Students learn about how 'super PACs' are influencing the 2012 presidential campaign. They then use a technique called ?structured academic controversy? to debate whether or not wealthy individuals and organizations should be allowed to engage in unlimited spending to influence elections.

Students explore the concepts and content necessary to debate whether or not schools should regulate the quantity or type of food and beverages students consume, and develop position papers.

Suggestions on how to guide students through the writing process when writing editorials "” from brainstorming a topic to publishing their work "” and all the steps in between.

Students will consider what they already know about performance-enhancing drugs and examine the ideas at the heart of the congressional hearings regarding Major League Baseball and these drugs. They then create public service announcements warning teens against using these drugs, and write response papers about this topic.

Students explore the science of aging. They predict their own longevity, assess their personal lifestyle habits in the context of longevity, and research the science of aging and longevity.

Students move around the room to show their level of agreement or disagreement with a statement on a particular issue. Includes prompts and resources for discussion and debate.

This activity engages students in an analysis of the 2008 speech by Barack Obama on race. Students will then create an annotated version of the speech that has them analyze and comment upon Obama's use of history, rhetoric, and language in his message. Students can also create a hypertext of this assignment in order to publish works in different media.

Students consider how ordinary citizens contributed to and experienced the fall of the Berlin Wall. They then develop scrapbooks depicting how people experienced the wall and use the books as symbolic bricks in building a classroom Berlin Wall.

In this lesson, students consider how ordinary citizens contributed to and experienced the fall of the Berlin Wall. They then develop scrapbooks depicting how people experienced the wall and use the books as symbolic bricks in building a classroom Berlin Wall.

Students consider Pulitzer Prize-winning photojournalism and photograph-based iconic images, such as Shepard Fairey's poster of Barack Obama. They then develop their own photo-based images and write artists' statements and photograph analyses.

In this lesson from The New York Times Learning Network, students consider Pulitzer Prize-winning photojournalism and photograph-based iconic images, such as Shepard Fairey's poster of Barack Obama. They then develop their own photo-based images and write artists' statements and photograph analyses.

Students will go "inside" the NY Times Best Sellers List to explore recent best sellers across categories, then use those lists as models to create their own in categories of their choosing. They will write one-sentence summaries for each book on their lists, then analyze and explain their choices by writing "Inside the List" articles. Ultimately, students will answer the question, "What do best-seller lists tell us about our culture?"

Students will define hydrofracking, identify how the demand for natural gas is changing, then research and map how natural gas development may impact a community.

This photographical slide show depicts life in Fukushima, Japan, five years after the devastating March 2011 earthquake and tsunami.

Students examine the coexistence of different religions within various countries by chronicling the evolution and nature of those religions throughout history. They then synthesize their findings by designing a creative work that captures the presence of the religions in each of the countries.

Students listen to world music samples and try to identify the countries of origin. Then they work in small groups to design an online "world music café." For homework, they draw on their group's ideas to create sample home pages.

Students will consider the role of the afterlife in memorializing ancient rulers from cultures around the world. They will then create case study posters highlighting their findings. To synthesize learning they compare their gathered data to their personal religious and spiritual views.

Students read about what it"™s like to be a Muslim teenager growing up in America at this moment, then consider ideas for countering stereotypes and Islamophobia. Lessons include guided informational readings, research and writing suggestions, videos, and resources to continue the discussion.

Students will explore what kinds of things are posted online, and how much thought is given to choosing or creating them? What would they post? What mental processes do they go through in deciding what to post, when and how? Do they have a different personality, presentation or persona on different sites or services? If so, why, and how do they differ?

Students will investigate the incidence of different types of violence that occurs in their schools, and question local authorities about the best ways to reduce violence in school.