Muses\n\n
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\nMuses of Independence\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explore the entertainment options in colonial America. In this colonial life lesson, 8th graders watch a movie about colonial music and arts. Students then respond to questions regarding the movie and also respond to 1...\n
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