For updated info., go to the Content Provider file and click on the Provider name to go to their website

Albany Institute of History & Art:

"Art, Artists and Nature: The Hudson River School"
The landscape paintings created by the 19th century artist known as the Hudson River School celebrate majestic beauty of the American wilderness. Students will learn about the elements of art, early 19th century American culture, the creative process, environmental concerns and the connections to the birth of American literature.   Through viewing paintings and drawings by artists such as Thomas Cole and Frederic Church, students learn how these artists expressed their ideas and feelings in paintings, while also reflecting prevailing ideas about Americans' relationship to the rapidly transforming natural environment.  Recommended for grades 4 - 12.


"The Rise of Modern America"
Photographs, objects, works of art and other primary sources from the late 19th century will provide students with connections to this fascinating time period in American History. This lesson focuses on American art and culture,  the reconstruction of the South, manufacturing, transportation, expansion, urbanization and society from the 1870s to the early 20th century.  Recommended for grades 8 - 12.


"Struggle for the Vote:  New York Women"            

Focusing on Susan B. Anthony, Elizabeth Cady Stanton, Lucy Burns and the life of Albany artist and activist, Alice Morgan Wright, students will explore the difficult path women forged to earn the right to vote.  Objects, images and documents from the Albany Institute's collections will illuminate this story of struggle and persistence.

Recommended: grades 9-12

  "The Civil War"              

  Using primary resources, images and objects from the Albany Institute's collection, students will be introduced to a major conflict in American History, the Civil War.  This lesson focuses on how the Civil War affected daily life in America , including the art, material culture, and political atmosphere of our country.

Recommended: grades 8-12  


American Labor Museum: 

“American Textile Industry, 1900 – Present”
Through photos and artifacts, the history of textile manufacturing, with special attention to the silk industry of Paterson , NJ is discussed.  Students gain an undertanding of the impact of changing technology, immigrant workers and labor unions upon the industry. Designed for grades 4 - 12.
“Botto House: An Immigrant's Home in 1908”
Using photos, artifacts and audio recordings, the domestic life of an immigrant family of New Jersey silk mill workers is presented.  Students learn about the immigrant experience and the role of immigrants in the labor movement. Designed for grades 4 - 12.

“Child Labor, 1900 - Present”
The history of child labor in the twentieth century through the present is discussed through the photos of Lewis Hine, photos of farmworkers and charts and graphs of the International Labor Organization of the United Nations.  Students gain an understanding of the history of child labor and consider contemporary attitudes toward child labor. Designed for grades 4 - 12.

“Women at Work: Paterson Silk Strike of 1913”
Through photos and artifacts, the jobs held by women, treatment of women at work and the dynamic role of women in the strike are examined.  Students learn about the impact of immigrant women in this historic strike. Designed for grades 4 - 12.

“Solidarity Forever: Organized Workers, 1900 – Present”
A look at the development of the American labor movement is presented through photos, documents and artifacts.  Students gain an appreciation of how the collective actions of working people brought about the 8-hour workday, minimum wage, safety standards and other workplace reforms. Designed for grades 4 - 12.

“Workers' Struggles Which Led To Strikes, 1900 – Present”
The strikes of garment workers, autoworkers, farmworkers and others are discussed through historic photos and documents.  Students learn the difference between a strike and a boycott and, they gain an understanding of organized workers' goals and achievements. Designed for grades 4 - 12.

“Paul Robeson (1898 - 1976): American Hero”
Through photos and audio recordings, the life and accomplishment of this athlete, actor, singer, lawyer, and civil rights leader are presented.  Students develop an understanding of social activism and an appreciation for an important social activist. Designed for grades 4 - 12.

“A. Philip Randolph, the Pullman Porters & the Civil Rights Movement”
The founding of the African-American Brotherhood of Sleeping Car Porters and the impact of its dynamic leader on the Civil Rights Movement is examined through photos and audio recordings.  Students learn about the experience of African-American workers and their struggles for a union and civil rights. Designed for grades 4 - 12.

“Sol Stetin: Immigrant, Labor Leader & Humanitarian”
The life and career of this New Jerseyan who served as General President of the Textile Workers Union of America is explored through photos, documents and artifacts.  Students learn about the role of immigrants in the labor movement and the history of organized labor through the life of this labor leader. Designed for grades 4 - 12.

“History of the Photoengravers Union Local 1, 1894 1997”
Through photos, charters and artifacts, this branch of the printing industry and the union struggles of its workers are traced.  Students gain an understanding of the impact of changes in technology and the role of unions in the US economy. Designed for grades 4 - 12.



Amon Carter Museum:


American Impressionism (grades 8–12)
By viewing and discussing artworks by Mary Cassatt, William Merritt Chase (1849–1916), Childe Hassam (1859–1935), John Singer Sargent (1856–1925), and others, students discover how the advent of American Impressionism was more than just an imitation of the Impressionist movement in France . The basic tenets of Impressionism, as well as the historical and cultural influences of the time, are discussed.


Art of the American West (grades 6–12)
This program brings American history to life! Working with images, students analyze the ways in which important artists have interpreted the western United States during the nineteenth and twentieth centuries. This program promotes and improves students’ observation and critical thinking skills while making connections between art and history. After the videoconference, continue exploring the theme by using supporting lesson plans from the Carter’s online teaching guide Inspiring Visions: Artists’ Views of the American West.


A New View of Black History (grades 2–12)
Through the colorful, rhythmic paintings of William H. Johnson (1901–1970) students explore the lifestyles, struggles, and spirituality of African-Americans in the United States during the early twentieth century. Accompanying activities strengthen students’ writing skills and increase their awareness of important African-American literary figures.


Painters and Place (grades 8–12)
This virtual gallery tour and interactive discussion focuses on how Stuart Davis (1894–1964), Marsden Hartley (1887–1943), Georgia O’Keeffe (1887–1986), and other well-known American artists of the early twentieth century were inspired by each other and their surroundings.


Picturing History Through Art (grades 5–12, including Advanced Placement)
Students examine the ways that works of art illustrate or were influenced by events that shaped American history during the nineteenth and twentieth centuries.


Texas Bird’s-Eye Views (grades 3–12)
From 1871 to 1891, a handful of artists crisscrossed Texas producing large and highly detailed bird’s-eye views of burgeoning cities and towns. This videoconference gives students the opportunity to analyze these remarkable images and explore the growth and development of nineteenth-century Texas towns and cities. After the videoconference, continue exploring the theme by using supporting lesson plans from the Carter’s online teaching guide Texas Bird’s-Eye Views.


Virtual Field Trips (grades K–12)
Many of the student tours designed for visitors to the Amon Carter Museum can be adapted to the videoconference format and brought right into your classroom. Please see the guided tour topics for these additional program titles. These gallery tour programs do not include pre-broadcast activities; they are usually scheduled on Mondays or between 8:00 and 10:00 a.m. on other weekdays when the galleries are closed to the public. To discuss or schedule a virtual field trip, contact the Distance Learning and Docent Program Manager at 817.989.5038 or at distancelearning@cartermuseum.org.


Battleship New Jersey Museum & Memorial:


"African Americans' Role in the US Navy"

African Americans' naval service stretches back to the beginnings of the nation. Thousands of black men fought in the American War for Independence, many in the new Continental Navy. In the Civil War, black men made up a substantial portion of the Union Navy's enlisted personnel -- 30,000 sailors. But by the dawn of the new century, things had changed. In 1919, the Navy closed the door on opportunities for African Americans by halting Navy enlistment. Due to attrition, just 0.55% of the Navy’s enlisted forces were black in 1932, while seventy years earlier, during the Civil War, it had been 25%. Why did this happen? Join us as we examine the role of African Americans in the US navy from 1904 to the present day.


"WWII – War in the Pacific"

 Students will learn the causes of WWII, examining the attack at Pearl Harbor and the American public’s reaction. While studying the role of the Battleship New Jersey in the Pacific, your class will analyze the effect that the Iowa class ships had on the morale of the average sailor, those on the home front, and the enemy. Through interpretation of artifacts and primary source documents from the era, students will evaluate the effectiveness of the propaganda of the time, comparing and contrasting it with examples from today. Short video clips of oral histories from those who served will enhance the educational experience, as well as clips of the battleship’s 16” guns in action.


"Korean Conflict/Cold War"

Students will learn the causes of the Korean Conflict and the dynamics of the United States ’ involvement in the early Cold War period. They will also study the perspective of the sailors aboard the USS New Jersey, which was in commission from 1950 through 1957, through primary source documents, artifacts and pictures from the era. Recorded oral histories of men who served during that time aboard the battleship will supplement the class’ learning. Included with this class are pre-lesson materials and assessments which require students to evaluate decisions made by US officials and analyze the response of the average citizen.


"The Vietnam War – The Conflict and Controversy"

Objective, non-controversial history that everyone can agree on doesn't exist with the Vietnam War,'' (Ronald Spector, chairman of the history department at George Washington University .) Students will have the opportunity to examine the basis for this controversy and the era in which it occurred. The class will also analyze political cartoons from the time period and evaluate their effect on the American public. Primary source documents, songs and poetry, as well as oral histories from those who served will be included in the lesson.


"Battleship New Jersey in the War on Terror"

The Battleship New Jersey entered the Beirut Crisis in 1983 after the bombing of the Marine barracks in Lebanon. This class will examine the battleship's role in that war as well as the background of the Middle East and the war on terror. Preparatory materials for this class will include maps of the area which will aid students not only in a better geographic understanding of the Middle East, but will also demonstrate where lines have been drawn to divide ethnicities and members of various religious beliefs.


"Women's Role in the US Navy"

Though no women served aboard the Battleship New Jersey in WWII as crewmembers, thousands of American women served in the US Navy. In 1942, Mildred McAfee was sworn in as the first female commissioned officer in US Navy History. At the end of the conflict, about 2.5 % of the total Navy was women. Today all Navy positions are open to women except Navy Seals and Submarines. Students will delve into the history of Women in the US Navy including the role of WAVES during WWII and the role of women today.



Center for Puppetry Arts:

"Discovering Puppetry in Other Cultures"
GRADE: 4-12
Program format and content are adapted based on age group. Students are introduced to other countries and cultures through puppetry. Students learn about puppetry traditions of China , Japan and/or Mali with the aid of a Malian Water Spirit Rod Puppet, Japanese Bunraku Rod Puppet, and Chinese Hand and Shadow Puppets. Teachers choose two of the three countries for the program. Students also view excerpts of master puppeteers from these countries. Students are involved in Q&A as well as hands-on puppet building to make this an interactive, virtual classroom. This is a great arts and social studies lesson all in one!


" Mexico "       

Students learn about the history and culture of Mexico and its people. The influence of ancient, native civilizations and the Spanish are explored through the art of the mask. Tailored for older students.



Churchill Museum and Cabinet War Rooms, London, England:


Videoconference with veterans of the RAF and the Normandy Landings, as well as eyewitnesses who were evacuated as children during the war. Videoconferences allow veterans and eyewitnesses to speak to students about their experiences of war, and we encourage teachers and students to prepare appropriate questions to ask in order to establish a dialogue about the war and how it is remembered. Video conferences are free, last around 45 minutes, and are available on Tuesday or Wednesday afternoons ( Great Britain is 5 hours ahead of us, so they could connect with us from about 8am ET, but would have to be finished by about 12pm ET).


 This session focuses on the role of the Cabinet War Rooms in Operation ‘Fortitude’, part of the D-Day deception campaign. Students will work in teams to plan and execute tasks contributing to the smooth running of the D-Day landings by creating diversions, spreading false intelligence and broadcasting misleading media reports. If you think your class is up to the challenge, and you would be willing to help us trial this brand new session, please get in touch with the Learning team. This session would last 60 - 120 minutes.


Cincinnati Art Museum:

"Cincinnati Fashion During the Golden Age"
The last quarter of the 19th century was coined as the “Golden Age” of Cincinnati, a time when the arts flourished in the queen city. Before the ready-to-wear industry of clothing took hold, Cincinnati became a center for the clothing industry, a place to buy custom clothing made by some of the most talented women in the country. In this program we will delve in to the lives and the work of a few of these remarkable women, admiring their smart business tactics as much as the extraordinary dresses they left behind.
Program Format
1. This program begins with a brief description of the time period and women's role in the world during this time.
2. We then discuss a few key dressmakers from Cincinnati, including their personal history and their dresses.
3. Then we discuss the fall of the custom-made dress and how/why ready-mades became the most popular clothing option.
4. Students construct a timeline of the events that surround the dressmakers of Cincinnati's Golden Age, to further their understanding.
5. Lastly, we watch a film interview with Curator of Costumes and Textiles, Cindy Amneus, who discusses the conservation of textiles and how to care for and display garments. Objectives
The participant will:
- explore the asthetics of dressmakers in Cincinnati during the Golden Age
- learn key parts and key words about dresses and dressmaking from this time period
- compare expectations for women from that time period with present day
- learn what caused the dismantlement of custom-made gowns as a normalcy in Cincinnati

"Discovering the Story: A City and Its Culture: Art of the Queen City, 1850–1900"
Look into the history of expansion and how the great push west shaped the cultural heritage of many Mid-western cities, including Cincinnati. Explore images, primary sources, and hands-on activities to gain an understanding of the very special role Cincinnati played in developing the art of the nation from 1850 to 1900.
Recommended grade levels: 1–12

"Discovering the Story: A City and Its Culture: The Underground Railroad"
Explore the history of the Underground Railroad using primary sources and imagery from the Art Museum collection. Students will engage in hands-on activities and discussions to further their understanding and to get a unique perspective on this important time period in United States history.
Recommended grade levels: 1–12

"Behind the Glass: African Symbols in Art"
Uses symbols in African art to jumpstart discussions about symbolism, and how it’s used in our communities and lives. As an extension of this lesson, visit the Behind the Glass lessons found at http://www.behindtheglass.org/.
Recommended grade levels: 2–12

"Dueling Divas: Women in Art"
Take a close look at artwork created by two very competitive women: M. Louise McLaughlin and Maria Longworth Nichols Storer. Compare the works, and put them into a cultural context using other women artists. Students will be active learners as they help to unfold the story of the Dueling Divas.
Recommended grade levels: 3–12

"Discover African American Art"
This program will explore African American art and include a combination of small group activity and discursion. We will look at a wide range of African American artists as well as art that portrays African Americans.
Recommended grade levels: 1–12

"Native American Art"
This program examines several pieces of artwork from major tribes and geographic regions. Objects from the collections of the Cincinnati Art Museum will be explored through discussion and careful observation. Students will complete a drawing sheet during the program where they will be asked to consider symbolism. Grade levels 1–12. 

Cleveland Institute of Music:


"Langston Hughes - A Legacy of Words and Ideas"

Langston Hughes is a significant figure in poetry, drama, and music. This program explores his sincere portrayal of African-American life in America as well as his stylistic influence on the literary and performing arts. Grades 9-10



An exploration of the art form of flamenco and the historical and cultural aspects which influenced its development and growth. Grades 7-12


"Introduction to 20th Century Music"              

Grades 9-12

This session provides an overview of historical events of the 20th century and how they influenced the music of the time. Students will explore the eclectic and sometimes shocking music of the past century.


