Type is everywhere. Every print publication, website, movie, advertisement and public message involves the creation or selection of a fitting typeface. Online, a rich and artistic typographical culture exists, where typefaces are created and graphic design seeps in to every image.

This video/animation shows that a molecule of water is made up of oxygen and hydrogen atoms. When oxygen and hydrogen atoms exist alone, their properties are different from the properties they have when they are chemically combined to form a water molecule.

This video segment from Between the Lions uses a fun hip-hop song about names to highlight the /uh/ sound that the letter u makes and to boost phonemic awareness--an understanding of the sounds within words.

In this Cyberchase video segment, Harry tries to snowboard and learns how to measure and identify many common angles.

Based on the Wyoming PBS program What’s in a Name, students will view episodes of the program to learn about how Wyoming towns got their names. In the introductory video Phil Roberts from the University of Wyoming introduces the PBS series entitled “Main Street Wyoming: What’s in a Name”. This introductory clip discusses how early explorers first named the rivers, streams, and mountain ranges and passes of Wyoming. Students will then work as a group to create a fictitious Wyoming town.

Professor Kate Rushin describes the Harlem Renaissance as a large social and cultural movement fueled by many factors in this video from A Walk Through Harlem.

In this video segment from Cyberchase, Bianca goes on a quest to find out if a coin toss really is a 50-50 proposition.

This 10-minute video examines how race-based federal lending rules from New Deal programs in the 1930s kept Black families locked out of suburban neighborhoods, a policy that continues to slow their economic mobility.

In this video segment from Planet H20: Water World, experts and teens inside and outside the Great Lakes watershed provide different perspectives on sharing the water from one of the largest bodies of fresh water in the world.

A good story includes who the story is about (the characters), what it is about (the plot) and where it takes place (the setting). A storyteller can create any story with these building blocks. As readers, when we can identify these elements in a story, we can better interpret, understand and respond to it. Additionally, it's entertaining when we can tell it in different ways, such as through the rhyming style of rap. In this video segment from JAKERS!, a storyteller tells a story in the form of a rap and incorporates the story elements of who, what and where.

Students will watch a video of a storyteller coming up with a rap that tells a story. They will identify story elements (who, what, and where), and record significant details. The next lesson plan ,Using Story Elements to Write a Rap, has students creating their own rap with the story elements.

Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people.

LEARNING OBJECTIVES:

Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government.
Students will learn about the Eastern Shoshone people through the use of research and technology.
Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years.
Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people.
Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion.
Students will learn how to construct, read, compare and analyze different population graphs.
Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived.
Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map.
Students will be able to further describe how their culture has shaped them.
Students will be able to define the concept of culture.
Students will be able to explain some of the attributes of culture.

Students will gain an understanding of the Northern Arapaho people located on the Wind River Reservation in Wyoming. In the accompanying lessons plans (found in the Support Materials), students will learn how the Northern Arapaho come to Wyoming, what are the Arapaho values, and why were Arapaho tribal names changed?

LEARNING OBJECTIVES:

Students will be able to evaluate what geographical places were used by the Arapaho people and understand how historical events changed the future for the Arapaho people.
Students will compare and contrast between their social and ceremonial structures.
Students will understand the hierarchy of the Arapaho Tribe.
Students will analyze how their social and ceremonial structures contribute to their cultural identity.

Place is very important on who a tribe is and understanding where the Arapaho lived is part of who the people are.

Students will demonstrate an understanding about the importance of heritage and preservation of
traditions and values of the Northern Arapaho Tribe that reside on the Wind River Reservation
located in Wyoming through viewing a video, completing a hands-on project, score a 70% or
higher on the shelter packet, and using mathematical measurements accurately.

Learn about the treaty that estbalished the Wind River Reservation and the two tribes that inhabit it, the Northern Arapaho and Eastern Shoshone.

In the accompanying lesson plans (found in the Support Materials), students will watch a video about the Wind River Reservation and learn how the reservation came to exist, How the two tribes, the Eastern Shoshone and Northern Arapaho, come to share the reservation, and what are the people on the reservation like?

LEARNING OBJECTIVES:

Students will demonstrate an understanding about the 1868 Fort Bridger Treaty.
Students will create a map of the sacred sites fo the Shoshone and Araphaho Tribes.
Students will analyze the different pre and post reservation events for the Eastern Shoshone and Northern Arapaho tribes and evaluate why it is important for Wyoming state citizens to learn the history of the people of the Wind River Reservation
Students will gain an understanding of three spiritual sites in Wyoming.

In this lesson, students will view a video that contains information about the treaty that
established the Wind River Reservation and the two tribes that inhabit it, the Northern Arapaho
and Eastern Shoshone. After viewing the video and completing the worksheet, a field trip to one
of the sites mentioned in the video (if possible depending on location of school), students will
select a topic of interest to research for the three paragraph writing assignment and presentation.

Students will use and analyze maps of Wyoming and create their own maps of the sites that are
sacred to the Shoshone and Arapaho Tribes. Students will build an understanding that Wyoming
has many sacred sites not only for the Shoshone and Arapaho but for neighboring tribes.
Students can also explore battles that took place in the State of Wyoming.

Students will work in expert groups to research important historical events for the Eastern
Shoshone and Northern Arapaho tribes. After completing research, the groups will present the
information to the class and place visuals on the timeline and determine which events had the
greatest impact on the people of the Wind River Reservation.