Young scholars examine tipis. In this Native American culture instructional activity, students discuss tipis and their construction as they make them out of cardboard.

High schoolers explore how the township and range system is designed and read. They create real estate advertisements utilizing maps and the township and range system.

Sixth graders read and analyze narrative writing by and about Henry Spelman, a boy-laborer who helped settle Jamestown. They read biographical information, discuss the harsh conditions, and write a narrative piece on Henry's experiences.

Students use the internet to practice their internet searching skills. They use their newly acquired skills to enter a contest through crayola to rename one of their colors. They can also play their games on the website.

Students study the /i/ sound in both written and spoken words. They examine how their mouths move as they make the /i/ sound, recite a tongue twister, and write the both the upper and lower case 'i'. Next, they listen to a story while...

In this English worksheet, students read "Sunbed Cancer Risk for Teens," and then respond to 47 fill in the blank, 7 short answer, 20 matching, and 8 true or false questions about the selection.

Students analyze how Gandhi used the way he dressed to communicate with the Indian people. Students understand why Mahatma Gandhi was such an effective leader of the Indian struggle for independence from British colonial rule

Fourth graders locate information to describe what Indians gathered and how they sustained life. They use 5 resources, select a paragraph from each and state the main idea and supporting details.

Third graders read and discuss the "Indian Allotment Act". Students compare communal and private property we have today. Students research Indian tribes online and write about their way of life and traditions during the 1880s. ...

Students recognize and identify the different geographical regions that each Utah Indian Tribe lived in. The Utah Indian tribes they identify are Shoshones, Utes, Gosiutes, Navajo, and Paiutes and the types of shelter these tribes lived in.

Fifth graders name the American Indian people by tribe who lived in the lands which the Old Spanish Trail traversed. They investigate and describe some impacts of western expansion upon the American Indians.

Fifth graders name the American Indian people by tribe who lived in the lands which the Oregon Trail traversed. They investigate and describe some impacts of western expansion upon the American Indians.

Students explore how math is relevant to Native Americans. Students investigate Indian culture through geometry. They describe and create geometric polygons and patterns. Students problem solve with tangram patterns to make Indian...

High schoolers examine Gandhi's Salt March. In this peace and tolerance lesson, students discuss the Salt Tax Levy that was imposed in India. High schoolers then debate how the Indian National Congress should have handled the issue.

Fourth graders observe the 1529 map of the Gulf of Mexico and describe the accuracy of the map, including the unknown landscape that Cabeza de Vaca would traverse. They read the discuss the excerpt of his journey including his treatment...

In this oral traditions worksheet, students choose a character from 1 of the 3 poems and compose an ending for the story from that character's point of view. The characters include an American Indian orphan, a European, and an American...

Young scholars examine the Indian concepts of dharma, karma and samsara, see how violating one's dharma might lead to becoming an out-caste, and appreciate how these concepts undergird Indian life.

Fourth graders complete a variety of activities as they study the Spanish colonization of California, including the relationships among missionaries and Indians and their interactions with soldiers and people in the pueblos and ranchos.

Students write an Indian tale explaining a natural event, an animal characteristic,

Students examine the three historical portraits Andrew Jackson, iam Pitt and Portrait of a Boy for symbolism. They research Andrew Jackson's involvement in the Cherokee Indians' Trail of Tears in North Carolina, and compose a portrait.

Students examine the concept of Manifest Destiny and the United States. They analyze the Mexican War from the perspective of the Mexicans and the Indians. They write an essay about these different perspectives.

Students explore different types of corn. For this science lesson, students compare sweet corn, field corn and Indian corn. Students gather specific information. Additionally, students discuss their findings. 

Students recognize several Indian goddesses, identify the symbols representing aspects of divinity in India, and appreciate how the goddess represents both creative and destructive forms of power.

Students read the article 'Fading Indian Rock Art Saved, at least in Database' and discuss its contents. After viewing examples of works from a variety of periods and places, students choose a time and place on which to conduct research.