Young scholars explore a career of their choice to learn about a career that interests them. In this career exploration lesson, students research a variety of careers and select one in particular. Young scholars create a project to tell...

Ninth graders explore the British seaside resort Blackpool. In this British Travel ESL lesson, 9th graders read an article and answer guided reading questions. Students create a short story about what a person did in Blackpool.

Students relate emotional health and well-being to personal productivity and to the workplace design, implement, assess, and evaluate a plan to promote personal, school, and community well-being

Students research Spanish-speaking countries on the Internet and make a presentation.

Eighth graders set realistic career goals. and become familiar with career opportunities and skills necessary to be successful. Students create a career portfolio containing three career opportunities.

Students research cities, states, or countries using the internet and other resources to learn about a vacation spot. They make a final presentation of their findings in forms other than a written report.

Learners examine the relationships between particular landmarks and their home cities. They create posters illustrating the various connections and write scripts that could be used by tour guides.

Students research the campaign to win statehood for Alaska and the constitution which was in place before statehood was approved.

Fifth graders explore what types of projects the Peace Corp is doing to help Guatemala.

Fourth graders inquire about the history of Florida's capital after receiving a mock memo from the governor.

Fourth graders redefine the problem of Where's the Heart of Florida? and begin to formulate possible solutions using graphic organizers.

Young scholars discover the economies, demographics, and characteristics of some of the largest Turkish cities. They explore Istanbul's history, people, and what is enduring about the city. Student groups make a presentation to the class.

Students examine water data for up to a month and perform tests on the samples.

Students study excerpts from Sinclair Lewis, "Babbitt" for its accuracy and socio-economic point of view. They rewrite a portion of "Babbit" using the point of view of a Maine guide.

Eighth graders design a travel brochure to persuade others to visit Arkansas. They depict particular points of interest they decide are the best in the state.

Students study the development of national and world-views of Arkansas. They discuss how people and events have shaped the image of Arkansas.

High schoolers research and debate the pros and cons of the Pebble Mine in Alaska from a variety of perspectives. They also write a position paper that either supports or opposed Pebble Mine develpoment.

Students research the governments role is preserving the Arctic National Wildlife Refuge. They discuss the proponents and the opponents side of the issue.

Pupils examine how to use visual media as a creative way of thinking about and responding to immigration issues. They conduct Internet research, and design and create a poster or brochure to attract new immigrant to Indiana.

Learners are asked questions about the World Cup and Switzerland. They practice using new vocabulary words. They read an article about marketing campaigns for the event and answer questions.

Students engage in research about the subject of transportation in Eastern Asia. The size of countries and population pose challenges that are studied and reflected upon in student writings from the information found.

Students collaborate to gather information about the geography, history, economy, climate, culture, and other aspects of life on the island of Eleuthera.

Students, in groups, choose a country. On the surface of an inflated balloon, they draw/write information (geographic and otherwise) about the country. To finish the project, they make a basket for the balloon and then give a 2-3...

Students review the proper terms for maps and various geographical features. In groups, they create a topographical map and label all geographic features in a given area. They present this material to the class and answer any questions...