Tenth graders read the poem "Upon the Burning of Our House" and complete analysis activities. In this poetry analysis lesson, 10th graders read the poem and create original scenes summarizing the stanza.

Students experiment with distance, speed, and motion by graphing the motion of a bowling ball. In this distance versus time graphing lesson, students observe the speed and distance of a rolling ball and graph their findings. They then...

Students create lines and shapes with a compass and a straight edge. In this geometry lesson, students investigate square roots, irrational numbers and spirals. They explore nature to see the shapes representing mathematics and geometric...

Ninth graders construct a timeline depicting the development of the European Union and label and color countries on a map belonging to it. They write essays about how the Union affects the United States.

Ninth graders work together to discuss the various experiences of African Americans during the Civil War. Using the internet, they identify the laws and reasons African Americans were allowed to join the Union Army. Using their...

Students explore the policies of the "Save the Indian" reforms. Working in groups, they review the motives, methods, and effects of the "Save the Indian" campaign of the late 19th century. Through discussion and writing, they form an...

Tenth graders research and discuss factors that have an effect on the sustainability of national park ecosystems in Canada. They examine changes in thinking that have led to new park management practices.

Fourth graders produce a front page newspaper story about St. Andrew Bay (Fl) after completing a field trip to St. Andrew State Park (Fl) and viewing two videos about the bay system. They use a word processing computer program to...

Part of a teacher workshop called "Making Civics Real," this section explains how to use questioning, especially Socratic questioning, in problem-based learning. For those not used to employing the Socratic method, the "Taxonomy of...

Questions regarding the characteristics of life, with emphasis on nanobacteria, are arranged in sequence for Socratic questioning.

Questions regarding the characteristics of life, with emphasis on viruses, are arranged in sequence for Socratic questioning.

This blog post provides background on the concept of Driving Questions as a basis for Project-Based Learning and gives some direction for how to create them. The links at the end of the blog allow teachers to explore this technique more...

This article contains 9 ways that teachers can maintain and develop that pre-school curiosity as our children grow older by fostering question asking in the classroom.

As a springboard to an eleventh grade poetry unit, students view the movie Dead Poets Society and participate in a Socratic seminar of the themes, symbols, and life questions raised by the film. Student groups research and present one of...

Learn how to use open-ended and directed questions to drive the development of driving questions for project-based learning to take place. This includes several charts and checklists to help teachers develop good driving questions or to...

On this site students can pose questions to get answers to problems they are having with their math homework. On this particular section, the topic of the end behavior of a sine function is discussed.

Brief overview of Socrates' life and philosophy. Describes his philosophical method of asking questions as a "gadfly" to his fellow citizens. Author contends that Socrates proposed a version of the "teleological argument" for the...

Lecture notes on the Pre-Socratic philosopher Empedocles from a college philosophy class. Also includes some quotations as well as discussion questions in small rectangles within the notes.

Examine the different arguments for and against democracy by ancient Greek leaders and philosophers. The main critique of democracy came down to the question of whether we trust the masses to make informed decisions? Follow the rise and...

Explains how to construct and interpret an acceleration vs. time graph, and how it would relate to a velocity vs. time graph or a position vs. time graph.

Brief explanation of six major models of the atom along with illustrations. Covers the Greek model (Democritus), John Dalton, J.J. Thomson, Ernest Rutherford, Niels Bohr, and the modern electron cloud or quantum mechanics model.

(469-399 B.C.) Greek philosopher who espoused the teaching technique of asking questions.

(469-399 B.C.) Greek philosopher who espoused the teaching technique of asking questions.