illustrates how the war, when it moved to the rolling prairie of now eastern Oklahoma, divided Native Americans. It includes maps, soldiers' accounts of the battle, and illustrations.

In this course the conquest and colonization of the Americas is considered, with special attention to the struggles of native peoples in Guatemala, Canada, Brazil, Panama, and colonial New England. In two segments of the course-one devoted to the Jesuit missionization of the Huron in the 1630s, the other to struggles between the government of Panama and the Kuna between 1900 and 1925-students examine primary documents such as letters, reports, and court records, to draw their own conclusions. Attention focuses on how we know about and represent past eras and other peoples, as well as on the history of struggles between native Americans and Europeans.

This is a collection of downloadable video clips on the theme of Economic Systems, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "A State of Mind" (2003), "Ladies First" (2004), "1-800-INDIA" (2005), "Border Jumpers" (2005).

Modernization is an important issue in the New York State Global History and Geography curriculum. Students are expected to understand how modernization may impact such areas as society, politics, the economy, and the environment. In the Global History and Geography curriculum, a study of historical examples of modernization includes examples of attempts to transform society, such as the Meiji Restoration or Kemal Ataturk. In this lesson, two PBS WIDE ANGLE documentaries -- "To Have and Have Not" (2002) and "1-800-INDIA" (2005) -- will enable students to examine the effects of modernization on two Asian countries: China and India.

This is a collection of downloadable video clips on the theme of Factors of Production, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "Pickles, Inc." (2005), "1-800-INDIA" (2005), "Border Jumpers" (2005).

Today, over 115 million children have never set foot inside a school. The fact is that for children living in developing countries, the dream of a first day of school is yet to be realized. The daily realities of poverty, political instability, regional conflict, geography, and cultural or traditional values all play a role to varying degrees -- and the issue of gender disparity makes this fact even more staggering. Full and equal access to education (Article 26) as outlined in the 'Universal Declaration of Human Rights' and 'The Convention on the Rights of the Child' (Articles 2,3,28, and 29), has clearly been out of the reach of poor children -- and even more so in the case of girls. Nearly two-thirds of children who are denied a primary education are girls. In the least developed countries, nearly twice as many adult women than men are illiterate. (Source: UNFPA http://www.unfpa.org/icpd/10/icpd_ed.htm) If you happen to be a female, you are less likely to have access to a quality primary education and beyond -- contributing to the feminization of global poverty. Yet, there is hope despite this current state of affairs. 189 nations have pledged to meet 8 major Millennium Development Goals (MDGs) by 2015. In doing so, nations hope to improve the social and economic development of all peoples. Included in these goals are those that address education and gender disparity: MDG 2: Achieve universal and primary education. MDG 3: Promote gender equality and empower women. Through the activities outlined in this lesson, students will become familiar with the current barriers standing in the way of educational opportunity -- especially for girls. They will watch clips from the WIDE ANGLE film 'Time for School' (2003) to understand the sense of urgency surrounding this issue, the potential benefits that can result from educating girls, and the ways that local communities are trying to address these problems. Note: This lesson focuses on MDG 2 and MDG 3. An introduction to the overall goals of the Millennium Project should be presented prior to this particular lesson.

can help students understand daily life and how it changed for the Pueblo Indians of Gran Quivira, the largest of the three Salinas pueblos located in central New Mexico.

This is a collection of downloadable video clips on the theme of Human Rights, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "Greetings from Grozny" (2002), "Time for School" (2003).

offers information and activities about the American Indians of the Northern Plains who lived in the area of the Knife River where it enters the Missouri. This area is now Knife River Indian Villages National Historic Site.

Dancer, teacher and choreographer Vishal Ramani discusses her 30 years in the Bay Area developing the Shri Krupa Dance Foundation, a non-profit center that offers daily classes on the complex tradition of Bharata Natyam. This Educator Guide is about the Indian dance form of Bharata Natyam and its traditions and practices.

Focuses on Hindustani classical music of North India, and also involves learning about the ancient foundations of the rich classical traditions of music and dance of all Indian art and culture. Practice of the ragas and talas through the learning of songs, dance, and drumming compositions. Develops insights through listening, readings, and concert attendance.

Indian people throughout North America created rock art in ancient times. Its meaning is mysterious and sometimes controversial. Some archaeologists think rock art is a type of storytelling. Others believe it depicts religious or spiritual beliefs, while still others regard it as solely an artistic expression. In this lesson, students will investigate various forms of rock art to further their understanding of the past.