"The Jazz Age"
The Jazz Age is an exploration of American music and culture from the early part of the 20th century. Ragtime, Blues, and early Jazz music are examined through hands on and ears on activities. This session works best when it is utilized to complement the reading The Great Gatsby or other American novels of the 1920's. Designed for grades 9 - 12, American Literature or American History classes. 


"Introduction to Impressionism"

Grades 9-12

This session provides an overview of French music in the late 19th and early 20th centuries and its relationship to poetry and painting. Students will learn how Debussy and Ravel created the unique musical language which came to be known as Impressionism.


Cleveland Council on World Affairs (see WVIZ-Ideastream)


Cleveland Museum of Art:

"Explore To Kill a Mockingbird with Images" (Webinar, NOT a videoconference)

Grades 7-12

Program Description

This webinar uses historic photographs and works of art from The Cleveland Museum of Art collection so that students become familiar with the sort of visual environment that may have inspired author Harper Lee. We discuss images according to themes such as people, places and the historical context of the 1930s.

Program Format

In this webinar

1. We highlight core themes of the novel

2. We view and discuss images of the Great Depression in terms of historical context, people, settings and symbols

3. images/quote match up and response


In the webinar participants will:

- explore images relating to the historical context of To kill a Mockingbird

-become familiar with artists and photographers of the Great Depression

-review core themes of the novel


This is a webinar, participants must have access to the internet.



Grades 4-12

Learn about the works of Impressionist and Post-Impressionist painters such as Monet, Degas, van Gogh and Cézanne whose experiments with the effects of different conditions of light and paint application created a new way of seeing the world. The world these artists shared had much in common with our own era of rapid technological change and rise in standard of living. Students will consider how such factors influenced Impressionism. They will also compare works by the Impressionists with works by academic artists of the official Salon. Special discount: Impressionism (English language presentation) from the The Cleveland Museum of Art is $120 when you also register with The Cleveland Institute of Music for their program Introduction to Impressionism.


"African Art:  Secular and Supernatural"
Learn how Yoruba and Edo rulers maintain worldly authority with the assistance of supernatural forces by examining objects related to mythology, divination, and ancestral communication. Designed for grades 7 - 12.


" America 's Story Through Art" (series of 5 lessons)
By examining American art and artifacts from the CMA’s collection, this series prompts discussion on America ’s national character and heritage.  All lessons, developed by teams of teachers, are accompanied by reinforcement materials specifically designed to foster critical thinking skills.  Topics for each lesson include:

Lesson 1:  America Emerging - 1700’s
Developing American identity, folk art, the influence of the Age of Reason, the effect of the mercantilist economy, and underlying causes of the Revolution.
Lesson 2:  America Expanding - 1801-1861
Frontier life, the results and impact of westward expansion, landscape painting, Jacksonian democracy and genre art.
Lesson 3:  America Transforming - 1861-1918
Momentous social changes brought about by urbanization, industrialization, immigration and technological inventions.
Lesson 4: America Enduring - 1913 - 1945
Unprecedented prosperity, The Great Depression, ensuing social and political change during the inter-war period, reaction to European influence: Regionalism.
Lesson 5: America Diversifying: 1945-2000            
The empowerment of various segments of American society from the post-war period and beyond forms the major focus for this lesson. Students will be asked to discuss such themes as civil rights, changing gender roles, the rise of the consumer, the decline of social hierarchy and the impact of technology on American life and art. An in-program viewing guide provides an interactivity for students to design their own symbols for these developments.

"Ancient American Art: The Aztec and their Ancestors"
Discover how the religious beliefs, rulership, daily activities, and ingenuity of the Aztec, Maya, Olmec, and Nayarit are reflected in ceramic, gold, and stone artifacts. Designed for grades 7 - 12. Option: Spanish language presentation.

"Contemporary Art"
Discover the stimulating and diverse art of the later twentieth century. Beginning with the mid century action painter Jackson Pollock, students will be introduced to styles ranging from Abstraction to Pop Art to variations of Realism. Painting and sculpture by artists represented in the collection of The Cleveland Museum of Art will be presented along with information about selected techniques used to create these works.


"Diversity, Neighborhood and Urban Issues,"           

Grades 9-12

This videoconference focuses on urban neighborhoods which have changed over time. At the center of these selected communities in Cleveland are three inner city houses of worship which interact with and stabilize their neighborhoods. Students are introduced to these houses of worship (Catholic, Baptist and Muslim), some issues facing the neighborhoods and then interpret census data to reinforce ideas encountered in the lesson.

After the initial videoconference, classes are encouraged to sample the Teacher Information Packet research exercises. After completing the exercises such as documenting their own neighborhoods and holding classroom discussions, a second optional videoconference is available free of charge in which students present and discuss their findings with an urban expert from Cleveland State University .


"Eye on the Moon"
People throughout history have looked to the sky for inspiration and understanding. Focusing on the moon, they created myths, personifications and, finally in the modern era, photographs of this intriguing orb. In Eye on the Moon a wide variety of art works are introduced within their historical contexts. Discussion of these objects prompts students to analyze what representations of the moon reveal about the cultures which created them. Designed for grades 6 - 12.

"Gods and Heroes from Greece and Rome"
Using bronze sculptures, coins, ceramic vessels and a carved marble sarcophagus from the collection of The Cleveland Museum of Art, we'll investigate the exploits of Herakles, Athena, Dionysus and others who vividly populated the imagination of the classical western world. This is one of a planned series of distance learning lessons which compares the myths of several cultures and character traits of their heroes, as well as their quests, and connections to the natural world.  Grades 6-12

"Gods and Heroes of India "           

Grades 6-12

The adventures of Rama and Hanuman in the Indian epic, the Ramayana, are just a few of the fascinating stories of Hindu and Buddhist gods and heroes covered in this introduction to the the history and culture of India. Students are also introduced to the incarnation of the Hindu god Vishnu as the man-lion Narasimha and the Buddha of Compassion, Avalokiteshvara, through works of art in the Museum's collection. A viewing guide assists students in analyzing the information presented.


"Gods and Heroes of the Maya"            

Grades 6-12

The Maya Popol Vuh (Council Book) relates tales of the Hero Twins who make the world safe for the arrival of human beings. During this lesson students explore this creation myth and other aspects of the Maya culture by examining artifacts from The Cleveland Museum of Art. On-camera interactivities include filling out a viewing guide with personal interpretations of Maya mythology and beginning to write a story based on a princely scene from an ancient pottery vessel. Related discussion involves Maya hieroglyphs, notions of royalty, the sacred ball game and the natural resources of Mesoamerica . The teacher information packet which accompanies this lesson contains teaching extensions which promote such language arts skills as composing a narrative and developing characters.


"The Harlem Renaissance"
Travel back in time to bustling New York City in the 1920s and discover the art, literature and music produced by African Americans living in Harlem during this period, as well as how African Americans undertook “The Great Migration.”  Students will be introduced to artists such as Romare Bearden, Jacob Lawrence, and photographer James Van Der Zee, as well as to the poetry of Langston Hughes.  Designed for grades 9 - 12.


"Italian Art: From Etruscan to Modern"

Italy has a long and rich tradition in the visual arts, but what do these images communicate about the country's history? This lesson provides a survey of Italy 's artistic heritage by exploring why particular subjects were depicted in sculptures, paintings and decorative arts. Students will learn how factors such as patronage and subject matter convey some of the ideals and events important to residents throughout Italy in the last two thousand years. The objects shown range from decorative arts made by the ancient Etruscans to a print created by Boccioni, a proponent of the Italian Futurist movement in the early twentieth century.  Grades 6-12.


"Japanese Art: Humble and Bold"

Japanese art encompasses aesthetics ranging from earthy and subtle to colorful and luxurious. In this lesson students will be introduced to works in a variety of media including ceramics used in the tea ceremony, enamel ware and folding screens made from paper and wood. Discussion focuses not only on the formal qualities of these works, but also on their practical uses. Critical thinking is encouraged through analysis of the work of art as an indicator of Japanese social values and tastes.  Grades 6-12.

"Medieval Masterpieces"
Examine the relationships between art, religion, court life, and patronage by analyzing manuscript illumination, sculpture, and metalwork. Designed for grades 7 - 12.

"Modernism:  Early 20th Century Art"
Fauvism, Cubism, and Surrealism are among the movements discussed as students explore a period in which the primacy of personal expression supersedes a realistic rendering of the world. Designed for grades 9 - 12.

"'Race' is a Four Letter Word"
This lesson provides students with the opportunity to critically examine works of art from various time periods and consider not only ways that race and racial groups have been depicted in various societies, but also how those depictions might perpetuate  stereotypes and biased thinking.  Designed for grades 7 - 12.


"Renaissance Painting:  An Overview"
During the Renaissance, learning and the arts blossomed. By studying portraiture, landscape elements, and contemporary details in selected paintings students identify how artists’ interaction with the world around them intensified. Grades 9 - 12.


"Scary Art"

Fun for Halloween or anytime -- a distance learning program featuring goblins, witches and dastardly doings! Explore otherwordly paintings and prints by Francisco Goya, Salvator Rosa and Albert Pinkham Ryder for an art journey to the other side. Students discuss superstition in the 1600s including the Salem witch trials.


"Spanish Art"

This lesson features paintings by artists working from or born in Spain. Renaissance, Baroque and Modern Spanish art offer a varied stylistic range to students as well as information on the cultural and historical context of the works highlighted. Many of the artists—El Greco, Goya and Picasso, for example—are among the best known in western art history and may already be familiar to the students. Portions of this lesson can be presented in beginning, intermediate or advanced Spanish, making it suitable for all levels of foreign language studies.


"Tomb Culture of Ancient China"

Grades 7-12

Students will be introduced to selected objects found in ancient Chinese tombs as a way of surveying history from the late Neolithic (3,000 BCE) era to the Tang Dynasty (618-907 AD).These objects reveal the contents of ancient tombs and shed light on similar types of items used for daily life. In addition these tomb goods--ritual vessels, figurines and musical instruments--represent exemplary workmanship in jade, bronze and ceramics. Working methods with these materials are also explored.


Cleveland Museum of Natural History:


"The Human Race: One Species, Many Opinions"

 Grades 7-12

Throughout history, variation within the human species has been a source of community strength and personal identity. It has also been the basis for discrimination and oppression. Today, geneticists and anthropologists are proving that all humans share ancestry in Africa. In the light of these scientific breakthroughs, discuss with our Education team the idea that “[Racism] is not about how you look, it is about how people assign meaning to how you look.” (Robin G.D. Kelley, Historian) Students will be asked to participate in activities and discuss ideas that may challenge how they think about race and human variation.


Columbia Gorge Discovery Center:


"Opening the West:  From Lewis and Clark to the Oregon Trail "

Opening the West: From Lewis and Clark to the Oregon Trail
This interactive program will look at the contributions and impact of the Lewis and Clark Expedition. The program will highlight other groups that came West. The program will look at their motivation to enter the American West and their contribution to the settling of the Western frontier. The program will conclude with a presentation and discussion of the Oregon Trail Migration. Grades 4-12


"The Men and Women of the Lewis and Clark Expedition"

This program looks into the lives of those who shaped history and geography by being members of the Lewis and Clark Expedition. Students will explore some of the key and interesting members of the Corps of Discovery. They will examine what skills these individuals brought to the expedition and how their skills made the epic trip successful. Students will also learn about the personalities of the explorers, as well as find out what happened to the members after the completion of the expedition. Grades 2-12

"Surviving the Oregon Trail :  What Should We Take?"

This program looks at the decisions that emigrants had to make as they prepared to cross the continent on the Oregon Trail . Students will become familiar with the supplies and equipment needed to cross the America continent successfully in wagons in the 1840?s. Using inquiry learning students will evaluate which items were essential for survival and which items were luxuries. Grades 3-12

"The Cargo of Lewis and Clark Expeditions"

This program will familiarize your students with the equipment and supplies that Lewis and Clark took on their historic journey. Using inquiry learning, students will interact with Museum Education staff to explore the technology of the time by examining specific equipment and supplies taken by the Corps of Discovery 200 years ago. Topics will include medicine, scientific instruments, Indian trading goods, camping equipment, arms and accessories, and clothing.  Grades 4-10


"Dinner at the Dalles – What Plants & Animals Did Lewis & Clark Eat at the Gorge?"

What did Lewis and Clark eat as they passed through the Columbia River Gorge? This program uses the Lewis and Clark journey to explore the ecosystems of grassland-shrub, pine-oak woodland, riparian, and Douglas-fir by sampling the plants and animals hunted or traded for to feed the Corps and maintain equipment while in the Columbia River Gorge near present-day The Dalles , Oregon . Journal entrees from Lewis and Clark reveal nutritious foods forgotten by most inhabitants today. Students will think like a plant, or cope like a critter as dinner at The Dalles is set on the table as Lewis and Clark and native peoples would have dined in 1805.  Grades 4-10


"Lewis and Clark Rock and Roll"

How did the geology of the Columbia River Gorge impact Lewis and Clark and the Corps of Discovery?
In peril Lewis and Clark rode the Columbia River through whirling constricted narrows and frothy boulder strewn rapids, were humbled by forceful wind that stopped their canoes, retreated to a basalt fortress when arriving at a cultural divide, encamped miserable in persistent rain, and portaged the wicked Grande Chute. Students will explore the intersection between the geologic story of the Columbia Gorge and Lewis and Clark ' s epic journey. As they learn the geologic story of the land from Celilo Falls to Beacon Rock, and hear the Journal writings left by the Corps of Discovery, students will gain appreciation of both the power of nature and the fortitude of the Lewis and Clark Expedition. Grades 4-10


The Cowles Center for Dance and the Performing Arts (formerly, Minnesota Shubert Performing Arts and Education Center):


"Dance Hall Days"

Grades 3-12, 45-75 minutes

A multimedia journey through the American Dance Vernacular from Ragtime to Rock 'n' Roll: 1890-1979 Dances include Ragtime Animal Dances, the Charleston, Swing, the Big Apple, and explore early 1960s fad dances like the Madison, Frug or Watusi, and don't forget Disco.
Program Format:
1. Begins with a short history of dance styles from teaching artist
2. Learn basic movements that are associated with the dance styles chosen
3. Students understand the dance form from that time period and why it was significant
4. Perform movements learned in small groups to each other
5. Have a discussion with teaching artist about what they have learned from the class

"Dances and the Roaring Twenties"
Grades 4-12, 45-75 minutes
Dance Artist Christopher Yaeger takes a historic approach to the early years of Jazz and its many popular dance crazes. Dance list includes The Charleston, Varsity Drag, Big Apple and Shim Sham Shimmy. Modern steps can be blended into traditional steps to create new ways of celebrating a true American original: Jazz.
Program Format:
1. Begins with a short history of dance styles from teaching artist
2. Learn basic movements that are associated with the dance styles chosen
3. Students understand the dance form from that time period and why it was significant
4. Perform movements learned in small groups to each other
5. Have a discussion with teaching artist about what they have learned from the class

