Students will explore the varied meanings of “identity; learn how irony and satire can function in a work of art; discover how maps can be used to chart not only geography but also psycho-logical, emotional, and intellectual states.

Students will learn how artists explore personal, cultural, and national identity through materials, process, and tradition; see how contemporary artists have adapted historic, culturally specific art-making practices to the present day; begin to consider the role of politics and religion in contemporary art.

The Art of Illumination project is a great way for students in grades 5-12 to experience the medieval process of illumination as authentically as possible. After researching the history, people, and art of the Medieval Ages, students will have the opportunity to create an illuminated text of their own.

This article explains the artistic interaction betwen the Islamic world and Europe and Asia. The technical aspects of calligraphy, painting, and bookbinding are important facets of the study of Islamic art.

This article explains how Islamic scientists during the medieval period made many contributions to the fields of astronomy and astrology.

In this lesson, students will learn about Celia Cruz and the use of objects to discuss people. They will understand how artifacts can help us understand people in the past.

This online interactive lesson from the United Kingdom's National Archives guides students through several primary sources in this case study about banning the bomb to answer the big question, "The Nuclear Game - how close was it?" There is a worksheet, glossary, and timeline provided to assist students in their analysis. You must click on the picture of each primary source to access it.

Students will study Robert Rauschenberg's "Barge, 1962-63" and consider statements made by critics at the time. Students will also create a timeline of what was happening in the 1960's in the US. Students will identify the various processes used in "Barge". Students will also brainstorm images representative of their own community and create a collage from newspaper, magazine, and other image sources. They will also apply paint to the work. Students will also approach the subject through screenprinting.

Students will begin to learn about the changes that occured on the American homefront because of World War I by analyzing correspondence from Assistant Sec. of the Navy Franklin D. Roosevelt and Boston Red Sox owner Harry H. Frazee.

This multimedia resource, part of the NC Science Now series, describes how researchers at the UNC Coastal Studies Institute, NOAA, and East Carolina University are studying shipwrecks of North Carolina coast. Underwater archaeologists are documenting the wrecks of allied ships and German U-boats to study and preserve in photos and videos a part of the nation's history. Components of this resource include a video and a related blog article. Links to these components are provided on the page under the heading "UNC-TV Media."

I have created a Google sites website that provides students with the opportunity to explore the United States becoming a world power independently. The predominant area of focus of this unit is U.S. Imperialism, and WWI.  I am currently employed at an alternative education high school and am going to be using this site to let the students complete the tasks at their own pace in order maximize learning as well a flexibility. I have included a study guide/ note taking guide, assessments, projects and other various assignments.

This online interactive lesson from the United Kingdom's National Archives guides students through several primary sources in this case study about the Berlin Blockade to answer the big question, "How did the Cold War work?" There is a worksheet, glossary, and timeline provided to assist students in their analysis. You must click on the picture of each primary source to access it.

This article examines the Berlin Blockade and Berlin Airlift as early developments in the Cold War. It includes a map, primary source quotes, and a list of results of the Berlin crisis. At the end of the article, there are reflection questions and a quiz for students to assess their knowledge.

This primary source is a summary of proceedings and conclusions from the Berlin (Potsdam) Conference from July 17-August 2, 1945. The Big Three, Soviet leader Joseph Stalin, British Prime Minister Winston Churchill, and U.S. President Harry Truman, met at the conference.

This online interactive lesson from the United Kingdom's National Archives guides students through several primary sources in this case study about the Berlin Wall to answer the big question, "How did the Cold War work?" There is a worksheet, glossary, and timeline provided to assist students in their analysis. You must click on the picture of each primary source to access it.

This is a collection of images from Medieval manuscripts depicting important stories from the Bible.

In this lesson, students compare and contrast the world, people and technologies of “1984” with those of today and create a treatment for a modern film, print or stage adaptation that revolves around current technologies.

This divide over gun control is animated by different interpretations of the Constitution: specifically the Second Amendment, its meaning, and its applicability in 21st century America. In this eLesson your students will explore some of the constitutional issues and policy proposals that make up the gun control/gun rights debate.

Students will illustrate how the use, conservation or depletion of natural resources affects an area. They will also show how people "return to nature" hoping to find inspiration that will help them cope with the stresses of their everyday lives.