Students examine the issues that designers and civic planners face in designing memorials to historic tragedies, wars and other events. They design memorials dedicated to the events of September 11, 2001.

Students culminate a humanities project by improvising music to accompany a video of a particular era in US history.

In his article about color-blind casting entitled, "Willy Loman Is Lost, Still Looking for Stimulus Plan and Some Dignity," Charles Isherwood quotes August Wilson as saying,  "To mount an all-black production of a 'Death of a...

Second graders study heroes, inventors, and explorers and role-play as one of the people. In this theatre and history lesson, 2nd graders review the people and their accomplishments using a Promethean flipchart. Students then act out one...

Students consider the purpose of various types of maps and their different uses throughout history. They create their own maps and reflect on the map-making process.

Students explore the ruling of the US Supreme Court on the ballot recounting ordered by the Florida State Supreme Court. They work in small groups to research and compare the judicial and electoral processes.

Eighth graders complete a newspaper article as a part of their exam review for the Revolutionary War. Using information gathered over the course of the unit, 8th graders create their own newspaper reflecting the facts and ideas of the...

Students discuss the importance of commemorative monuments. They review Texas monuments and identify the reasons a monument dedicated to certain events or individuals. They design another Texas monument and explain why they...

Students play the beats of mariachi music. In this mariachi lesson plan, students listen to mariachi music and discuss why music is important.

Young scholars explore the concept of civilian cost to armed warfare. They explore the role of the military, civilians and of press coverage during armed conflicts, creating posters illustrating their research on post-WW II military...

Ninth graders record information on aquatic ecosystems and create a labeled diagram of an ecosystem of their choice. They can choose from an ocean zone, estuary, river, lakes, or beaches. The student has to explain their biome of choice.