"What a Difference a Century Makes"
Grades 6-12
Celebrate the music and dance that was the "going thing" a hundred years ago. Ragtime was all the rage: Dance celebrities Vern and Irene Castle were showing the world the new modern dances. Teaching Artist Christopher Yaeger can introduce these hilarious ragtime dances to your students. Enjoy the classic Grizzly Bear, Foxtrot, Castle Walk and more. Travel back in time when Vaudeville was king and the United States was young at heart.
Program Format:
1. Learn basic movements that are associated with the dance styles chosen
2. A short history of the environment where these dances were born and performed
3. Students understand a variety of dances steps and patterns from a century ago.
4. Perform movements learned in small groups to each other
5. Have a discussion with teaching artist about what they have learned from the class

"Jazz Dance"
Grades 2-12
This class will learn a different routine each time. The focus is on choreography and use of jazz technique, which stems from ballet. We will dance to fun music that is energizing and uplifting.
Program Format:
1. Demonstration by teaching artist
2. Introduction to jazz history
3. Warm up the body- isolations and stretch
4. Learn basic jazz moves and technique
5. Learn a short jazz combination
6. Perform with music

"Swing Dancing and Dance Marathons"
Grades 2-12
Mathew Janczewski, founder of ARENA Dances will teach students how to swing with lecture/demonstrations about the history and cultural significance of the Dance Marathons from the 1920's to 1940's during the Great Depression. Students will understand concepts such as social Darwinism and how the Dance Marathons have contributed to modern marvels. Mathew Janczewski (pronounced Jan-Jeskee) is the founder and artistic director of ARENA Dances, a modern dance company based in Minneapolis since 1995. Mathew has danced with a variety of Minnesota Chreographers and was a company member of Shapiro & Smith Dance and JAZZDANCE! By Danny Buraczeski. Mathew's company has toured all over the US, Russia and Budapest.
Program Format:
1. Class discussion on dance marathons in the 1930s
2. Class warm-up (to get the body ready for dancing)
3. Demonstrate fundamentals of swing dance and partnering skills
4. Discuss the importance of playing to the audience in dance marathons.
5. Participants learn choreography
6. Perform for each other
7. Assessment- essay

"Rock 'n' Roll Dance Party"
Grades 3-12
Join dance artist Christopher Yaeger at a Sock Hop style dance party from yesterday and today. The dance set can include the Twist, the Stroll, and 50s style Jitterbug. Add contemporary line dance favorites like Cupid Shuffle and Disco fever and you have an all-American Dance celebration that teaches us about history at the same time.
Program Format:
1. Learn basic movements that are associated with the rock ‘n’ roll era
2. Rock ‘n’ Roll legends are introduced along with the dances they made famous.
3. Students understand the dance form from that time period and why it was significant
4. Perform movements in lines, solo and in pairs
5. Have a discussion with teaching artist about what they have learned from the class

"Hip-Hop: Breaking"
Grades: 2-12
B-Boy J-Sun, Minnesota's premiere breaking (Break dancing) choreographer and teacher will have your class spinning on the ground, kicking their legs in the air and top rocking the dance floor. Through movement and a lesson in the history of this American dance genre, the students will gain a knowledge of how these movements have revolutionized movement in the U.S. and worldwide. B-Boy J-Sun has studied dance with the originators of Hip Hop includeing Ken Swift, Mr. Wiggles and Skeeter Rabbit. Jason is one of the most respected instructors of Hip Hop dance in the Twin Cities for his focus on the fundamentals. His most recent accomplishments include the Walker ARt Center's MOmentum: New Work grant and being published in Breakdancing: A book about breakdancing for kids. His choreographic works have been presented at the Walker Art Center, Patrick's Cabaret and the Southern Theater.
Program Format:
1. Artist begins with a warm up and muscle isolation exercise.
2. Artist demonstrates several basic breaking moves
3. Students work on learning breaking movement
4. Connect all movement into a dance phrase
5. Artist talks about historical roots of dance form and the four forms of breaking
6. Conclude with brief performance by the artist.

"Hip Hop: Popping"
Grades 2-12
Dancin' Dave, a world-renowned popper will give your students a history of the art of popping (tensing and releasing muscles on beat). Popping is commonly related to movements like the wave and robot. Your students will learn how to pop correctly and learn a full routine. David “Dancin’ Dave” Marcotte could be considered a household name in the Twin Cities Hip-Hop community. His love of movement started with the studying of martial arts at the young age of six. Later on, as a teenager, he expanded this passion into dance when he began studying the Westcoast Funk Styles: first with the St. Paul based Groove Nutz Crew and after that with Minnesota B-Boys Damien “Daylight” Day, Jason “J-Sun” Noer and Travis “Sequel” Johnson. David now performs with many Hip-Hop groups around the Twin Cities, in addition to being a member of The GrooveFellas, the premiere Popping/Funk Style group in the Midwest. He is also a member of Minneapolis based Hip-Hop influenced eclectic dance group called “Collective” with whom he performs and teaches extensively both in the Twin Cities and around the Midwest. David was a feature performer in the Walker Art Center’s “Hip-Hop Heroes and Innovators” at the Southern Theater, where he had the honor of working with such legends as the Electric Boogaloos and Don “Cambellock” Cambell. Dancin’ Dave became nationally known as one of the original Red Bull Beatriders after participating in weeklong workshops with Masters of Hip-Hop Dance, an event that was sponsored by Red Bull.
Program Format:
1. Artist begins with a warm up and muscle isolation exercise.
2. Artist describes the correct popping form.
3. Students work on different types of popping.
4. Artist talks about historical roots of the dance form and the 30 different forms of popping that exist, citing and demonstrating by example.
5. Conclude with brief performance by the artist.

"Folk Dance Traditions"
Grades 1-12
Christopher Yaeger will teach your students culturally specific folk dances that are fun and easy to learn. Specific world cultures requests encouraged.
Program Format:
1. Begins with a short history of dance styles from teaching artist
2. Learn basic movements that are associated with the dance styles chosen
3. Students understand the dance form from that time period and why it was significant
4. Perform movements learned in small groups to each other
5. Have a discussion with teaching artist about what they have learned from the class

"African Dance and Music"
Grades 2-12
Christian Adeti, founder of Titambe Dance Company, will have your students dancing and drumming to the beats of Ghana, New Guinea and South Africa in this dynamic class! Your students will learn drumming technique (no drums necessary- desk tops work great), learn about the symbolism of the movement and be on their feet dancing to the ancient beats from the African continent. Prepare to sweat and have fun! Christian has 14 years of professional West African dance and drumming performance experience in the United States, Africa and Europe. He is founder, artistic director and choreographer for Titambe Dance Company. Its mission is to preserve traditional African drum and dance heritage as well as promoting cultural understanding.
Program Format:
1. Begins with a call and response.
2. Introduction to the geography of the African nations the dance learned are from.
3. Description of the dance the students will learn.
4. Students will learn the movement including musical cues for each part of the dance.
5. Students will perform the piece together without the artist at the end in full to the drumming by the teacher.

"Animate American History"
Grades 2-12
Animate history by dancing the way our ancestors did when they first came to the shores of North America. Pick a time in American History and let dance historian/choreographer Christopher Yaeger bring it to life through movement and music. Dance list can draw from Colonial Days and the American Revolution, the days of the early pioneers, the Civil War era and 20th Century America.
Program Format:
1. Learn basic movements that are associated with the target decade in time.
2. Learn dance etiquette and gain insight into the society as it was in our past
3. Students bring history to life by learning dance styles from historic periods
4. Perform movements learned in small groups to each other
5. Have a discussion with teaching artist about what they have learned from the class.

Cranbrook Institute of Science:

The People of the Three Fires     
Grades 4-12
Use virtual field trip technology to learn the history of the Ojibway, Ottawa and Potawatomi tribes of the Great Lakes . Interactive activities and authentic artifacts introduce your class to the history, language and culture of the People of the Three Fires. The fun Fur Trade Barter game highlights the interaction between Native Peoples and the French voyageurs.


The Discovery Center of Springfield, Missouri:


"Native American Use of the Bison"

Lewis and Clark encountered millions of bison on their trek up the Missouri River . The bison were critical for the survival and well being of the many tribes of Great Plains Native Americans. Learn how the Native American made shovels, or thread, or glue --- all using the bison, and much more. Presented by the Missouri Department of Conservation. Grades K-12


"Jump Into Japan "

Grades 3-12

Learn how geography and topography influences population distribution, economics, and the culture of Japan . Through geographic principles we will explore the diversity of the coutnry and the misconceptions of a culture so different from our own.


Early Works Museum:


"Civil War Spies"

Espionage was common during the Civil War. Some of the best spies of the era were women. "Crazy Bet" will let you in on some of her spying methods. Ask her how she and other women spies played a part in changing the course of certain events during the Civil War. Grades 4-12


Ford's Theatre:


"Virtual Field Trip: Abraham Lincoln's Presidency and Assassination"

Can’t come to Ford’s? Let Ford’s come to you! Your class can now experience a virtual field trip to Ford’s Theatre. Led by members of our education team, with possible appearances by National Park Rangers, live Virtual Field Trips engage students with Abraham Lincoln’s presidency, assassination and legacy through interactive experiences with primary source images, “bringing” you to Ford’s Theatre, in 1865 and today!

Program Format

1. Program leader introduces Ford's Theatre, the "most famous theatre in America."

2. Program leader discusses the Civil War as well as the cultural climate and appearance of Washington, D.C. during the Civil War period.

3. Program leader introduces Abraham Lincoln and describes his presidency.

4. Program leader discusses the Lincoln assassination conspiracy as well as the role Ford's Theatre played in this event.

5. Time is allowed for questions and answers.


Participants will:

-Use their imaginations to travel back to 1865 and explore the geography and social and political worlds of Civil War Washington

-Use primary source images to understand Civil War Washington, the Lincoln presidency, and the Lincoln assassination

-Understand the role of Ford's Theatre in the Civil War

-Understand the nature of Lincoln's presidency as well as the motives of his assassins


Fort Mifflin on the Delaware:


"A Soldier’s Story: Revolutionary War Soldier Life"

Students will learn how late 18th century soldiers lived prior to the war, how they were recruited, what type of training they received, what items they were issued, and what conditions were like in the field, especially at Fort Mifflin in 1777. Of particular interest will be how these men survived what historians have called, “the greatest bombardment the North American Continent has ever witnessed.” A “volunteer soldier” will be recruited from the group and outfitted in a Revolutionary War soldier uniform and all of the equipment required by a soldier in 1777.


"A Soldier’s Story: Civil War Soldier Life"

During the Civil War, soldiers were fighting for many different reasons and we explore most of them. Union soldiers who both served as the Fort Mifflin garrison and Confederates who were placed here as prisoners after the Battle of Gettysburg. Students will learn how soldiers from both sides were recruited and trained, and what items they were issued. We will also discuss the conditions at Fort Mifflin and share with students the challenges these men had in surviving sickness, harsh environment, and isolation from their homes and loved ones. A “volunteer soldier” will be recruited from the group and outfitted in a Civil War soldier uniform and all of the equipment required by a Union soldier in 1863.



Global Education Motivators:


"The Ethics of Social Media in Affecting Global Change: A Case Study of Kony 2012" (45-60 minutes)

Program Description

The Kony 2012 movement went viral with more than 92 million views of the Invisible Children video on YouTube alone. The video brought attention to the issue of invisible children and the conflict in Uganda. The backlash against the video spread almost as quickly as the movement it created, claiming that the video misrepresented issues, that the creator has no right to represent the people of Uganda, and that the video lead viewers down the primrose path of social change. This program looks at the use of social media to affect change in the world today, and specifically how the Kony 2012 movement has both helped and hurt the role of social media in advocacy. This presentation was prepared by Denis Fred Okemah who has worked extensively as a conflict resolution specialist and a peace builder in Uganda for eight years. Denis has personally met Joseph Kony through his involvement in the Juba Peace Talks from 2006-09.

Program Format

1. Program begins with discussion of the positives and negatives of the Invisible Children video

2. Presenter introduces students to Kony with original video from first Juba Peace Talk and gives and personal and in depth look at the issues leading up to the conflict in Uganda.

3. Discussion on the solutions proposed in the video. What do students feel would be effective?

4. A look at other successful social media campaigns, and their impact on the world


1. Understand the how media can inspire and influence us

2. Become more aware of the true nature of the conflict in Uganda

3. Analyze how social media can ordinary people can create positive change



"Children in Armed Conflict: Child Soldiers and Child Abductions" (45-60 minutes)

Program Description

This highly interactive presentation is about the problem of child soldiers in African conflict. Students will learn practical examples drawn from the situation in Uganda, where over 50,000 children were abducted and forced into rebel activities, committing atrocities against their own communities. Look into the contributing factors that allowed this to happen, how these abductions affect the community as a whole, and the long term implications. Roll play activity is an optional part of this program depending on the maturity level of the students.

This presentation is presented by Denis Fred Okemah who has worked extensively as a conflict resolution specialist and a peace builder in Uganda for eight years.

Program Format

1. Program begins with introduction of presenter

2. An interactive power point presentation on topic

3. Presenter shows video clip

4. Continuing Q&A on the topic.

5. Possible Role Play activity (age permitting)


1. Understand the problems children face in war.

2. Become more aware of the causes of conflict in Africa

3. Become more aware of the challenges facing former child soldiers in Uganda.


"Children's Rights in the 21st Century"

An interactive presentation with a children’s rights expert on the human rights treaty for children – the Convention on the Rights of the Child - that few students or citizens in the United States understand. Students will learn a brief history of the Convention, understand the components of the treaty now 20 years ratified, and explore the challenges of full implementation and ratification by the United States. The presenter will focus on certain areas of children’s rights upon request. Grades 6-12. Program length: 45 minutes


"Globalization 101"

Globalization has changed everything, and continues doing so. Globalization has made the world smaller by substituting speed, connection and complexity for distance. It has interconnected everything with everything else in ever more effective and profound ways, linking you to the world. What does this mean for your students and the world? Globalization 101 begins with a short (2.5 minute) movie that provides a global perspective on the problems of the world. Globalization is then defined and presented within a historical context. Various facets of globalization (economic, technologic, cultural, political, environmental) are discussed. How we measure globalization and where it is taking us are presented. Students are engaged in a discussion of what they think globalization is and what it means for them—in terms of the importance of continuing their education, global competition, jobs, friends and opportunities.

Grades 7-12. Program length: 45 minutes.


"Global Solutions to Global Problems"

The purpose of "Global Solutions to Global Problems" is to increase students' understanding of global problems and their possible solutions. This program provides a global overview of basic human need problems facing the world and proposed solutions to these problems. It deals with the United Nations Millennium Development Goals and how they might be reached, using present day resources, technology, and finances. Grades 7-12. Program length: 45 - 60 minutes.


"Exploring Kenya through Mombassa"

This program delves into East Africa’s biggest economy, providing an insider’s perspective about the life in Kenya. Students will get a better understanding of the country that hosts the world headquarters of the UN Environmental Program and which has the largest number of American agencies in Africa. kenya.jpg Particularly addressed will be the history of the Coast of Kenya, its foreign influences and the recent 2007 post-election violence that shook the foundations of the country. Grades 7-12. Program length: 45 minutes


"Face to Face with Poverty"

According to UN statistics, 25,000 children die each day due to poverty related causes. Learn about the reality of poverty both through global statistics and the presenter’s personal story about the poverty situation in Tanzania. Students will learn about the causes and affects of poverty in this East African nation. Grades 7-12. Program Length: 45 minutes



"Conflict in Africa - The Story of Sudan "  

The purpose of "Conflict in Africa - The Story of Sudan" is to make students more aware of the consequences of war and related effects on the victims and the country at large. The program specifically focuses on the past and current issues in the largest and the most war affected country of Sudan. Thus, the program is to educate and give details to students on what the reality of war is about. From first hand experience, the keynote speaker of the program gives a moving testimony that encourages each and every one of the audience to go out and help make the situation in Sudan better. Grades 7-12. Program length: 45 - 60 minutes.


