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.
Read information about the "Founding Fathers" of the United States of America, including George Washington, James Madison, Thomas Jefferson, John Adams, Benjamin Franklin, Alexander Hamilton, George Mason, Gouverneur Morris, Roger Sherman, James Wilson, and Edmund Randolph.
On September 17, 1787, the Constitutional Convention came to a close in the Assembly Room of Independence Hall in Philadelphia, Pennsylvania. There were seventy individuals chosen to attend the meetings with the initial purpose of amending the Articles of Confederation.
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.
The Triple E Framework, developed in 2011 by Professor Liz Kolb at the University of Michigan, School of Education, was created to address the desire for K-12 educators to bridge research on education technologies and teaching practice in the classroom.
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.
The purpose of this task is to help students interpret signed numbers in a context as a magnitude and a direction and to make sense of the absolute value of a signed number as its magnitude.
This video segment adapted from First Light explains why the highest peak in the Pacific, Mauna Kea, is an ideal site for astronomical observations. Featured are new telescope technologies that allow astronomers to explore the universe in more depth.
Help students understand the concept of above the line versus below the line behaviors and make a commitment to promoting above the line behaviors at their school.
Students examine elements of Abraham Lincoln's life in this lesson based on the PBS series History Detectives. Using primary source documents, students should have a better understanding of who Lincoln was as a person and leader.
Explore a gallery of images about Abraham Lincoln, his wife Mary Todd, and his assassination. Abraham Lincoln was the 16th President of the United States, the first president from the Republican Party, and the leader of the country during the American Civil War. Lincoln’s firm anti-slavery position led to his Emancipation Proclamation, which declared that slaves living in southern, rebel states were free. His oratorical and writing skills, and firm belief in preserving the future of the Union of the United States, appealed to the best of American ideals. Lincoln served as president from 1861-1865. He was assassinated by John Wilkes Booth in Ford’s Theatre in Washington DC on April 14, 1865.
Primary Source Set from the Library of Congress about Abraham Lincoln's political timeline and career
This inquiry kit features Library of Congress sources and focuses on four of Abraham Lincoln's key speeches.
The "Great Writ" or habeas corpus has been an essential civil liberty guaranteed since Magna Carta. In listing powers denied to Congress, the Constitution notes that "The privilege of the writ of habeas corpus shall not be suspended, unless when in cases of rebellion or invasion the public safety may require it." In 1861, Abraham Lincoln invoked this power of Congress—which was not in session—to suspend habeas corpus in certain areas. The next year, as he believed the civil justice system was inadequate to deal with the rebellion, he expanded the suspension throughout the United States and established military tribunals to try citizens charged with disloyalty. In this lesson, students explore Lincolnâ"s suspension of habeas corpus and constitutional issues surrounding it.
Presidents Buchanan, Lincoln, and Johnson believed that the Constitution protected the institution of slavery. Lincoln came to the conclusion that, in order to preserve the Constitution and the Union it created, he must apply a new understanding of the principles on which the nation was built. The time had come to bring the nationâ"s policies in line with the of the Declaration of Independence that "…all men are created equal…" In this lesson, students will analyze Abraham Lincolnâ"s views on slavery and the Constitution as evidenced in the Emancipation Proclamation.
This lesson traces Lincoln's political life during a time of constitutional crisis. It examines Lincoln's ideas and decisions regarding slavery and the use of presidential power to preserve the Union.
By examining Lincoln's three most famous speeches the Gettysburg Address and the First and Second Inaugural Addresses in addition to a little known fragment on the Constitution, union, and liberty, students trace what these documents say regarding the significance of union to the prospects for American self-government.
In this lesson, students will learn about Abraham Lincolnâ"s Emancipation Proclamation. Students will specifically learn about how Lincolnâ"s actions conform to the idea of justice and how they can apply this idea into actions in their own lives.
In Abrams v. United States (1919), the U.S. Supreme Court reinforced the “clear and present danger” test for restricting freedom of speech, previously established in Schenck v. United States, and upheld several convictions under the Sedition Act of 1918 (an amendment to the Espionage Act of 1917). Abrams is best known for its famous dissent, written by Justice Oliver Wendell Holmes, who had established the “clear and present danger” test just eight months prior.