Students identify the painter Picasso as a famous Spanish cultural figure, name at least one of Picasso's painting styles and describe aspects of Picasso's Blue Period. They create their own Blue Period inspired work of art.

Students explore the Japanese literature, music and art. Pupils discuss the culture of Japan. While listening to Japanese music, they write and illustrate a Haiku. Students are given the opportunity to create origami.

Young scholars rewrite the lyrics of existing songs using the different energy terms as the focus of their work. They break into four groups and form the name of a musical group. Using a tune from a popular group, students make up a song...

Middle schoolers define philanthropy. They apply concept of philanthropy to personal experiences.

Music aficionados classify pop music into by musical genres or styles. They evaluate the positive and negatives of collaborative performances, view segments of VH1's "Save the Music" concert, and discuss the difficulties of...

Students listen to songs from the Civil Rights movement. They explain how the music might have inspired African-Americans to be activists in the movement. They examine how the Civil Rights movement affected the common good.

Archaeologists, historians, and scientists all work together to create a timeline of our past. Engages learners in a series of activities that all filter through the NOVA video, "Mysteries of the First Americans." Each activity is...

Students explore different countries, their locations, and their cultures. Using an encyclopedia, they locate the information, then write a report. Ultimately, they create a paper doll to represent their chosen country.

Learners read and analyze the anti-slavery poem, "Christmas Bells" by Henry Wadsworth Longfellow. They discuss the content and form of the poem, write an essay, write an original poem, examine how this anti-slavery poem was converted...

Surrealistic painters like Marc Chagall and Wendy Rouse show viewers an expansive world in a small area. Young artists have a opportunity to create their own surrealistic paintings in response to a study of works by Chagall and Rouse.

Students work together to decide where their donated money should go. They list the possible choices and evaluate what is most important to them. They must have a consensus before the money is donated.