The Dama is the rite of passage for the men of the Dogon tribe. Conditions must be just right before a Dama can take place, and in the village of Tireli, in Mali, it is the responsibility of the oldest man in the village, the revered "Keeper of the Masks," to determine the timing of the Dama. In this video segment from the series Africa, young men in Tireli feel suspended between boyhood and manhood because there has not been a Dama in the village in 20 years. There is a conflict. A spirit told the village fortune teller that the next Dama would herald the village elder's death, and so the old man believes that if he organizes a Dama he will die.

Oral History Interviews that bring students together with veterans help to foster empathy and make history come alive. This lessons offers a step-by-step guide to doing an oral history project with Vietnam War Veterans.

How does infrastructure meet our needs? What happens when we are cut off from that supporting infrastructure? As a class, students brainstorm, identify and explore the pathways where their food, water and energy originate, and where wastewater and solid waste go. After creating a diagram that maps a neighborhood's inputs and waste outputs, closed and open system concepts are introduced by imagining the neighborhood enclosed in a giant dome, cut off from its infrastructure systems. Students consider the implications and the importance of sustainable resource and waste management. They learn that resources are interdependent and that recycling wastes into resources is key to sustain a closed system.

After watching video clips from the Harry Potter and the Goblet of Fire movie, students explore the use of Punnett squares to predict genetic trait inheritance. The objective of this lesson is to articulate concepts related to genetics through direct immersive interaction based on the theme, The Science Behind Harry Potter. Students' interest is piqued by the use of popular culture in the classroom.

Students keep a doodle journal while reading short stories by a common author. In small groups, students then combine their doodles into a graphic representation of the text.

Students examine the divided nature of Raskolnikov's character and personality. Then they uncover the divided natures of other characters"”a fact that becomes increasingly evident as the novel progresses to go beyond character analysis to comprehend Dostoyevsky's underlying themes. What does the novel imply about human nature? Dostoevsky clearly perceived that people are neither simple nor easily classified; they are often torn in opposite directions by forces both inside of and outside of themselves, sometimes with catastrophic results.

Students will listen to a brief biography, view photographs of the March on Washington, hear a portion of King's "I Have a Dream" speech, and discuss what King's words mean to them.

Boom! Br-r-ring! Cluck! Moo!: Everywhere you turn, you find exciting sounds. Students use these sounds to write their own poems based on Dr. Seuss's "Mr. Brown Can MOO! Can You?"

Draft letters ask students to think critically about their writing on a specific assignment before submitting their work to a reader. This lesson explains and provides models for the strategy.

Students will investigate a series of maps depicting a voyage by Sir Francis Drake which involved attacks on the Spanish settlements off the coast of Africa (Santiago), Caribbean (Santo Domingo), South America (Cartagena), and North America (St. Augustine). Students will then examine a map of the entire voyage. Students will look closely at the details of each of these depictions and draw conclusions about the individual events as well as the entire voyage.

By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, "The Crucible." As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?

Students create math stories by first drawing, then writing, and finally using math symbols to show addition or subtraction.

Students draw a series of pictures that tell a story, including character action, problem and solution. They read their story to others, transcribe it into writing, and create an accordion book.

Travel through time and decide how to get from here to there, while assembling your own photo album. See how much you know about the history of transportation with the interactive games in this online collection. You can find information, artifacts and photographs in the collection as well.

In this lesson, students will evaluate contradictory viewpoints concerning liberty and security. They will evaluate Supreme Court decisions regarding fair trials, due process, and the war on terror and evaluate whether the Constitution takes on different meanings during wartime.

An Observation and Inquiry Sheet guides students as they analyze and compare their reactions to the value, engagement, and credibility of three websites related to Anne Frank and the Holocaust.

Students play an identification game of hot and cold using their voices and dynamics.

This three-part lesson asks students to investigate and think critically about the nature of the War Powers identified by the Constitution. Beginning with the historical and philosophical foundations of the War Powers as they are written in the Constitution, students will be asked to explore why the Founders identified the War Powers as they did, using primary sources to back up their arguments. Students will then consider how War Powers have changed over time, evaluating the evolving dynamic of powers between the three branches of government.

Introduce gerunds and review nouns, adjectives, and verbs through engaging read-alouds; then apply these concepts through collaborative word-sorting and poetry-writing activities.

This lesson is the fifth in a series of six in which students engage in a close read aloud of The Invisible Boy. In Session 5, students use a Language Dive to see the cause of and change in Brian's feelings. Additionally, students use Justin's kindness toward Brian as an introduction to compassion, a habit of character.