In this lesson, students create a timeline using multimedia reporting on the leather and textile industries in the U.S.. Students then design their own narrative timelines to explain a current event.
This lesson for English, science, history, and journalism teachers asks students to assess how journalists integrate diverse media to analyze the impacts of leather production in Bangladesh.
This art lesson is an examination of the conflict in the Middle East. Students will learn about the basics of Islamic Art, and create their own artwork to contribute positively to this global crisis.
After reading Erik Vance's The Science Behind Miracles, students discuss what it means to have a “limitless” world and whether or not science has anything to do with achieving the impossible.
An extension of "Seeking Asylum: Women and Children Migrating Across Borders", this lesson provides suggestions for student research, reporting, arts activities, and community service.
Use Tomas van Houtryve's photographs to help students understand the role that context plays in grasping the meaning behind photographs.
This unit asks middle school students to explore the varying roles beliefs play in people's lives through the lenses of world religions, science, and social relationships.
Students learn about the legal, political, cultural, and religious factors that impact the treatment of widows in India, Uganda, and Bosnia and Herzegovina.
Students learn about the fragmentation of religious authority in Middle Eastern countries. They then create polls to assess their peers’ understanding of Islamic terrorist recruitment strategies.
The following lesson plan explores the concept of suggestibility through taste tests and discussion. Students will learn about the role suggestibility plays in various aspects of their lives.
After reading, discussing, analyzing and synthesizing "Fractured Lands", students will develop a children's book further exploring a character, region or event.
Students explore the concept of peacebuilding, then use what they have learned to evaluate peacebuilding efforts in their community and suggest peacebuilding projects of their own.