Dynamics:
Chinese Examples
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Chinese came to California for many different jobs like building the railroad, mining for gold, and laundries. Most of the jobs they took required repetitive motion. They also had repetitive sequences of motions.
Teachers can simulate the repetitive motion of panning to emphasize the difficulty of the work. They can use sequences (simulating hitting the rock, placing the track, hammering it into place, ext.) of motion to demonstrate the kind of body movements that kind of labor takes.
3.1.3 Perform short movement problems, emphasizing the element of force/energy (e.g., swing, melt, explode, quiver).
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The Chinese who built the railroad used a very forceful dynamic because they had to blast through rock to build tunnels and lay tracks.
6.1.3 Identify and use force/energy variations when executing gesture and locomotor and axial movements.
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The Chinese who came through Angel Island were mistreated during their inspection they underwent during immigration.
Teachers can explore bodily manipulation. One dancer can move another dancer. They can explore the idea of being reduced to only your physical self.
6.2.8 Demonstrate an ability to cooperate and collaborate with a wide range of partners and groups (e.g., imitating, leading/following, mirroring, calling/responding, echoing, sequence building).
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Migrations
Animal 
Human 
Dance/Art