"From Independence to Interdependence "

A program designed to help US students better understand the concept and reality of our interdependent world through the work and experiences of James Wilson, signer of the Declaration of Independence and Founding Father of the United States of America. Using Bob Gleason, actor, to role play James Wilson, history comes to life with his first person perspective on the shaping of our nation from 1765-1800. Students will get a better understanding of how the changing world of the Industrial Revolution brought new interdependent thinking into our social, political and military endeavors. Learn how the seeds of interdependence were planted by our Founding Fathers as they experienced living as an independent nation under the Articles of Confederation and moved to the interdependent concepts found in the US Constitution. See how the new government in the 1790-1800 time period dealt with this changing world. The program can be customized to teach interdependence through 1776-1800 curriculum guidelines. Grades 5-12. Program length: 45-60 minutes


"No More Business as Usual"

Businesses have been in the news in recent years because many have acted in an unethical or irresponsible manner. Widespread incidences of lying, cheating and greed has led to improprieties and scandals at such companies as Enron, WorldCom and Tyco as well as numerous mutual fund companies. The values most people are taught at home and in school - do unto others, tell the truth, consider long term consequences - are often forgotten at work in the name of making the fast buck. As students start thinking about college courses and/or earning a living, both excitement and apprehension undoubtedly surface. Young adults are usually familiar with today's economic uncertainties, environmental problems and global conflicts. Recent business scandals have touched the lives of many families and are understandably detrimental to society at large. Making a good living is an important goal but only if it is done in equitable and sustainable manner i.e. business is operated responsibly. The goal of "No More Business as Usual" is to help students better understand our interdependent world and present a model that enhances the welfare of the economy, the ecosystem and society at large. This understanding will enable them to make informed decisions and ask timely question of themselves, their communities and their leaders. Actions students can take to positively influence the business community are presented so that everyone has the opportunity to make a difference both locally and globally. Discussions can be made on these topics:

1. Introduction to and History of Socially Responsible Business Movement

2. Benefits of Socially Responsible Business Practices - Sustainability

3. Principles and Guidelines for SRB - The United Nations Global Compact

4. How Students can Make a Difference

Grades 10-12. Program length: 60 minutes.


"Customized Global Programs"    

Looking for a videoconference on a specific global topic that you haven't found anywhere yet? Let GEM create a customized program to fit your classroom needs.

Examples of Customized Programs:

1. Connect with the United Nations for a one-time session on a global issue.

2. Develop with GEM a “mini-course” on a global topic, such as: The Environment, Human Rights, Health, International Law, War Affected Children, Disarmament, Peace and Security, Peace Keeping, Poverty, etc.

2. Support Model UN preparation by linking with the UN and UN Missions.

3. Develop school-to-school communication exchanges on topics of mutual interest.

4. Develop a cross-cultural, cross-curricular program that supports your classroom studies

Grades K - 12. Program length: 45 - 60 minutes

Historic Cold Spring Village:

Available October 1st through April 30th ONLY.  Presenters will use reproductions, artifacts, maps, etc., in an interactive discussion that will help the students understand the worldview of people in the past and learn about different aspects of history, technology, literature and art.


"The Story of Old Glory"          

Look at the history of the most famous symbol of the United States , our nation's flag.


"A Child’s School Day in the 1800’s"

Lively interactive discussion of a typical early 19th century school day.

"Show and Tell"

Compare everyday items from students' 21st century lives with their early 19" century equivalents.

"Hearth and Home:  Domestic Arts in Early America "

Explore the art of open-hearth cooking, live from the kitchen of the Village's Spicer Learning House

"Four Great Inventions and One That Almost Was"

Examines two important inventions of the Industrial Revolution, the steamboat and steam locomotive, and their impact on society.




Historically Speaking:


First person characterizations:


"Thomas Stillwell, Revolutionary War Soldier:" A militiaman's view of the war that won our country's freedom in the 18th century.  Ages 4th grade & up


"Benjamin Franklin"
One of the founding fathers of our country. Science, glass music, philosophy are only parts of Ben's life. Choose either Young Ben or Old Ben. Designed for grades K - 12.


"Theodore Roosevelt"
Our 26th President & former governor of NY. Learn about his fascinating life. Designed for grades 4 -12.


"Nasty Ned the Frontiersman"
An 18th century  teller of tall tales & historical fact. He blends Folk Tales & History into an entertaining & lively performance. Featuring the famous story of the "Bear's Nose." Designed for grades K - 12.


"Byron Scott, Civil War Soldier"
The Civil War, as seen through a NY regimental line Soldier.  Designed for grades 4 - 12.

"Thomas Stillwell, Revolutionary War Soldier"
A militiaman's view of the war that won our country's freedom in the 18th century. Designed for grades 4 - 12.


"Native American"
New York State , Curriculum-based portrayal. Many visuals.  Designed for grades K - 12.


Early 17th century Renaissance man. Mathematics, Science, Astronomy. Designed for grades 6 - 12.


"Ethyerhode of Pyggewhystle, Medieval Craftsman"
13th century England- a free man and artificer. Designed for grades 6 - 12.


17th Century Samurai warrior of the Toko Gawa Shogunate. Learn what a samurai's life is like following the code of Bushido. Designed for grades 6 - 12.


"Colonial Craftsman"
Learn how things were made during the early part of the 18th century. Rifle maker, quill maker, hornsmith. Designed for grades 4 - 12. 


Independence Seaport Museum


"The China Trade-Economica, Past and Present"

Grades 9-12

Money, money, money. Discover the basis of commerce and trade between the City of Philadelphia and the world by examining the China Trade. Objects such as opium, lumber, coal, and ice were traded for silk, porcelain, and tea. Learn how economics ruled the winds of trade from the “Silk Road” to present day. In addition, explore the Museum’s exhibit on Philadelphia and the China Trade.


Indiana University:


"International Program by Request: Human Rights"

Program Description Want to know more about human rights for a specific part of the world? The International Studies In Schools project, located at Indiana University, works with classroom teachers to design Distance/Distributive Learning programs to complement ongoing curricula and match student grade and special needs. Presenters are volunteer international students and scholars and IU faculty experts who are given preparatory DL training. Programs about human rights for the following world regions can usually be arranged: Africa, Central Asia, East Asia, India, Latin America/Caribbean, Middle East, Russia/Eastern Europe, and Western Europe.

Program Format Program format will vary based on the specifics of the requested program. Most programs involve time for an activity and a question/answer portion. When requesting, please indicate the world region or specific issue related to human rights that you are interested in.

Objectives Participants will be exposed to the cultures of other peoples through their investigations into global human rights. Other objectives will vary based on the specifics of the requested program.

Program Length Any length. Programs average 45-60 minutes. This program is available by request ONLY. ISIS programs are scheduled at times convenient to teachers, class, studio schedules, and presenters, taking place primarily from October to December and mid-January through May. Please contact ISIS Coordinator at least 2 to 3 weeks prior to the requested presentation date (whenever possible) to make a program request in order to facilitate appropriate program planning and preparation. Due to the popular demand for this program, we must ask that you please limit the number of requests to 3 per school for this presentation.



Ink Think Tank:


“Digging Deeper: Researching Techniques from the Pros”


Program Description How do you approach the research needed to write a paper? How do you take notes? How important are notes, anyhow? When does note taking become important? Where are the important primary sources? How do you interview a person to get information? How does your own experience count in your research? These are questions nonfiction authors grapple with when they write their award-winning books. Learn from pros as they unpack their process. Learn how much fun it is to write a research paper.

Program Format Each of iNK's authors has his/her own way of starting a project. They can discuss preliminary research, which tells them whether or not an idea is worth pursuing, background research where they inform themselves about a subject, and digging deeper where they find the fabulous nuggets that bring the subject to life. Each author in our Authors on Call group has his/her own unique techniques for doing research. History authors use primary source material that is cited. Science authors, themselves, often are the primary source or they interview scientists who are. You may book one author or several and learn something new each time.

Objectives As a result of this exposure to an author, students will learn:

- how to decide if a subject is worth pursuing

-the importance of reading for knowledge and background

-how to ask a meaningful question that a project will answer

-where to look for information that goes beyond the encyclopedia and makes a project come to life.



"Vietnam War Orphan: One Boy's Journey to America" based on the book written by author, Andrea Warren, who also presents the program

Program Description

The author introduces Vietnam, explains the civil war that caused its split into two countries, and America's involvement in assisting South Vietnam. Then she introduces Long, born in 1966, an Amerasian orphan whose American father was probably a soldier.Long has a difficult childhood during the war and ends up in the care of an American agency seeking an adoptive home for him abroad. When the war comes to a sudden, chaotic end, Long is trapped in Saigon. His escape is harrowing, but the American government is able to airlift him to safety and get him to his waiting adoptive family in the United States. Finally safe, he begins his adjustment in a new country, family, language, religion, and culture. In young adulthood he is able to journey back to Saigon to make peace with his past.The author summarizes the effects of war on children and how infrequently we consider war from their perspective.

Program Format

1. The author begins by introducing the country of Vietnam and the civil that caused it to split in two.

2. She explains how America became involved and introduces Long, an Amerasian orphan whose American father was probably a soldier.

3. She tells the story of Long's life as a boy in a village and then in Saigon, and of the American agency seeking an adoptive family for him.

4. With the South suddenly collapsing and Saigon under siege, she explains Long's harrowing escape and his arrival in America.

5. Safe at last, the author shares Long's adjustment to a new family, country, and culture, following him to adulthood and how he made peace with his past. The author summarizes the effects of war on children and how infrequently we consider war from their perspective.


--To introduce the history and culture of Vietnam and explain why the Vietnam War occurred.

--To consider America's role in the war.

--To explore what happened to South Vietnam's one million war orphans.

--To follow one orphaned child's experience, including coming to America and integrating into an adoptive family and a new culture.

--To consider how refugees come to terms with their difficult pasts and their new identities.


"A REAL James Bond experience, In Defiance of Hitler: The Secret Mission of Varian Fry" based on the book written by author, Carla Killough McClafferty, who also presents the program


Program Description  Before there was a fictional James Bond, there was a REAL Varian Fry who lived a double life right under the noses of the Nazis. In 1940, Fry, an American journalist, volunteered to enter war-torn France for one reason: to rescue as many refugees as possible before the Nazis found them. In public Fry ran a relief organization—but in private he smuggled people (including Marc Chagall) out of France to safety. Using historical and family photographs, personal letters, and first person accounts, we will get up close and person to some of the people caught in Hitler’s vise grip. I will show actual letters sent to a Jewish employee of the Berlin Electric Department informing him that he no longer had a job (the family was later rescued by Varian Fry). In this interactive session we will discuss Adolf Hitler’s slow and steady rise to power and how his rabid anti-Semitism affected the lives of millions of people. We will follow along with Varian Fry as he arrived in Marseilles, pulls together a team of interesting characters, and find out how they saved the lives of more than 2000 people—all before Pearl Harbor was bombed. SUGGESTION: After students participate in this program and read my book In Defiance of Hitler: The Secret Mission of Varian Fry, have them watch two movies: The Sound of Music and Casablanca. This will allow them to understand the context of these famous films on a whole new level.

Program Format 

1. We will begin by discussing Hitler’s rise to power in order to understand the historical context of these events. I’ll explain the timeline so they understand the war in Europe was raging long before America entered World War II. 2. We will discuss Varian Fry’s background and how that played a part in his decision to volunteer for this dangerous mission. We will interact in a discussion about the influence one person can have in the lives of many. 3. While viewing stunning images (some photos taken by Fry) that bring this period of time to life, we will follow the actions of Varian Fry as he puts his life on the line every day in order to save the lives of as many refugees as possible. I will introduce them to a fascinating cast of real characters that made up Fry’s team. 4. I’ll share and discuss with the participants some of the amazing stories I learned about Varian Fry and the people he rescued. For example, I’ve become friends with the daughter of the former employee of the Berlin Electric Department and will show photos and documents from her family collection. In this way, the participants can understand more about original research and be engaged by the facts I uncovered. 5. Time will be given for questions and answers about Varian Fry, my research, or writing.


1. The participant will gain knowledge of this little known story of an American who rescued more than 2000 Jewish and non Jewish people. Varian Fry was the first of only three Americans honored by the Yad Vashem in Jerusalem as “Righteous Among the Nations.” 2. The participant will learn about how this real hero volunteered for a dangerous and exciting game of cat and mouse with the Nazis—and won. 4. The participant will understand about Hitler and his anti-Semitism affected the lives of real people. 5. The participant will connect emotionally with the work of one American who believed he could make a difference. And he did.

"The Orphan Trains: Finding Families for Homeless Children"
based on two books written by author, Andrea Warren, who also presents the program


Program Description Andrea Warren draws on her classic nonfiction books for young readers, Orphan Train Rider: One Boy's True Story (winner of the Horn Book Award) and We Rode the Orphan Trains, to create a program that students will find as compelling as it is educational. Between 1854 and 1930, an estimated 250,000 children, most from New York City, boarded what became known as orphan trains, riding the rails westward in search of new families, while participating in the largest children's migration in history. Only half were truly orphans. Many were the children of down-on-their-luck immigrants who could not care for them, or they had been abandoned, or removed from abusive homes. Charities, in particular the Children's Aid Society and the New York Foundling Hospital, utilized America's expanding railroad system to transport the children to places with prospective parents. Once selected, some found happy homes, while others were simply put to work. In this program, Warren takes students on an incredible journey through history with the children who became orphan train riders.

Program Format

1. The author will describe the conditions that inspired New York City's Children's Aid Society to begin its grand experiment in child placement, how the program grew, and the special role of the New York Foundling Hospital in finding homes for homeless children. 2. The author will relate where the children were taken and what happened to them when they reached their destinations, how prospective families made their selections, and stories of what happened to some of the children. 3. The author will explain when and why the placing out program ended, how the rise of the welfare system helped families stay together, how riders felt about their experiences, and how history views what happened to them. 4. The author will share photos from her two orphan train books to illustrate an actual orphan train, the children who rode the trains, and the adults who cared for them.


Participants will learn about westward American expansion via the railroads. They will learn about charities trying to address the problem of street children and other homeless children in this country, and how they worked cooperatively with the railroads in seeking homes for the children. --Participants will learn about child welfare in America and will gain sensitivity to issues of homeless children and how best to care for them. --Participants will realize and come to appreciate the history of the orphan trains and its significance in American history.


