The Ute people have a close association with nature and a respect for all living things. They share the earth with animals, and they look to them for guidance. The Utes honor the hawk in ceremonies, and they use hawk feathers in their regalia. This Ute Mountain Ute 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.

As an English/digital media teacher at Henry Clay High School in Lexington, Kentucky, Jason Behler has found that his students become deeply engaged when creating their own podcasts, especially because he allows them great freedom in selecting their own genre and content. His students develop skills in collaboration and time management as well as technical and communication skills. Podcasting does not need to be confined to a class in digital media, and it does not require expensive equipment. Podcasting can be integrated into any content area to add spark to your lessons.

This is a quick, fun lesson teaching students the importance of stores and how to make their own digital story. The will be able to demonstrate their understaning of key concepts.   

Hip hop music is a staple of music lovers around the world. With its strong, rhythmic beat and lyrical rap vocal tracks, the genre that originated in New York City after the Civil Rights Movement has grown into one of the most popular styles of music in the world.

In this lesson, students will learn about hip hop as a tool for empowerment and critically analyze its place in American history as they read, analyze, and respond to film clips and lyrics from select songs. Through the discussion questions and activities, students will question the historical complexities and come up with their own interpretation of how music can be a tool for empowerment.

Students will answer questions before, during, and after watching the clips. Teachers may choose to have students create a social post/poem/rap about a social issue or create a presentation about a song with social justice themes. The lesson also allows students to explore other songs with social justice messages, across genres.

The activities in this lesson can be implemented across curricula, including, music, history, ELA, and non-academic classes (e.g., advisory).

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About the Authors:

This resource was developed by PBS Digital Innovator All Star Educators. The PBS Digital Innovator All Star program brings together a community of PreK-12th grade educators, who are hometown thought-leaders and classroom changemakers, for ongoing professional learning and growth. The program creates opportunities for participants to share strategies, learn from peers and leverage PBS platforms to elevate their own ideas and voice.

PBS Digital Innovator All Stars are characterized by their ability to seamlessly integrate media and digital technology into their learning environments, inspiring students to use media and emerging technologies in responsible, effective and empowering ways.

David Upegui is a Latino immigrant who found his way out of poverty through science. He currently serves as a science teacher at his alma mater, Central Falls High School (RI) and as an adjunct professor of Education. His personal philosophy and inclusive approach to science education have enabled students to become problem-solvers and innovative thinkers. He has a keen ability to engage students in learning, exploring, and contributing to science. He received the NABT’s Outstanding Biology Teacher Award (2021) and the Evolution Education Award (2014) as well as the Presidential Award for Excellence in Mathematics and Science Teaching in 2019 (2017 cohort). Upegui started, and runs, the school's Science Olympiad team and has contributed to several publications on science education and appropriate pedagogy. He completed his doctoral degree in education at the University of RI, focusing on science education and social justice.

Darnell Williams was born on the south-side of Chicago. As a child his family traveled to different parts of the United States during his father’s service in the Navy. Williams would go on and obtain his B.A in Childhood Studies of Psychology at Rutgers University- Camden. Soon after, Williams would become an English Language Arts teacher and Social Studies teacher. In 2020 Williams would have the honor of becoming a Digital Innovator and work on several projects. During this time, Williams would also obtain his Masters in Educational Leadership. Williams would be recognized for his educational leadership during the Covid-19 pandemic. He is currently the Supervisor of Pupil Services in Hamilton Township School District in Mays Landing, New Jersey. Williams in dedicated to serving staff and students in mental health and equity.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Story circles can be used to build a sense of community in the classroom. The technique was pioneered by the late John O’Neal, a civil rights activist and theater artist. He developed the story circle process while moderating audience discussions after performances. He found that audience members listened more and found common ground by telling personal stories instead of trying to persuade and argue their points.

The videos here demonstrate how a story circle works. A facilitator offers a prompt, and then individuals have a set amount of time to respond with a relevant story from their lives. No one interrupts. After everyone has a turn, the group talks together. From the individual stories, the group then creates one story or takeaway.

In these videos, Bob Martin, a community arts specialist in Eastern Kentucky, facilitates a story circle, adapted to an online format because of the COVID-19 pandemic. In the first video, Martin explains the ground rules and quotes O’Neal: “Share the story that comes from the deepest place.” He gives the group this prompt: Tell a story about a time when you were unexpectedly proud of your place or your community.

Students prepare for interviews by reviewing what they know about the sources, conducting pre-interviews, creating a list of questions for the recorded interviews, and making a shot list. They will also identify locations for the interviews and decide which members of the group will conduct the interviews.

RI.6.6, W.6.1a, W.6.1b, W.6.1e, W.6.4, SL.6.1d, SL.6.4, SL.6.6Voices of Native American Boarding Schools Audio Museum Performance TaskCreate a museum exhibit made up of audio recordings using narratives bystudents of American Indian boarding schools.Steps1. Select a text (a poem, personal narrative, etc.) written by a survivor of the boarding schools.2. Write a preface for the text that introduces it and provides context.3. Write a reflection that explains why the text is meaningful.4. Record yourself reading your preface, text, and reflection aloud using proper and respectful intonation, volume, and pacing.5. Review and re-record your reading, polishing it to perfection!6. Welcome guests to the audio museum! Listen to the recordings of your classmates, and answer questions about three classmates’ recordings on a note-catcher.8. Engage in a whole class discussion about the connections between the performance task and the module overall.PurposeThrough our work before and during the audio museum, we can help make sure that these powerful stories about American Indian boarding schools are exposed to a wider audience.