Dancing in the 1920s was always a main source of entertainment and for some, a way to earn a living. Parties included dancing in their evening programs and churches even used dances to attract the young. Schools taught dancing to their students as part of their curriculum. In 1924, a new dance had emerged. It was called the Charleston. Appearing first in an African American revue of “Runnin Wild”, this dance became the dance of the 20’s. It was an exhibition dance at first, considered too difficult for any but professionals to master, with its suddenly shifting rhythms and fast pace. Yet, within a year it had swept the country. Its imprint continues today when we think of the 20’s and the impact of dance during this prosperous time for the United States.
Writers and artists are the “keepers of the culture,” as they notice and celebrate the details of daily life that communicate the richness of cultural heritage and identity. Levi Romero, a New Mexico poet and teacher, found inspiration in a poem by George Ella Lyon to celebrate his own Hispanic cultural heritage. Romero then created a writing model for students of all ages to explore, identify and express their own personal cultural heritage.
The lesson is part of a mathematics unit which focuses on collecting and representing data. Students develop their own survey questions and make a plan for gathering the data. They collect and record classmates' responses to their surveys. Students also make representations of their survey results. They analyze the data by answering questions about what they found out.