"Hitler's War Against Children: How One Boy Survived the Death Camps" based on a book written by author, Andrea Warren, who does the presentation


Program Description Andrea Warren's Surviving Hitler: A Boy in the Nazi Death Camps is widely used both in this country and others to introduce students fourth grade and up to the Holocaust through the true story of one boy who lived through Hitler's occupation of Poland and three years in the death camps. Like her book, Warren's presentation is non-graphic and straightforward, in spite of covering some very difficutl material. Even the most sensitive of students will be captivated by Jack and his bravery. While having read the book is not required, students who do so and also hear this program will understand the what and the why of the Holocaust. Identifying with Jack, they will see Hitler's victims as people just like themselves and will want to know more about ethnic hatred, tyrannical oppression, and World War II. For more information about the author and her books, go to AndreaWarren.com or www.InkThinkTank.com.

Program Format

1. In this program I will introduce students to 12-year-old Jack, whose story begins in Poland before Hitler. In an age-appropriate manner, I will share Jack's three-year experience in a concentration camp from ages 15 to 18, and his life since in America. 2. I will discuss how and why Hitler targeted Jewish children. I will explain in simple terms how ethnic cleansing continues to exist in our own time. 3. I will share powerful (but non-graphic) photos that convey the anguish of the Holocaust victims, and also give students a sense of Jack, his lost family, and his present life. I will end with a Q&A session with students.


To bring the Holocaust alive so that students feel they were there. --To share the true story of a boy swept up in the Holocaust who must use his wits and humanity to survive. --To pique students' interest in World War II and why Hitler targeted the Jews. --To explain why the Holocaust happened and its impact upon history.


"What Children Experienced in the Civil War: Three Young People at the Siege of Vicksburg" based on a book by Andrea Warren, who does the presentation


Program Description The summer of 1863, General Ulysses Grant starved and shelled the Mississippi River city of Vicksburg into submission, finally opening the river to Northern ships and assuring the defeat of the South. The siege lasted 47 days. Vicksburg's 5,000 civilians included an estimated 1,000 children, black and white, rich and poor, slave and free, who suffered every bit as much as the adults. Using her award-winning book, Under Siege! Three Children at the Civil War Battle for Vicksburg, as the basis of her presentation, Andrea Warren brings Vicksburg and its famous siege to life, introducing students to three brave children who were there. They include two young people inside the town, and Ulysses Grant's 12-year-old son, who was with his father. Warren also looks at the war's impact on children throughout the North and South who had to hold down family farms, homes, and businesses when their brothers and fathers went to war. She includes information about the drummer boys and teenage soldiers who participated in the war, and explains how the North's invasion of the South wreaked havoc on families and forced children to take on adult responsibilities. More information is at her website, AndreaWarren.com.You can e-mail her at Andrea@AndreaWarren.com

Program Format

1. The author will explain why Vicksburg was so strategic to the war and how Grant conducted his siege. 2. The author will introduce the three young people who are the central characters in her book and explain what happened to each of them. 2. The author will relate what life was like during the Civil War for children and teens,and for boys under age 18 who enlisted. She will emphasize that many young people faced grave danger and deprivation during the war. 4. The author will illustrate her comments with photos of young people in the Civil War. 5. The author will leave time for a question and answer session.


To emphasize the critical roles young people have played in war--and thus, in history. --To teach students about the 47-day siege of Vicksburg, which was one of the key events of the Civil War and one of the longest sieges on American soil. --To engage students in the study of history by connecting them with young people their age who were eye witnesses to the Civil War. --To help students learn the price paid in war by civilians.


"Charles Dickens: One of History's Greatest Writers and Reformers" based on a book by author, Andrea Warren, who does the presentation


Program Description Does an author have the power to change society? Using his gift for storytelling, Charles Dickens did exactly that. With the help of one of her books, Charles Dickens and the Street Children of London, award-winning author Andrea Warren introduces students grades five and up to Dickens as both an author and social reformer. She begins with a view of Victorian London in the 1830's when Dickens, then a young journalist, was starting to write the stories that motivated the upper classes to better the lives of the poor. She describes the hardships of destitute children who lived on the streets or in the slums or workhouses doing menial, often dangerous work. Using Dickens' own words, she explains his plunge into poverty as a child when his father was sent to debtors' prison, forcing Dickens to work in a factory, unable to go to school. It was this traumatic period that determined the course of his life and his dedication to helping the poor. Warren relates how Dickens used his tremendous talent to target social abuses in his novels, inspiring his readers to begin the hard work of reform. More information about the author and her books is available at AndreaWarren.com and at www.InkThinkTank.com.

Program Format

1. The author will introduce students to the poor of Victorian London and to the story of Charles Dickens. 2. The author will explain how, through his extremely popular novels, Dickens inspired improvements in education and health care for slum children, in cleaning up air and water pollution, in regulating child labor and instituting work safety laws, in decreasing child crime and child abandonment, and in reforming a decadent legal system that worked against the middle and lower classes. 3. The author will share photos from her book to illustrate Victorian London, the street children, Dickens, and scenes from his novels.


To introduce students to the author of such classics as "Oliver Twist" and "A Christmas Carol." --To illustrate how Dickens softened the hearts of the upper classes toward the poor by portraying them in his novels as good people with real feelings, and in the process creating many working class characters who became both unforgettable and much loved. --To highlight the social ills featured in Dickens' books and the reforms that were a direct result of his writing. --To inspire students to believe that they, too, can use their talents, whatever they are, to help the less fortunate and bring about change in the world.


"Lewis & Clark: The Beginning of the New West" based on three books by author, Dorothy Hinshaw Patent, who will do the presentation


Program Description The Lewis and Clark Expedition of 1804 to 1806 offers something for every student—adventure, danger, wild animals, fascinating Indian cultures, and more. With three published books on the subject, Dorothy Hinshaw Patent (www.dorothyhinshawpatent.com, www.InkThinkTank.com) brings the expedition alive with descriptions of the hardships along the way, stories of close calls with grizzly bears, challenges from the elements, and surprising discoveries. In the process, students will learn important information about the geography and history of the American west.

Program Format

After presenting a slide show about the expedition, there’ll be time for questions from the audience. Here’s how the program will go: 1. Orientation—life in the early 1800s with no technology—no engines, no telegraph or telephone, no cars or trains. 2. The Louisiana Purchase: The small size of the USA at the time; how the Louisiana Purchase changed everything 3. Thomas Jefferson’s goals: Jefferson hoped for a water route across the continent for trade, agreements with the Indians on trade, and information on the plants, animals, and geography of the land 4. How the expedition proceeded; interesting and surprising events and discoveries along the way 5. Open-ended Q&A about how I researched and wrote the book Objectives

1. The presentation will bring the Lewis and Clark Expedition alive for students 2. Students will become aware of how very different life was in the early 19th century than it is today 3. Students will acquire a firm understanding of the geography of the U.S. west of the Mississippi River 4. Students will come to understand the mindset of the nation at that time and get a glimpse of the Native American view of Eurpopean explorers


Inner Asian & Uralic National Resource Center, Part of Indiana University at Bloomington (via CILC):

"History of the Silk Road"
This program deals specifically with the Silk Road: where it ran, how it came to be named, who traveled it, its importance in World History, and what it can teach us about world trade today. Also included is a short video on a historical figure [teacher's choice] like Marco Polo or Genghis Khan. Grades 6-12, 40 minutes, Free

Institute of Texan Cultures:


"The Texas Folklife Festival"

Learn about the many cultures of Texas through music, dance, food and folklore. With the approach of the 40th annual Texas Folklife Festival, the Institute of Texan Cultures will look back on the history of its signature event. The Texas Folklife Festival is an annual celebration of the ethnic strength, rich cultural heritage and dynamic pioneering spirit of Texas. The Texas Folklife Festival represents the cultural tapestry of Texas, woven from many diverse cultures and traditions. Held the second weekend in June, the festival manifests the museum’s mission to serve as a forum for the understanding and appreciation of Texas and Texans. Grades 1-12


JETS - Jerusalem EdTech Solutions (check class time, Israel is 7 hours ahead of us):


"Eyewitness to Israeli History" ( 3-part series -but can sign up for 1 session or all 3)

(Grades 9-12, each session 45 minutes)


Session One: "From British Territory to Independence" The Balfour Declaration, issued by the British government in 1917, contained within it a promise to create a Jewish Homeland. This vision was not achieved until 1948. One of the driving forces towards independence was David Ben Gurion who, as chairman of the Jewish Agency and later the first Prime Minister, enacted momentous decisions regarding the territorial and political makeup of the new State.


Session 2: "War and More War" Israel has continually faced threats to her existence.In 1967, Israel defeated five Arab armies in six days, but in 1973, Israel literally had to fight for her life. This session profiles Prime Minister Levi Eshkol and his decisions both leading up to the war and after the stunning victory, and Golda Meir, who decided not to preempt the Arab Yom Kippur attack, almost costing the country its life.


Session 3: " Menachem Begin: From Wanted Terrorist to Respected Statesman" Perhaps no other individual typifies the struggles of the state of Israel as Menachem Begin. In the years before statehood, he served as the chairman of the Irgun, the illegal army that struggled against the British, but after statehood, Begin emerged as a major player in Israeli government, and served as Prime Minister from 1977-1983.


Programs Format: 1. These programs begin with a video clip summarizing the events of the times. 2. We then discuss possible options facing Israeli leadership at that time. 3. Participants debate their views with each other with a moderator. 4. Students analyze actual history and the effects of the decisions made. 5. Time is allowed for questions and answers.


"Raiders of the Lost Menora: Searching for Jerusalem"

"And I saw a golden Menorah (candelabrum ), with a receptacle on top, and with seven lamps on it … . Two olive trees were next to the Menorah, one on the right, and one on the left." (Zechariah 4:2-3) The Prophet Zechariah's vision of the rebirth of Jerusalem focuses on the Menorah, the seven-branched candelabrum used in the Temple, which is one of the oldest artistic symbols in Judaism. In this course, the Menorah tells the story of the history of Jerusalem from its own perspective:

• The Menorah standing proudly in the Temple tells how Jerusalem served as the focal point of Jewish life when people made regular pilgrimages to celebrate the holidays there.

• The same Menorah, taken from Jerusalem to Assyria by King Sennacherib, tells how its removal ultimately led to the destruction of the First Temple and the exile of the Jewish people.

• With the return of the Jews to Jerusalem by the Decree of King Cyrus of Persia, the Menorah once again takes its place in the rebuilt Second Temple.

• The Menorah associated with the story of Hanukkah tells how it was rededicated by the Maccabees after being defiled by the Greeks in the 2nd century BCE.

• A Menorah discovered by archaeologists on the wall of a 2000 year old Jerusalem home tells of the glory years of the Second Temple, refurbished by the Roman governor Herod.

• The Menorah once again tells of the destruction of the Second Temple and the exile of the Jewish people by the Romans, as depicted on the Arch of Titus.

• Zachariah's Menorah, reappearing as the artistic symbol of the modern State of Israel, tells of the rebirth of Jewish life in Jerusalem and the reunification of the city in 1967. The Menorah’s tale, encompassing three millennia, begins with ancient Jerusalem as the center of Judaism and concludes with a new city, now a center for three religions, that uniquely blends history, art and modernity.


Program Format: 1. The program begins with a preparatory educational video clip about the history, culture and modern uses of the ancient Menora. 2. We trace the Jewish people's relationship to the Menora, and other cultures' association to this beautiful, artistic, invaluable object. 3. Through an interactive tour, We analyze and discover all uses and mentions of the Menora in the Bible and other ancient and modern literature. 4. Time is allowed for questions and answers.


"Ethiopian Jewry Integration" ( 3-part series -but can sign up for 1 session or all 3)

(Grades 4-12, each session 45 minutes)


Session I: Exile: "A Common Tradition, Diverse Cultures" The conquest of Israel by the Assyrians and Babylonians in the 6th and 7th centuries B.C.E. led to the subsequent exile of its Jewish population throughout the world. This resulted in the disappearance of some tribes (known as the "ten lost tribes"), one of which (the tribe of Dan) is thought to have made its way to Ethiopia, where it became isolated from the rest of the Jewish world. As a universally accepted rabbinic Jewish law developed to meet the needs of the new reality, the Ethiopian community was developing its own customs in isolation. Ethiopian customs diverged noticeably from mainstream Jewish ones. In this session, students learn about the origins and development of the Beta Israel tribe in Ethiopia, and compare its unique religious customs with contemporary Jewish practice.


Session II: "The Re-Emergence and Return of the Lost Tribe of Dan" The "ten lost tribes" were not heard from since their exile prior to the destruction of the First Temple. In the 9th century, over 1400 years later, a person referred to as Eldad Ha-Dani appeared in several Jewish communities. He claimed to be a member of an "independent Jewish state" in eastern Africa inhabited by people claiming descent from the lost tribe of Dan, and carried with him books of Ethiopian Jewish law written in Hebrew. He soon disappeared and no further contact was established with the "tribe of Dan" until a Scottish explorer found the Beta Israel tribe in Ethiopia in 1769. The tribe had developed from a strong, independent group to an oppressed minority. A new wave of oppression against the Beta Israel community in the mid-1900's led Prime Minister Menachem Begin to make the repatriation of the Ethiopian Jews an important item on Israel's national agenda. Over the next four decades, their long cherished dream of returning to Jerusalem was fulfilled by almost all of the remaining Ethiopian Jews.


Session III: "Reuniting: The Challenges of Integration" In this session, students learn about Ethiopian immigration to Israel, including its triumphs, trials and tribulations. After arriving in Israel, Ethiopian Jews were confronted by enormous culture shock. They were being absorbed in a country that was technologically centuries beyond their village life in Ethiopia (many were unaware of how to use plumbing and electricity), and they were unable to communicate in Hebrew or any other language other than their native Amharic. Furthermore, the Judaism that they encountered in Israel was somewhat foreign to them since they had been separated from the mainstream Jewish community for so many centuries. Students examine the challenges that these conditions created and the efforts made to overcome them through a virtual visit to the Tasfachin organization, which assists Ethiopian children in acclimating to their new home. If possible, live interviews with Ethiopian immigrants in Israel are arranged.


Program Format: 1. This program begins with a skit about Ethiopian history. 2. We then analyze through interactive activities how Jews arrived in Ethiopia. 3. We view a video of the Israeli airlift of Jewish Ethiopians to Israel.

4. Challenges, triumphs and tribulations of the Ethiopian community in Israel is analyzed. 5. Time is allowed for questions and answers.


Kigluait Educational Adventures:


"KEA Special Event: Gold Fever"

Grades 1-12

Gold Fever is a great way to kick off your school year. Often at the beginning of the year, teachers are setting up their classrooms and getting students comfortable in their new community. Well that is exactly what this program is all about! How to set-up a community so everyone gets along and works together to accomplish a goal. Gold Fever sets students in the time period of the Yukon/ Klondike Goldrush, in which people from all over the world traveled to Alaska to find their fortune in Gold. As a result, diverse communities began to form and they had to have some way to work out disagreements. Thus arise the Miner's Meeting. During Gold Fever, students will participate in a Miner's Meeting to determine if another miner has legally jumped a claim or illegally jumped a claim based on facts provided. Students will use basic logic and algebra skills to examine the gold claim and provide a judging, only after they have worked together with other classes to agree on "rules" or a "code" to judge by. Following the program, students and teachers are encouraged to create their own classroom community codes and share them in our online Social network, as well as processes for resolving conflicts in the classroom.

