Who wouldn't love to get a letter from a blue bird? Elementary art enthusiasts analyze the social and historical context of Ason Yellowhair's Navajo piece, Bird and Cornstalk Rug. They examine the construction and images on the rug...

Class members explore cultural diversity through a variety of texts that showcase the importance of traditions. Then, they interview their family members to research their own cultural background and write their findings on quilt...

Students develop estimation skills by using real life situations. In this estimation lesson students collect data about their television watching habits. They make hypothesis about the number of hours they watch, how many...

Learners discuss household problems that may be eligible for repair by their landlord. As a class, students discuss the portions of their lease that require their landlord to repair damages and which damages they may be responsible for...

Tenth graders define the term slang, explaining its various social, historical, and racial contexts, so as to articulate when it can be appropriately used as a means of effective communication. They use their own personal slang lexicon,...

Twelfth graders compare and contrast the work of Malcolm X and Martin Luther King, Jr. In this racism lesson, 12th graders read The Autobiography of Malcolm X and discuss how Malcolm X and Martin Luther King, Jr. approached ending racism.

Students write a school lighting audit action plan from the data they collected in previous lessons. They develop a presentation that shows the results of the data and their recommendations. They present their action plan to their...

Learners examine the development and history of Islamic Law (Sharia). They also begin to make comparisons to Western and Judaic Law traditions.

Students examine debating procedures. In teams, students research the effects of European-Aboriginal interaction. Students collect, analyze and interpret information to support their side of the debate.

Sixth graders brainstorm what they believe are the causes of the Civil War. They copy the blank circle graph into their Social Studies journals twice once for their prediction and once for the actual. Students list the following...