The Protohistoric period recorded the stories of developing tribal cultures through oral traditions, written accounts, and cultural artifacts. Pawnee ancestors led the return. Some hunted, and left, others remained and contributed to Ponca, Omaha, and Oto tribes. The Oglala and Brule subgroups of the Teton Dakota were horse nomads. This period saw the first contacts between Europeans and Native Americans. Traders from the East Coast arrived, bringing horses and tools as well as whiskey and conflict.

The 26th Amendment to the United States Constitution bars the federal government, as well as all state and local governments, from using age as a justification for denying the right to vote to any citizen of the United States who is at least 18 years of age. In addition, the Amendment grants Congress the power to “enforce” that prohibition through “appropriate legislation.”

This is an infographic with the top five myths about voting in the United States and the facts to refute the false claims.4

PBS Learning video/Election Central Videos about the "why" behind the electoral college and the debate over it. Additional video about gerrymandering and it's impact on voting and people's voice.

Colorado Springs artist JD Sell turns Polaroid photos into intriguing screen prints, working with Denver high school students who looked at their own neighborhoods with fresh eyes, developing a sense of place. Philippe de Montebello interviews Dr. Anne-Imelda Radice, Executive Director of the American Folk Art Museum in New York City. Lebanese graphic artist Pascal Zoghbi and Houston graffiti artist DUAL come together to create a cross-cultural mural at The Printing Museum in Houston. Moira Bateman's knowledge of native plants and geologic history inform her work as she incorporates natural materials and processes into the creation of her sculptural dresses.

College sweethearts John and Marcia Koverman are passionate about the arts.
Learn how veterans, their loved ones, and volunteers create art out of military uniforms
through a lengthy but therapeutic process made possible by Combat Paper Nevada.
Wildwood School located in Schenectady, New York, provides education for students
with complex learning disabilities. Lastly, we go to Utah where Repertory Dance Theatre
inspires and encourages students to learn about the benefits and history of dance.

Students will use predicting, questioning, commenting, and connecting to the text as strategies while they read. They will also practice retelling the story to a partner to demonstrate comprehension. This detailed lesson plan is based on the "Bear and Deer" story booklet adapted by Merry Adams; Cultural Consultants: Genevieve Fields and Chrissandra Murphy. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.  Lesson Plan Author: Patricia Helquist

Explore issues connected to representation and point of view in depictions of 19th century Native Americans by George Catlin and Black Hawk in this video from Picturing America On Screen. Catlin’s paintings provide testimony not only to the country’s fascination with American Indians but also to the artist’s ambition to document disappearing frontier cultures. Black Hawk’s work provides invaluable visual testimony to the nation’s Native American heritage and reveals intriguing details of the Lakota people—from manner of dress to social customs. In doing so, he captures a way of life that was fast disappearing as settlers moved West in increasing numbers and tribes were moved to reservations.

Stories with morals, like "Coyote and Bobcat," were often used by the Ute Mountain Ute people to teach their children about proper behavior and the consequences of their own actions. Coyote tales are only told during the winter time. This Ute Mountain Ute story booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

According to Goshute tradition, Coyote tales should only be told during the winter time. Traditional Goshute elders are botanists. They use many herbs and plants from the area for food, medicine, and spiritual healing. This Goshute story booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

To the Shoshone, the elders are their teachers, and the words of the elders are important truths for them. The elders have lived long lives, and their stories guide and protect the Shoshone. This Shoshone booklet is part of the Native American Indian Literacy Project storybook series for the six main Utah Tribal Nations. The project was led by Shirlee A. Silversmith, American Indian education specialist for the Utah State Office of Education. There are five stories per Tribe, with a total of 30 booklets, plus an ABC book. The set of Indian Tribal stories may be utilized by elementary classroom teachers to (1) develop an understanding and appreciation of Native American culture and societal contributions (2) provide a genre of text for the application of reading strategies, and (3) facilitate the mastery of various Utah Core Content Curriculum objectives. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.
The original set has 30 booklets, measuring 5.5” x 8.5” each, and illustrated by tribal members. The booklets were formatted to be printed and assembled. This version of the book has been updated to accommodate using a projector or smart board with pages appearing in order.

The Cherokee Nation virtual field trip affords an in-depth look at the lives of the Cherokee Indians, from their first encounters with Europeans to events, such as the Gold Rush and the signing of the Indian Removal Act by Andrew Jackson, that led to their forced relocation to Indian Territory in 1838.

iCivics video about the impact of the 10, 22, and 25 amendments on the office of the President.

The National Museum of the American Latino has created this resource as a guide to learn more about the Day of the Dead. Use this Learning Lab as a starting off point to celebrate with your community, family, and/or students. Our on-line learning kit includes general information and the history of the tradition. Smithsonian collections, video resources, music, and hands-on activities for in-school or at-home learning are also included.

Oral History Interviews that bring students together with veterans help to foster empathy and make history come alive. This lessons offers a step-by-step guide to doing an oral history project with Vietnam War Veterans.

Mexico’s Día de los Muertos, also known as the Day of the Dead, is dedicated to remembering loved ones who have passed. Learn more about this special day in the latest episode of YourClassical Storytime, featuring narration by Inés Guanchez, illustrations by Raul Villanueva and traditional Mexican music.

In partnership with the National Hispanic Cultural Center, the LAII developed a curriculum guide to provide hands-on art activities and literacy exercises to bring Día de los Muertos to the classroom. This is the Spanish version of the guide.

In partnership with the National Hispanic Cultural Center, the LAII developed a curriculum guide to provide hands-on art activities and literacy exercises to bring Día de los Muertos to the classroom.

This lesson is about the flow of energy in ecosystems. The setting is Plimoth Plantation, a living history museum in Plymouth, Massachusetts, USA, where students will learn about the first Thanksgiving meal in America, celebrated in 1621 by early American settlers and Wampanoag Indians. By examining this meal and comparing it to a modern day Thanksgiving celebration, students will be able to explore the way in which food energy moves and is transformed in an ecosystem. The learning goals focus on the movement of energy from one feeding level to the next within a food web, the way in which energy changes form, and the inefficiency of energy transfer, which in turn affects the availability of food energy for organisms at the highest feeding level. The lesson is directed at high school level biology students. Students should be familiar already with food webs, food chains, and trophic (feeding) levels. They should also be familiar with the general equations for photosynthesis (CO2 + H2O => C6H12O6) and cell respiration (C6H12O6 => CO2 + H2O), and understand the basic purpose of these processes in nature. This lesson can be completed during one long classroom period, or can be divided over two or more class meetings. The duration of the lesson will depend on prior knowledge of the students and on the amount of time allotted for student discussion. There are no supplies required for this lesson other than the downloadable worksheets (accessed on this BLOSSOMS site), paper and some glue or tape.