Program Format:

10 Min: Introductions and Sharing of Pre-Activity

10 min: Site Agreement: All sites agree on Code for Miners and Consequences, Identify roles

10 min: Mush out to the Claim Site with Map

10: Collect facts from Miner and Question Miner

10 min: Classes come to a Decision and Vote

5 min: Conclusion: Check online for other Disputes you can help solve (Stories with facts and a poll)


Los Angeles County Museum of Art:

"Treasures from Ancient Egypt "

Ranging in date from the fourth century B.C.E. through the end of the Coptic period (seventh century A.D.), the approximately two thousand works of art in LACMA’s Egyptian collection present a broad overview of artistic production. The strengths of the collection include Predynastic stone palettes and vessels, Old Kingdom tomb reliefs, bronze figures of deities, and a Twenty-First Dynasty sarcophagus. The class curriculum explores the belief systems, social structures, and visual imagery in ancient Egyptian life and culture, as evidenced from the artworks and cultural artifacts uncovered from this amazing civilization.


”American History through Art”

"American History through Art" examines artworks from the colonial era to the late nineteenth century by noted American artists such as John Singleton Copley, Winslow Homer, Frederic Church, and Mary Cassatt. Artists of the United States often looked to social trends and historical events for their subject matter. This class examines a range of subjects including portraiture, genre scenes, and landscapes, and each work illustrates a significant moment in the development of the American artistic tradition. While discussing these artworks from LACMA's outstanding collection, students participate in a visual tour of early American history.  Program length is approximately 40–60 minutes.


"Modern Urban America"                     
This class explores the artworks of American artists of the late nineteenth and early twentieth centuries whose subject matter and style responded to social, economic, and industrial changes that marked the period. "Ash Can" artists such as George Bellows and John Sloan focused on capturing scenes of life in the city among the working class. Looking at paintings and photographs, this program explores depictions of the changing modern urban landscape in the United States .

"Drama in Art: Artists in Seventeenth-Century Europe"
Europe in the seventeenth century was a place of dramatic contrasts. Against the backdrop of religious, political, and economic changes, the arts flourished. Depicting a range of popular subjects from still lifes, landscapes, biblical stories, and portraits, artists of the Baroque period pursued an intense interest in naturalism. Chosen from LACMA's permanent collection, the artworks viewed in this class include paintings by seventeenth-century masters such as Jan van Huysum, Frans Hals, Georges de La Tour, Valentin de Boulogne, and Rembrandt van Rijn. Class discussion analyzes the various elements of the Baroque style that these artists employed in order to create compelling and dramatic works of art.


"French Impressionism:  Color, Light, and Modern Life"

French impressionism developed as a major artistic movement in the late nineteenth century as society became transformed by increasing industrialization and urbanization. Impressionist painters were interested in visually recording the subjects of a new modern life in Paris and the leisure activities of the middle class. Their style was revolutionary as it aimed to capture the fleeting effects of light, color, and time. This class looks at the principal impressionist and postimpressionist artists featured in LACMA's permanent collection, including Auguste Renoir, Camille Pissarro, Claude Monet, Paul Cézanne, Vincent van Gogh, and Paul Gaugin.


"Heroes and Myths in Ancient Art"

Ancient objects often illustrate and embody important myths, beliefs, and details about powerful individuals in a culture. This class concentrates on four or five objects from LACMA's collection, each from an ancient civilization—Assyria, Greece, Rome, Mexico, or China—with attention on how the form and function of each object come together in order to capture and convey meaningful stories through art. 


"Ancient Chinese Art"

Archaeologists have discovered prehistoric communities in various areas of central and eastern China that were inhabited some seven thousand years ago. In this program, we look at the skill and craftsmanship that ancient artisans brought to their work in bronze, ceramic, porcelain, stone, and lacquer. By considering the cultural and religious context, symbols, and motifs of the artworks, the discussion casts light on the art associated with ancient practices of ancestral worship, rituals, and Buddhism. Integrating art and language arts, the class also introduces students to art terms in mandarin! Grade(s): 6-12, Adults


Manhattan School of Music:


"The Music of World War II: Songs of Hope and Love"

Learn about the historical and cultural circumstances behind some of the best-known and most-loved songs from the World War II era. How were the composers able to write such beautiful tunes during times of such hardship? What stories lie beneath each song? This is a great way to get behind the music! Featuring live musical performances by jazz pianist Michael Cabe and his trio. Through performance, demonstration, activities and discussion, the historical and cultural circumstances behind some selected songs from this era will be introduced and explored.


"American Music: Tonality, Tradition, and Innovation"

The 20th century has been a time of experimentation and development in all art forms. We can see this in the abstract expressionism of Jackson Pollack to the pop art of Andy Warhol. Likewise, American music has shifted its focus from a folk tradition to one driven by acoustic experimentation. Students will work with presenter Daniela Bracchi to uncover the influences of each major style. They will witness how the American tradition, exemplified by Aaron Copland and George Gershwin, gave way to the exploratory techniques of such influential composers as Henry Cowell and John Cage. In addition to acquiring knowledge of early American folk music, students will observe how the music of the century progressed with social development and fused itself with other art forms such as the visual arts and dance. Students will be able to experience firsthand the performance of extended instrumental techniques and will themselves create pieces involving new auditory possibilities.


"Story of a Composer: George Gershwin"

The 1920s saw a young nation, now free from war, able to develop its own rich culture. Major cities became centers for innovation in music, shunning European classicism for a freedom that was strictly American. It was out of this ideal from which the most well-known of American composers, George Gershwin, emerged. In this program, teaching artist Daniela Bracchi will guide students to make comparisons between the Classical and Jazz idioms and apply these differences to the music of Gershwin within both an historical and social context, gaining exposure to many important works such as Porgy and Bess and Rhapsody in Blue.


"The History of Jazz: Swinging Through Time"

In this presentation, Michael Cabe, piano, and his trio will trace jazz from its beginnings in New Orleans, to its growth in the big cities of New York and Chicago, and on to its success on the international stage. Students will interact live with the musicians as they get an in-depth look at one of the only true American artforms – they’ll learn about America’s cultural past, hear some popular jazz tunes, and ride along on this trip through time!


"Duke Ellington: America’s Composer"

Duke Ellington is regarded as one of America’s most prolific and important composers. Join pianist Michael Cabe and his trio as they lead students on an interactive exploration of “The Duke’s” life and times – listen to his incomparable music, learn about his legendary band, and discover new and exciting facts about the legend! All this, direct from incredibly talented live musicians – it doesn’t get any better! This program is part of Virtual Music Studio.


"The 1940s: The Big Band Era"

Come along as our musicians show you how to swing! Find out what a standard jazz big band looks like, learn about each instrument’s role in the group, and discover what the “swing feel” is. Then, get a good look at the anatomy of a big band tune – you’ll even get to help the artists compose one on the spot! Featuring live musical performances by jazz pianist Michael Cabe and his trio.


"Rat Pack Favorites: Music from Frank, Sammy, and all Their Pals"

Everyone knows the Rat Pack – they were the ultimate in cool back in the day (1950's and 60's). But just how did this random group of musicians and actors become the inimitable Rat Pack? What songs do you identify with each member? How did the events of the day make them stars? Help Michael and his group as they discover and explore these iconic superstars and their memorable hits. Featuring live musical performances by jazz pianist Michael Cabe and his trio.


The Mariners' Museum:


"The Age of Exploration"

This popular program takes students on an imaginative journey through time. They will explore an era when cartographers were still mapping the world and mariners were discovering new landmasses, thus fueling the desire for knowledge and riches. Museum teachers will lead discussions about the economic and cultural life of the Old World, present spices for examination, and discuss the importance of these spices to those cultures. Other factors that accelerated the interest in exploration are also examined. Navigational instruments spanning the period from ancient times to the golden age of sail. Be sure to visit our Age of Exploration online Exhibition to learn more about early exploration. Grades 1-12


"The Great Exchange"

When Columbus sighted land in 1492, he had no idea of the impact European plants, animals, and diseases would have on the native species of the Americas. In return, animals and foods from the New World changed life for those in the Old. Imagine a time without chocolate! That was one of the items traded between two worlds in the Great Exchange. Examine the different kinds of exchanges made and how they impacted the cultures and lives of the people from 1492 to today. Grades 3-12


"Life at Sea"

This exciting program literally opens a sailor’s sea chest and allows students to investigate items that would have been carried and used by a typical 19th-century sailor. Students will discover items such as clothing, food, eating utensils, tools, and musical instruments. Students will learn a craft in a hands-on experience that illustrates the daily life of a sailor. The program material will be adapted to meet the requirements of the grade level of the students. Be sure to visit The Monitor: History and Legacy Online Exhibition to learn about the life of 19th century sailors onboard a navy ship. Grades K-12


"Clash of Armor: The Battle of the Monitor and the Virginia"

The development of ironclad ships during the American Civil War was a technological advance that would forever change the face of naval warfare. Using artifacts from the USS Monitor and the CSS Virginia, Museum teachers will introduce students to the development of ironclad ships and history’s first ironclad-to-ironclad combat. Students will also be introduced to the Monitor National Marine Sanctuary and discover how the wreck site is being excavated and artifacts are being recovered and conserved here at The Mariners’ Museum. Be sure to visit The Monitor: History and Legacy Online Exhibition to learn more about the Battle of Hampton Roads.

Grades 4-12


"Titanic: Fortune & Fate"

The moving stories of the Titanic’s passengers and crew are told using visual images and hands–on reproduction items. Students will examine the ill-fated ship and the lives of the people onboard her, and the events surrounding her 1912 sinking.. Grades 4-12


"Captive Passage: Investigating the Transatlantic Slave Trade"

This hands-on program will help students discover how the institution of black slavery shaped the history, culture, and commerce of four continents over the course of five centuries, and how its impact is still felt today. Drawing heavily on primary source material, students will identify the economic, cultural, and racial origins of the slave trade. Firsthand accounts of the slave trade by enslaved Africans, slave traders, and abolitionists will give students the chance to explore the human side of this “peculiar institution.” Reproduction artifacts and musical instruments give students the opportunity to explore firsthand the transference of African culture across the Atlantic to the Americas. Through the use of maps and other teaching materials students will examine the Triangle Trade, and come to a better understanding of the role slavery played in the development of the Americas. Middle school and high school students are encouraged to bring to their museum experience questions they may have about the history of slavery, the impact the trade had on enslaved Africans, and the development of the societies of those that enslaved them. Museum Educators will facilitate discussion and discovery in this lively, hour-long program. Be sure to visit our Captive Passage: The Transatlantic Slave Trade and the Making of the Americas Online Exhibition to learn more about the Transatlantic Slave Trade. This program is made possible by the Virginia Foundation for the Humanities and Public Policy as part of its African-American Heritage Program which includes the African-American History in Virginia Grant Program. Through these programs, the Foundation seeks to increase understanding of African-American history in Virginia, to promote research and documentation, and to encourage people from all parts of the nation and the world to visit these sites. Grades K-12


Milwaukee Public Museum:


"Ancient Sands, Ancient Scrolls: the Geology of Archaeology"

Grades 4-12)

Through an interactive exploration of geology, find out how ancient peoples have both shaped and been shaped by their landscapes. Travel back in time to discover how people used their environments and how these same environments have preserved the past for archaeologists to study today


"American Indians in a Changing World"

(Grades 4-12)
In this program explore the history of North American Indians as an anthropologist. Take a virtual tour through the Milwaukee Public Museum 's dynamic world-renowned exhibits on Native Americans, and learn about the life of American Indians in our changing world. exhibits, and hands-on activities.


"Ancient Egypt :  Proportions, Symmetry and Size"

(Grades 4-12)
Mix math, geometry and history with ancient Egyptian art! Investigate how the art and architecture of this fascinating culture was governed by strict mathematical rules, and peer deep into the heart of a mysterious Egyptian temple.


"Egyptian Mummies:  The Myth Unwrapped"

(Grades 1 -12)
Experience the mythology, ceremony and legends surrounding mummification and death rituals during the New Kingdom in Egypt . Witness an example of the mummification process as we prepare our 18th dynasty princess for eternity in the afterlife.


Museum of Television & Radio  (see Paley Center for Media)


Museum of Tolerance:

“Bridging the Gap” Uses video conferencing to bring the stories of Holocaust survivors to locations around the world.

"From Hate to Hope"

From Hate to Hope is a remarkable true story of the reconciliation of a perpetrator and victim of a hate crime. Featuring Matthew Boger and Tim Zaal, this presentation examines the roots of prejudice and discrimination and the ability to overcome seemingly insurmountable obstacles. Using a Question and Answer session, Matthew and Tim engage the audience in a discussion of redemption and the power of forgiveness.

"From the Depths of Hate"

From the Depths of Hate is a powerful presentation that takes an in-depth look at the life of a former White Supremacist, Tim Zaal. Tim’s lecture encompasses his induction into the White Supremacy movement through the use of propaganda and details the events surrounding his departure from the movement.

National Cowgirl Museum:

"The CowGirl"

The term cowgirl serves as an attitude, an idea and a description. Discover the story of the women of the American West during the late nineteenth and early twentieth centuries who have displayed extraordinary courage and pioneer spirit in their trail blazing efforts in the rodeo arena, wild west exhibition shows, and in their personal lives.

NASA Digital Learning Network:


"Daring Women in Aviation"

What are some of the contributions that women have made to the history of aviaiton? What were some of the obstacles overcome by women in their quest to make aviation history?  Since the earliest days of flight, women have played a major role in the history of aviation. From Harriet Quimby and Katherine Stinson who's flying careers began just after the Wright brothers' first flight to Eileen Collens piloting the Space Shuttle Discovery, women have made significant contributions despite the many obstacles confronting them, to the history of aviation. Explore the contributions made by women, and the obstacles they faced as we discover they impact women have had on forming the history of aviation. This videoconference is an excellent way for students to gain an understanding of contributions made by women who have helped shape aviation history.


National Archives, United Kingdom:



"All Pals Together:  A First World War Soldier's Story"      

Your students will share one hour in the life of a soldier from a Pals Battalion, Private Henry Fairhurst, played by a costumed actor, as he talks about why he joined up and what life is like in the trenches.

Your students are encouraged to engage with the soldier during the workshop and ask him any questions they like about his life in the trenches: from what he thinks about the war; the aims of the conflict and how it is being fought; to the time he wakes up in the morning; and what he does in his free time. Was it really all mud and blood in the trenches, or did Pte Fairhurst see some benefits in what he was doing?

A range of original documents from the National Archives is used as evidence for his story, such as battalion war diaries, trench maps and soldiers' files. Students can use the information they have gained during the workshop to complete a profile of Pte Fairhurst and fill in replicas of the documents we hold about him. As a follow up to this workshop, students will be encouraged to think about the usefulness and reliability of this form of historical interpretation as a piece of evidence, by considering what sources and information the actor used to recreate this role.

A pack of preparation materials with suggestions for questions to ask and copies of Pte Fairhurst's documents will be sent to you in advance of the session.

Grades:  9-10

Duration:  1 hour

Cost:  free of charge, - you dial us ISDN, use JVCS bridge for IP


"Jack the Ripper"              

Preparation materials for this workshop are available on our website www.learningcurve.gov.uk/workshops/jacktheripper.htm If you have problems downloading the pack, please contact us and we will send you a copy.

