Learners explore the positions of the members of the United Nations Security Council. They stage an enactment of a Council meeting by presenting findings to ambassadors who debate the best course of action.

Students explore the increased reports of Severe Acute Respiratory Syndrome (SARS) in China. They hold a mock emergency health summit to address concerns and possible solutions on behalf of the affected countries and international health...

Learners investigate the incidence of different types of violence that occurs in their schools through reading, discussion and interviews. They question local authorities about the best ways to reduce school violence.

Students work cooperatively in pairing chromosomes, created statistical genetic babies using the face lab, constructed a color DNA booklet and demonstrated mitosis in a flip book.

Students read about, discuss and reflect on the life of retired Justice Lewis Powell, investigating major court decisions he influenced and the impact of his 'voice of moderation and civility to an increasingly polarized (Supreme) court.'

Students are encouraged to share, through discussion and writing, their feelings about violence in schools, as well as about ways in which such tragedies could be prevented.

Students explore the characterization of heroes and their representation of the values and beliefs of the society in which they are created. They first examine the creation of the 'Star Wars' heroes and plots, and then develop their own...

Students share, through discussion and writing, their feelings about violence in schools, as well as about ways in which such incidents and tragedies could be prevented.

Learners brainstorm images and themes associated with the American Fourth of July holiday. They create illustrated posters to explain the processes or history behind these themes.

Students examine the issues outlined in Vice President Cheney's speech about potential United States military action against Iraq, then participate in a role-play activity.

Students read "Shooting at School Leaves 2 Dead and 13 Hurt" in the New York Times online. They explore their own thoughts and emotions about school violence in the wake of the March 5, 2001 school shooting in Santee, California.

Students identify the qualities that contribute to effective verbal and non-verbal communication. They use those qualities as criteria by which to judge an in-class political debate on education.

Students explore the incredible obstacles that Lance Armstrong overcame to become the second American winner of the Tour de France. They choose a person whom they admire as the subject of a 'Man in the News' or 'Woman in the News' article.

Students explore the artistic and social significance of African masks. They create their own masks that reflect an important aspect of moving in their lives.

Students research the allegations of unfair or illegal business practices of various corporations, then create media campaigns that seek to improve the companies' images.

Students write sentences using different writing styles. Through peer editing, they hone their writing to create effective thesis statements. They create a glossary of text messaging terms.

Learners read and discuss the article "In Gaza, a Prototype of Peace Via Trade", examine how economic pressures can affect political policy, and explain the significance of the opening of an Industrial Park in the Gaza Strip.

Students read a first hand account of John F. Kennedy's assassination. They write an essay describing how a world or national event affected them.

Students examine the differences between various state constitutions in the United States. Then, using their own

Learners defend contrasting perspectives concerning the purpose of medicine and the issues surrounding euthanasia.

Learners participate in a roundtable forum to discuss the notion of defying South African national government policies in order to fight AIDS after reading the online article, "A Bold Move on AIDS in South Africa."

Learners reflect on the terrorist attacks of September 11, 2001, explore the needs of the cities and citizens of New York City and Washington, D.C. and develop an action plan for a community service outreach project that they can...

Students are encouraged to share, through discussion and writing, their feelings about these and other acts of terrorism, as well related issues such as national security and media coverage of the attacks.

Students consider the detainment of students by the Immigration and Naturalization Service and, imagining that they are detained Students, compare and contrast what life as a child is like in their homelands versus in I.N.S. custody.