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\n\"Language\n\n
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\nLesson Planet Curated\n
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\nLanguage of Place: Hopi Place Names, Poetry, Traditional Dance and Song\n

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\n\nFor Teachers\n\nK - 5th\n\nStandards\n
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\nFor Native Americans, the connection between themselves and the land on which they live runs deep and is apparent throughout their different cultures. During a series of three lessons, young scholars explore the culture of the Hopi...\n
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\n\"Culture\n\n
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\nCurated OER\n
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\nCulture Commotion\n

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\n\nFor Teachers\n\nPre-K - 1st\n
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\nExposing young children to the wonders of world cultures is very important. Here is a sweet instructional activity which does just that! In it, learners listen to music, and stories from cultures around the world. They learn greetings in...\n
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Lesson Plan
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\n\"Looking\n\n
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\nCurated OER\n
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\nLooking at different cultures and how music from differing cultures changes movements, meaning and mood\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nEach of the three dance lessons included here will get your class moving. The first lesson allows learners to explore how music and movement differ in meaning depending on cultural context. Lesson two gives them an opportunity to create...\n
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Lesson Plan
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\n\"Mexican\n\n
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\nCurated OER\n
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\nMexican Culture “La Raspa”\n

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\n\nFor Teachers\n\n1st\n
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\nHere are three lessons that work together to engage learners in a cultural and musical exploration. In lesson one the listen to the Mexican folk song, \"La Raspa\" and discuss cultural context. In lesson two they dance along to both \"La...\n
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\n\"CULTURES\n\n
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\nCULTURES OF OUR NATION\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents explore their own culture and the culture of their classmates.\n
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Lesson Plan
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\n\"Hopi\n\n
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\nHopi Traditional Dance and Song\n

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\n\nFor Teachers\n\nK - 5th\n\nStandards\n
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\nVery few outsiders get to see the Hopi \"Butterfly Dance.\" However, using approved footage from the tribe, class members consider the importance of symbols in Hopi culture by watching the dance and analyzing lyrics from its songs....\n
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\n\"Japanese\n\n
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\nCurated OER\n
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\nJapanese Tea and Teacups\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nUpper graders use the potter's wheel to make Japanese style tea cups, which they will use in a Japanese style tea ceremony. They hone their sculpting techniques while exploring Japanese cultural and the history of tea. There are two...\n
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\n\"The\n\n
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\nSmithsonian Institution\n
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\nThe Sounds of an Island: Jamaican Music for the Classroom\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nIntroduce young explorers to the music and history of Jamaican culture through game songs and dances. As a bonus, class members get to play simple songs transcribed for the recorder.\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\"Comparing\n\n
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\nHawaiʻi State Department of Education\n
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\nComparing Cultural Dances\n

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\n\nFor Teachers\n\n2nd\n
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\nAll cultures express similar thoughts, feelings, and ideas. But, often times those things are expressed differently. Learners compare and contrast traditional dances from two cultures. They watch videos of each performance, stop to...\n
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\n\"Jamaican\n\n
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\nSmithsonian Institution\n
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\nJamaican Song, Dance, and Play: Experiences with Jamaican Musical Traditions\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung musicians experience song, dance, and play of the Jamaican culture. Scholars listen for and recreate beats, they play tunes, make up original dances, and play a game that challenges pupils to pass stones to a specific beat.\n
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\n\"Culture\n\n
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\nCulture Box\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders are asked what is culture? They find out their family history and all the nationalities represented in their family. Students discuss their culture with the class. They create culture boxes with a design that integrates...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Four Corners Region of the United States Cultures, Ruins and Landmarks\n

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\n\nFor Teachers\n\nK - 8th\n
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\nStudents who live in the inner city are introduced to the four corners region of the United States. In groups, they examine how the region differs compared to where they live and their culture. They develop maps of the area and locate...\n
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\n\"La\n\n
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\nCurated OER\n
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\nLa Raspa, Mexican Hat Dance, and Cinco De Mayo Celebration\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nLearn two dances that your class can perform at a Cinco De Mayo school celebration. This is really an outline and would be better used if there were plans for how to teach the dance steps. The idea is good to teach the cultural...\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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\nStudents 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. Students participate in a jigsaw cooperative...\n
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\n\"Israel\n\n
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\nCurated OER\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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Instructional Video4:52
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\n\"The\n\n
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\nTED-Ed\n
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\nThe History of African-American Social Dance\n

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\n\nFor Students\n\n7th - 12th\n
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\nJust exactly what is social dancing? What does social dancing have to do with the African American community and African American history? The narrator of this short video explains how social dancing can support the culture of a...\n
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\n\"Arabic\n\n
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\nCurated OER\n
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\nArabic Folk and Popular Music: Egypt, Lebanon, and Spain\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nHow many of us have actually listened to Arabic folk or pop music? Learn about the many facets of folk music common to Lebanon, Spain, and Egypt with this well-organized presentation. Islamic cultural influences are traced throughout...\n
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Instructional Video3:30
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\n\"Rhythm\n\n
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\nRhythm in a Box: The Story of the Cajon Drum\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nDiscover the rich cultural traditions and remarkable ingenuity of indigenous people and African slaves by learning about one of the most popular percussion instruments in the world today.\n
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Instructional Video
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\n\"Kwanzaa\n\n
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\nKwanzaa Dancing With Elmo\n

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\n\nFor Students\n\nPre-K - K\n
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\nAs an introduction to a discussion of Kwanzaa, this fun and colorful video of Elmo dancing to an African beat is the terrific tool!\n
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\n\"Moving\n\n
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\nMoving to Music\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents identify how they themselves use movement and dance and the many ways that people move and dance in various contexts. They observe and imitate folk movement and dance while decoding their skills and kinesthetic abilities. ...\n
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\n\"Day\n\n
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\nDay 4: Folk Dance\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nDay four of this dance lesson teaches the steps to a Mexican folk dance. It uses chunking and dance to aid them in memorizing the steps. Note: This lesson appears incomplete.\n
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\n\"Discovering\n\n
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\nDiscovering Russian Folk Dance\n

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\nFirst graders explore the art of Russian folk dancing. In this cultural traditions lesson, 1st graders research the Troika and incorporate attributes of the Russion folk dance into their own renditions.\n
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\n\"Dance\n\n
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\nDance In America: Holo Mai Pele\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents conduct research on Hawaiian culture, chants, and dances. They watch a video, create an illustrated storybook of the production, conduct research on Hawaiian legends, and create a booklet with suggestions for using the arts to...\n
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