Through a study of original correspondence taken from the Metropolitan Police Letter Books and the 'Jack the Ripper' letters held here at the National Archives, students will investigate why the police were unable to catch the murderer. They will research the different methods employed by the police in their efforts to apprehend Jack the Ripper, as well as those suggested by members of the public, to question whether or not the police were to blame for not bringing him (or her!) to justice. The 'Jack the Ripper' letters will also be examined to understand the impact they had on the police investigation of the case and what they reveal about society´s attitudes to the murders.

In addition to this, students will examine original census returns from 1881 to build up a picture of Whitechapel at the time of the murders and consider how this evidence can also help us to understand the difficulties faced by police in their investigations into the case.

Grade:  9-10

Availability: Available all year

Duration: 1 hour

Cost: Free of charge - you dial us ISDN, use JVCS bridge for IP


"Chartism on Trial"

This workshop is based on a collection of detailed, personal interviews with Chartist prisoners that were made by the Home Office in 1839. Before the workshop, we will send you copies of the interview, one for each student to read and analyse to find out what they can tell us about individual Chartist's backgrounds, employment history, family, reasons for imprisonment and motivation for becoming a Chartist.

During the videoconference the education officer will then lead discussion with the students to bring together the results of their research and see if it is possible to identify a typical Chartist, and debate how useful these interviews are as evidence for understanding the motives of Chartists.

To conclude the workshop, a selection of document illustrating various aspects of the Chartist movement will be looked at for group discussion, including an original copy of the Northern Star and posters advertising Chartist meetings.

Grade level:  11-12

Availability:  any time of the year

Duration:       1 hour

Cost:   Free of charge - you dial us ISDN, use JVCS bridge for IP


"Rise of National Socialism in Germany , 1933"

The workshop begins with an overview of the events of 1933 to establish a context for the document we will examine: a speech delivered by Goebbels to the international press in September 1933.

Before the workshop, you can download from our website a copy of the speech divided up into sections, for students to work in groups. They will analyse their section of the speech in detail, particularly focusing on Goebbels' use of language and different forms of speech.

During the workshop, the education officer will bring together each group's findings to help them analyse the speech as whole and discuss their opinions of the usefulness and reliability of such a document as a piece of evidence.

Students will also be asked to discuss how they would have responded to this speech as a journalist from the UK listening to it in 1933, and how useful and reliable they think it is as a piece of evidence for understanding National Socialism and its rise to power.

Grade level:  11-12

Availability:  any time of the year

Duration:       1 hour

Cost:   Free of charge - you dial us ISDN, use JVCS bridge for IP


"The Holocaust"

Documents for this workshop have been carefully chosen to help give students a greater insight into the causes and effects of the Holocaust. The workshop begins with a study of the Nuremburg Laws and the events of Kristallnacht. The activity which follows will look at the kindertransports and Britain's rescue plan for Jewish child refugees, the German Reich's policy on Jewish immigration and the subsequent creation of ghettos. The second part of the workshop will use subtle drawings by a concentration camp survivor and carefully selected questions, to encourage pupils to think about how and why the Holocaust happened. There are opportunities to discuss the Holocaust in greater depth. Please call a member of the Education Team to discuss your requirements.


National Archives and Records Administration, US:


“The Constitution”
In this workshop, students who have studied the Constitution will analyze facsimile copies of the great charter and related documents from the holdings of the National Archives that illustrate the importance of the Constitution and its influence on our lives today.


Introduction to the National Archives and Records Administration
In this workshop, students will be introduced to the Federal agency responsible for preserving and making available the permanently valuable records of the Federal Government. Students will examine facsimiles of a wide variety of primary sources, including photographs, maps, sound recordings, motion pictures, cartoons, and textual records.  Grades 5 - 12


National Archives' Workshops for Teachers:

“Teaching With Documents”
Primary sources such as Joseph Glidden's patent for barbed wire, FDR's "Date Which Will Live in Infamy" speech, photographs from the Civil War, and the canceled check for the purchase of Alaska provide exciting learning opportunities. All of these documents and millions of others are held by the National Archives and Records Administration (NARA). In this workshop, a NARA education specialist will introduce teacher participants to documents, teaching activities, and professional opportunities available from the National Archives. Efforts by other Federal agencies to make valuable government resources readily available for educators and students will also be described.


"Introduction to the National Archives and Records Administration"
In this workshop, teachers will be introduced to the Federal agency responsible for preserving and making available the permanently valuable records of the Federal Government. Participants will examine facsimiles of a wide variety of primary sources, including photographs, maps, sound recordings, motion pictures, cartoons, and textual records.


National Baseball Hall of Fame:


"American History: a Stitch in Time"

Wear your team colors proudly in this chronological look back at history through the button hole of a baseball jersey. Using textiles and clothing styles, students will learn about many social and technological changes since the early 1900s. Here is an exciting unit that connects each decade of the last century by highlighting major milestones as reflected in the ever-evolving baseball uniform. From benchmarks to the batter's box, fashion trends lead the way to a dyed-in-the-wool study of how the fabric of American society has changed one stitch at a time.

Students will:

A. Examine and observe the evolution of baseball uniforms in the 20th century.

B. Analyze the changes in the baseball uniform and identify historical benchmarks that coincide with these changes.

C. Understand, through dialogue and discussion, how the evolution of baseball uniforms relate to advances in transportation, technology, communication and significant historical events such as World Wars, the Great Depression and the Space Age


"The Business of Baseball"

Baseball has been a business since the 1860s when organized teams first started paying their players. Since then, Major League Baseball has become a huge business enterprise earning billions of dollars each year. In this unit, students will explore economic laws and concepts associated with consumer demand for sports. They will learn how the level of consumer demand is measured, and how demand is affected by inflation and deflation. Finally, since teams benefit more from consumer demand, students will explore ways in which team owners make investments in order to improve the value of their teams.

Students will be able to:

- Recognize the economic effects of marginal utility.

- Understand the role of consumer demand in determining price.

- Identify factors that contribute to the changing level of consumer demand for a given product.

- Create a demand schedule and demand curve.

- Explain how a cost index is designed and used.


"Women's History:  Dirt on Their Skirts"

Women have played baseball since the late 1800s, long before the 19th Amendment was passed in 1920 giving them the right to vote. In 1943, women continued breaking barriers in sports when the All-American Girls Professional Baseball League (AAGPBL) was formed to keep baseball alive when many major league players were fighting in World War II. In 1943, Phillip Wrigley announced formation of the AAGPBL with four teams from the Midwest . By 1948, the AAGPBL had grown in popularity to 10 teams and one million fans. From 1943 to 1954, the AAGPBL was comprised of nearly 600 players from the United States , Canada and Cuba . Their love of the game presented them with new opportunities for travel, friendships, eventual career choices and a place in history as having paved the way to new roles for women in contemporary American society.


"Labor History:  Hardball and Handshakes"

Even in an era of free agency and million dollar agreements, baseball is more than money. Beyond the big salaries is a complex process of finding common ground individually and institutionally. As players and management organized themselves, the transition of our National Pastime from a social sport to a professional industry provides a unique lesson in free enterprise through the evolution of contracts and commerce.

Appropriate for students in high school or college, critical thinking and decision-making skills are engaged in this fascinating look at the relationship between employer and employee. How does baseball compare to other entities that utilize collective bargaining and contract negotiation? From the boardroom to the locker room, learn the answers in this study of competition and cooperation. Throughout American history, the teamwork to earn a voice and a seat at the table has forged an important, time-tested principle: labor is not a commodity.


National World War II Museum:


All programs begin with a brief visual introduction to the Museum and its exhibits (we explore the history and lessons of WWII by using primary sources, including artifacts, oral histories, photos, audio-visuals, text, and created environments).  Program Length: approximately 1 hour, but if you have more time, we can do more.


"The War that Changed Your World: Science & Technology in WWII"

Today’s televisions, computers, and cell phones can all trace their origins to technological advancements realized during WWII. Students learn about radar, rockets, jets, penicillin, blood plasma, computers, and the atomic bomb; and how these inventions continue to affect their lives today.


"Los Veteranos: Latinos in WWII"

An important part of U.S. history long before WWII, the war gave Latinos new opportunities and presented them with new challenges. Because Latinos did not serve in segregated units, as African Americans did, their WWII history is sometimes overlooked. Was that history unique, and if so, how? Students learn about Latino WWII heroes and average soldiers, as well as issues of ethnicity and acculturation on the Home Front.

Program Format:

1. The program begins with a virtual visit through the museum;

2. Students and teachers are inroduced to the founder of the museum, Stephen Ambrose, and the museum's mission;

3. Students are then introduced to immigration time patterns of Latinos from Latin America;

4. Students learn of the rich military tradition of Latinos in American history, including World War II;

5. Students learn of the heroics of Latinos and Latinas in World War II;

6. Students learn about Latino culture through an exercise with a Latino folksong;and

7. Oral histories are presented from two World War II veterans: one felt discriminated against, the other did not, due to their race.



"A Day of Infamy: The Japanese Attack on Pearl Harbor"

In the war that changed the world it was the day that changed the war—a “Day of Infamy.” That day brought the United States into WWII, adding the strength and determination of the American people to the Allied arsenal as it struggled to defeat the Axis. Students explore Japanese and American motivations and actions through animated maps and both Japanese and American primary sources.


"D-Day: The Turning Point of the War in Europe" Students receive background on Operation Overlord through maps and audio-visual presentations, explore a “Bigot” map of Omaha Beach to learn about the challenges of planning and executing Operation Overlord, make decisions about where and when D-Day should be launched, and “read” a D-Day artifact to learn about using objects to tell stories.


"D-Day: what a difference a day makes! Iwo Jima and the War in the Pacific"

Students learn about the vastness of the Pacific Theater by exploring its geography. They “read” a Navy “Shellback” certificate and participate in an Equator-crossing initiation. Next they survey the Island Hopping campaign using maps and viewing video of oral histories. This leads up to the invasion of Iwo Jima. Here they explore the campaign and analyze the photograph of the flag-raising on Mt. Suribachi. Students learn to personalize history by exploring a set of artifacts from one Marine who fought there.


"Don't You Know There's A War On?! The Home Front during WWII"

Students explore rationing, scrapping, War Bonds, and war production through the eyes of children. Together they find answers more satisfying than the wartime standard: “Don't You Know There's A War On?” Primary sources viewed include wartime newsreels, posters, photographs, and songs. This is the perfect videoconference for upper elementary students.


"Double Victory: African Americans in WWII"

Students learn about the triumphs and challenges experienced by African Americans on the battle fronts and on the Home Front. They meet Pearl Harbor hero Dorie Miller, the Montford Point Marines, the Tuskegee Airmen, and the seven African American Medal of Honor recipients. They learn about A. Philip Randolph’s push for racial equality in war factories and in the barracks and trace the historic path from Roosevelt’s Executive Order 8802 (establishing the Fair Employment Practices Committee in 1940) to President Truman’s Executive Order 9981 (desegregating the military in 1948).


"The Warrior Tradition: American Indians in WWII"

In this Virtual Field Trip students explore the WWII contributions of an often-overlooked group—American Indians. The program begins with a brief history of American Indian participation in the U.S. military and challenges students to confront some common American—and maybe their own—stereotypes. Students listen to an American Indian veteran's oral history and try to crack the unbreakable “Navajo code." Students confront issues of identity, culture, and patriotism that American Indians faced when called upon to defend their country.

The Newark Museum:


"Arts of Africa"

grades 3-12

Broadcast live from the African Arts Gallery, students take a tour of the many African Arts on display, including textiles, an elaborate Yoruba Chief's crown, and objects from festive masquerades, to discover the diversity in Africa cultures as well as the links between utilitarian function and aesthetics. Program includes questions and guided looking.


"Civil War at 150"

grades 4-12

Experience a real-time “virtual visit” to explore the Museum’s art and artifacts from the eras of the American Civil War and Reconstruction. Students respond to a painting by the renowned American artist Winslow Homer, created at the end of the war that depicts an anxious African- American woman on the edge of freedom. They also look into the face of Abraham Lincoln in an early photograph (1858) and as portrayed heroically in a sculpture by Augustus Saint-Gaudens.


"American History Through Artists’ Eyes"

grades 3 through 12

Through guided discussion of selected works of American art from the 19th and 20th centuries, students explore U.S. history through the eyes of artists who painted and

sculpted their impressions. Teachers choose topics and works of art to be featured via a pre-visit video-conference conducted live from Picturing America in the Museum’s

American art galleries. Topics can include the Civil War, 19th-century portraits, 19th-century landscapes and The Gilded Age, as well as 20th-century painting and sculpture,

including works from the Great Depression and the Pop Art movement of the 1960s.


"House & Home in Victorian America "

grades 3 through 12

Students step into the Victorian era through the exhibition House & Home, located in the Museum’s 1885 on-site mansion and national historic landmark, The Ballantine House. Live, on-camera exploration introduces participants to the rich symbolism that filled late Victorian homes, from stained glass and carved wood surfaces to furniture and rooms  designed to meet the social customs of the time. Students learn about the actual people who lived and worked in this beautifully restored mansion.


" Tibetan Buddhist Altar"

grades 3 through 12

Based in the Museum’s new Tibet Information Zone, this program helps students explore

aspects of Tibetan culture through visiting the Tibetan Buddhist altar to focus on symbolism in the architecture, sculpture and elaborate decorative elements.


New York State Historical Association and The Farmers' Museum


"Through the Eyes of Others: African American History and Identity in American Art"

Grades 8-12

In a videoconference program with educators at New York State Historical Association, students will explore African American history at Fenimore Art Museum in Cooperstown, NY. They will view artworks made both by and about African Americans from the early 19th century to today, to see how representations of the culture have changed. Artworks by Norman Rockwell, Faith Ringgold, and Currier and Ives are included. Students will also participate by reading texts that are important to African American history, including memoirs and constitutional amendments.


"A Visit to the Mohawk Bark House"

Grades 1-12

During this program, students will experience the history and culture of the Hausenosaunee. Students will "visit" a 1790's Mohawk Bark House and learn about the basic layout and construction of the bark house. Through the use of interaction with a museum educator and artifacts students will gather an understanding of how the Hausenosaunee blended their culture with that of the Europeans.


"A Visit to the Village Blacksmith"

Grades 3-12

Who was the village blacksmith? What role in everyday life did he perform? In this engaging program students will visit Fields Blacksmith shop at The Farmers' Museum in Cooperstown, New York and speak with the rural blacksmith as he demonstrates his craft.


"Folk art You Can Ride On"

Grades 6-12

In a videoconference program with educators at New York State Historical Association and The Farmers’ Museum, students will view the various types of folk art on the Empire State Carousel, learning how artists created the artwork and important styles and processes in the work (relief carvings, etc.). They will also view artworks by folk artists represented in panels on the carousel or in NYSHA’s art collection, including Grandma Moses and Edward Hicks. Students will look at the artwork through artistic and historical perspectives.


Ohio Historical Society:


"The Bothersome Women"

This program focuses on the rights and non-rights of women in the United States through the 19th century. Students will be drawn in to the activism and indifference that citizens were exposed to during this time. How did women get the right to vote? Who were their allies? Who were their opponents? Don't be blind! Speak your mind and schedule The Bothersome Women!

