Students review, compare, and contrast belief systems of the Silk Roads. They analyze primary texts of sacred and philosophical writings. Finally, students recognize the rich diversity of belief systems along the Silk Roads.

Students explain how international politics, religion, and cultural beliefs influenced the life of Mary Queen of Scots. They watch a film about Mary, Queen of Scots and participate in a discussion and variety of extension activities.

Students discuss how they believe Australia has progressed over time. In groups, they use the internet to research events in the country's history. They discover how democracy in the country continues to develop and analyze the race...

Students analyze the role and impact of technological innovation in the late 19th and early 20th century. They evaluate manuscripts, sound recordings, and motion pictures to construct historical meaning. Students observe the connections...

Students identify the differences in local soil types and the relationship between soil size and water retention. They are introduced to microenvironmental conditions in ecosystem sustainability.

Learners, after taking a field trip to a museum, use paint to try to restore old objects.

Students problem-solve how to log five acres. Working in pairs, they construct models of logging sites before and after the trees are harvested. they paint their models and include other environmental details.

Students complete a unit on the cultural significance of textiles in the Japanese culturre. They analyze cotton, line, silk, and wool fabrics, examine various fabric creation and decoration techniques, select an object and write a...

Clear and concise overview of the kinds of clothing worn during the medieval period by different classes of persons: peasants, royalty, clerics.