"Pieces of the Past: Introduction to Primary Sources"
In this program students will learn the difference between primary and secondary sources and be able to distinguish between the two. A museum curator hosts the program and provides real life examples of primary sources. In addition the students will visit with curators in our archives, our collections facility and our sites to learn more about primary sources and the variety of primary source, which will include archival material (newspapers, photographs, scrapbooks), collections items (historic Civil War battle flags) and sites (prehistoric earthworks and artifacts).

"So You Know the Civil War"
No other period in our nation's history has captured our interest more than the events of 1861 through 1865. Although this struggle is distant in time, it is a period that is confusing and complex to understand. As we observe the 150th anniversary of the Civil War, test your knowledge of the causes, conflicts, and consequences of this era by scheduling So You Know the Civil War. Your students will compete against one another in our So You Know game show series as they answer questions about the people, places, and events of this War Between the States.
Categories (recommended for grades 9 - adult)
Before the War - events prior to the outbreak of the Civil War
Civil War Geography - famous places, boundaries, and geographical features of the Civil War
Civil War Battles - famous places and battles of the Civil War
Law of the Land - pre and post Civil War legislation
All About Abe - questions about Abraham Lincoln
Timeline - organizing the events prior to, during, and after the Civil War
Picture This - analyzing Civil War era photographs/visuals
Women and the War - the role of women in the Civil War
Ohio and the Civil War - Ohio related names and places of the Civil War
So You Know - miscellaneous Civil War facts
The Aftermath - events and legislation passed after the conclusion of the Civil War

"So You Know the U.S. Government"
Think your class understands the workings of the United States Government? In this game show style presentation we’ll test and review your students’ knowledge of the origins, structure, and responsibilities of our government. We’ll test their knowledge of the documents that defined the foundations of our government and see how the three branches of government come together to govern our country. This presentation serves as an excellent means of introducing your students to the workings of government and also serves as a means of review for those classes that have recently completed lessons in government. Classes will be split into three teams with each team having the opportunity to select a question category of their choice per turn. We offer two banks of questions of varying difficulty for teachers to choose from depending on grade level. Teachers will also have the opportunity to submit their own questions in our Teacher’s Choice category. Test your class’s knowledge of government by scheduling So You Know the U.S. Government
Session Objectives:

- test participants' knowledge of the origins, structure, and responsibilities of U.S. Government

- explore the documents that define the structure & foundations of our government

- identify the branches of U.S. Government and the powers and limitations of each of the branches of government

- explore the election process

- explore the process by which bills become laws

- identify the powers and responsibility of state and local government

- explore how citizens can get involved with government


Pacific Historic Parks, Honolulu, HI (they are 4 hours behind us):


"Inside the Vault: The Curators Series"

Inside the Vault: The Curators Series is a program that allows students to view artifacts that are currently not on display. Fuchida's bible, silverware off the USS ARIZONA, the Jitterbug trophy awarded at the "Battle of Bands" December 6, 1941, Admiral Kidd's cup holder. These are a few of the incredible artifacts preserved from the event. Also on display are rare images from the 14th Naval District Historic Photo Collection. These photos illustrate the development of Pearl Harbor, the Japanese attack and the massive salvage operation that followed. A video showing the Arizona Memorial Museum Association's Tom Freeman paintings which are currently not on display, is shown with a voice over interpretive lesson by the museum curator.


Paley Center for Media:


“The Thirty-Second Candidate: Political Advertising on Television”    
This class uses the Museum's collection of political advertisements from the past fifty years to illustrate how candidates attempt to win the hearts, minds, and votes of the American people. Students will focus on techniques of political advertising, target audience and demographics, how advertising conveys leadership, and the role of policy in campaign ads. Designed for grades 9 - 12. Supplemental website.

"The Fine Art of Persuasion:  Television and Advertising"

What is advertising, what is its goal, and what are its methods? How do images and sounds combine to make a point or sell a product, and how have these changed over time? Through careful analysis, students will discover the persuasive techniques developed to capture a viewer's attention in order to promote a product or idea.


“Get Up! Stand Up!  The Civil Rights Movement on Television”
In the years between 1954 and 1965, more legislation was passed, more court decisions were rendered, and more social change was effected in the name of civil rights than ever before. The rise of the Civil Rights Movement paralleled the growing use of television in the United States . In 1950 television was still in its infancy, but by 1960, televisions were present in 90 percent of American homes. Television provided the American public with a means to witness the struggle for civil rights nearly in real time and led a more informed society to enact social change.  Designed for grades 9 - 12.

“Portrayals of Women on Television”           
Students will examine how portrayals of women on television have evolved from the 1950s to the present. This class encourages participants to think about women they admire and to compare them to these fictional portrayals. Designed for grades 8 - 12.

“The Living Room War: Television & Vietnam”             
From 1965 to 1975, television played an unprecedented role in shaping American perceptions of the Vietnam War. New technology and unlimited access to the battlefields of Southeast Asia invested field reporters with the ability to broadcast what became known as "bang-bang" coverage. The carnage of the war and the consequences for American morale, both on the battlefield and at home, led to deep divisions in how Americans viewed the role of government, the military, social change, and war itself. Students will analyze documentaries, news, and fictional programming that depict the Vietnam War period from multiple perspectives. Designed for grades 10 - 12.

Penn Museum:

( University of Pennsylvania Museum of Archaeology and Anthropology):


"Masks and Music in African Culture"

Who wears a Hemba mask? Where was it made and what does it represent?

The African gallery contains artifacts from many Sub-Saharan African countries and cultures. In this program students discover the various ways that African groups use masks and music and then they compare the uses to their own culture. The presentation combines discussing artifacts displayed in the gallery exhibit, examining additional examples from the Education Department’s collection, and demonstrating how several of the instruments are played.


"Daily Life in Ancient Rome "

What was it like to be a student in ancient Rome ? How did they record their lessons?

Through this interactive gallery presentation, present-day students view and discuss artifacts that illustrate various aspects of daily life for the Romans. The discussion ranges from examining personal adornment and discovering the variety of materials used to make domestic utensils, to understanding the significance of the Emperor’s imprint on coins and public monuments.


Pennsbury Manor:


"A Tour of Pennsbury Manor"                        

Take a virtual tour of Pennsbury Manor and learn about William Penn, the founding of Pennsylvania , and everyday life in the 17th century. Students also participate in a fun activity involving authentic remedies form the 17th century, discovering just what Hannah Penn would have done to treat their illness or injury. This program can be adapted to any grade and has a flexible timeframe of 30-60 minutes depending upon teacher preference.  Teacher preparation materials provided. 



"The Voyage of the Submission"
In this highly interactive, and award-winning program, students assume the identity of an actual passenger or crewmember on the Submission, which set sail for Pennsylvania in 1682. As part of this experience, they learn what happened before, during, and after the voyage, what everyday life was like on the ship, and about early immigration to the American colonies. The ship's log, private journals, letters, and public records are among the primary source documents used to research and develop the program. A copy of the ship's log is available online. This program is for grades 4 through 12 and has a flexible timeframe of 30 - 60 minutes depending upon teacher preference. Teacher preparation materials provided.


"Slavery in Pennsylvania:  The Request"
It’s time to do the laundry in the summer of 1701 at Pennsbury Manor, and Jack, an African American slave owned by William Penn, has just learned that his wife, Parthenia, is to be sold.  Roleplaying and scripted dialog are used to tell the true story of Jack and Parthenia. This program explores the institution of slavery as it existed in the 17th century Pennsylvania , and puts a human face on the lives of enslaved people and others working together here at Pennsbury Manor. This program is recommended for grades 
4 - 12, and has a flexible timeframe of 45 - 60 minutes depending upon teacher preference. Teacher preparation materials provided.


Philadelphia Museum of Art:


"Picasso and the Avant-Garde in Paris"

Pablo Picasso was internationally recognized as one of the most innovative and influential artists of the twentieth century. This lesson will explore a variety of works by Picasso and several major artists who worked along side him during the years between 1905 and 1945, as well as what was going on in the world during this period.



For centuries, Greco-Roman mythology has shaped Western civilization. The effects of which resonate down through history, impacting even our vocabulary. The words echo, narcissist and odyssey all share mythological origins. Come; explore these fascinating stories of epic love, heroic sacrifice, triumph and tragedy. In this lesson we will discover mythology through art! PLEASE NOTE: Due to the nature of this material, images containing nudity will be shown during this lesson.


"Sacred Art"

Art can be a valuable resource in the study of world cultures. Functioning as a primary source, sacred art can help to illuminate a culture’s spiritual beliefs and values. With this appreciation, students can gain a fuller understanding of the specific society. This lesson explores and celebrates the art of four world religions: Hinduism, Buddhism, Christianity and Islam.


"Spanish and Latin American Artists"

This lesson introduces students to the art of Pablo Picasso, Salvador Dalí, Diego Rivera, and others whose works reflect the rich cultures of Spain and Latin America .


"The Impressionist Era"

Students are introduced to this intriguing art movement, and explore the impact of artists such as Pierre-Auguste Renoir, Edgar Degas, Mary Cassatt, and Claude Monet on Parisian society at the turn of the nineteenth century.


"Art of Asia"
Investigate and compare works of art from Asian countries, including India , China , and Japan . (A set of teaching posters may be purchased for this lesson.)


"The Art of the Japanese Tea Ceremony"
Discover the customs, aesthetics and philosophies associated with this centuries-old tradition.


"Medieval and Renaissance Art"
Discover the ways art flourished in Medieval and Renaissance Europe and see how various artistic mediums reveal clues about life in those times. Students will learn about and discuss Medieval and Renaissance works of art and their purpose, function, and context in the time in which they were made. Students will also learn about artistic techniques used in Europe during these times. (A set of teaching posters may be purchased for this lesson.)


"Days of Knights"
Learn about the history, use and aesthetics of armor from the Museum's collection. This lesson includes a live demonstration of armor pieces.


"African American Artists"
Examine works by influential artists, such as Horace Pippin, Henry Ossawa Tanner and Elizabeth Catlett. (A set of teaching posters may be purchased for this lesson.)


"Women Artists"
This lesson introduces students to a broad range of works by influential women artists such as Mary Cassatt, Georgia O'Keeffe, Faith Ringgold, and Graciela Iturbide. (A set of teaching posters may be purchased for this lesson.)

“American Art, From Colony to Nation”
Explore Early American life by examining and exploring art from George Washington’s day.


"American Art, 1800 - 1900"

For America, the 19th century was a time of great economic, technological and cultural growth. However, along with that growth came domestic and international tension, conflict and war. This lesson explores the development of art within the context of this exciting and tumultuous time in American history.


"Modern & Contemporary Art: a Survey"
Investigate the changing role of artists, their methods and conceptual approaches in European and American societies.


"Modern Contemporary Art: 1890 - 1920"

Students will investigate the origins of modern art in the context of the industrialized Europe of the late 20th and early 21st centuries. We will be looking at major artists and movements in the time leading up to, during and post World War One. Artists discussed may include: Paul Cezanne, Pablo Picasso, Fernand Leger, and Marcel Duchamp.


"Modern Contemporary Art: 1920 - 1945"

Students will follow the development of modern art and how artists were changed and shaped by their society and the events happening around them. This lesson will introduce students to artists who look both inward and outward for their inspiration during the time between the World Wars. Artists and movements discussed may include: Salvador Dali, Paul Klee, Diego Rivera, and Georgia O’Keeffe.


"Modern and Contemporary Art: 1945 - 1970"

In this lesson, students will follow the development of modern art during the decades following World War Two. This was a time of great political, economic, and social change and the art discussed in this lesson was created as a direct response to that change. Artists discussed may include: Jackson Pollock, Mark Rothko, Robert Rauschenberg, Andy Warhol, and Alice Neel.


Rock 'n Roll Hall of Fame and Museum, Cleveland, OH:


"Go Your Own Way: Conversations on Women Who Rock" (Available starting December 2011)

In this class, students will explore the various roles of trailblazing women in the music industry such as producers, performers, DJs, managers, executives, and journalists. This interactive videoconference class requires a thoughtful pre-connection writing assignment that will serve as the foundation for a dynamic discussion with Rock Hall educators. Grades 7-12


"Ladies First: Women of Hip Hop" (Available starting November 2011)

The Rock and Roll Hall of Fame and Museum celebrates Black History Month with a special program honoring the contributions of African-Americans to music and society in the United States. This class illustrates the complicated and changing roles of women in hip-hop. From early pioneers, to the game-changing artists of hip-hop’s second wave, to today’s leading innovators, women have continually (and effectively) worked to have their voices heard in a genre too often dominated by men. By exploring representative songs from artists such as Roxanne Shanté, MC Lyte, Queen Latifah, Salt-N-Pepa, Missy Elliott, and Nicki Minaj, students will examine the undeniable, yet often overlooked, impact and influence of women in hip-hop – then and now. Grades 4-12


"Women Who Rock: Songwriting and Points of View"

A successful songwriter must learn to master musical composition and creative writing. Lyrics often reflect the times while simultaneously employing the use of rhyme scheme, metaphors, and other poetic devices to work in tandem with musical arrangements. In this class, students will explore different song writing techniques by female musicians from the 1960s until now, understanding distinct musical styles and points of view in cultural and historical terms. Students will analyze lyrics by the Crystals, Aretha Franklin, Patti Smith and Nicki Minaj, interpreting meaning and contextualizing perspectives while also dissecting song structure. Grades 7-12


"Great Moments in Rock and Roll: Popular Music Through the Decades"

Take a journey through the second half of the twentieth century by exploring some of the great moments in rock and roll history. Introduce the idea that popular music is a part of our world, not something separate from the newsworthy events that happen each day. Students will actively participate in discussions about shifting cultural values, conceptions of equality, and political activism. Students in grades 7-12 enjoy Jimi Hendrix at the 1969 Woodstock music and arts festival, the Ramones concert in London on July 4, 1976, and the fusion of rock and hip-hop in the 1986 video "Walk This Way."


"The Big Bang! The Birth of Rock and Roll"

In the early 1950s, a new form of music exploded onto the scene, exciting the growing teenage audience while startling many others who preferred the music of Bing Crosby and Patti Page. Popularized by disc jockey Alan Freed in 1951, the term "rock and roll" came to be used to describe a new form of music, steeped in the blues, rhythm and blues, country and gospel. Teenagers fell in love with this new sound, listening to it on transistor radios and buying it in record stores. Many parents believed that this music was simply noise that had a negative influence on impressionable teens. No matter your position, it became clear that rock and roll was here to stay, bringing with it important changes. Teenagers often rejected the values associated with their parents' generation and white and black audiences broke down racial barriers as they sought out the latest rock and roll artists. This class will examine the importance of geography, race, technology, and teen culture in shaping rock and roll music. Students will learn about the changes that took place in this remarkable era as they watch and listen to vintage performances by Hall of Fame Inductees such as Chuck Berry, Jerry Lee Lewis, Elvis Presley and Little Richard.


"Ball of Confusion: Rock Music and Social Change in the 60s and 70s"

The history of rock and roll overlaps with some of the most turbulent times in U.S. history. In the 1960s and 1970s in particular, American society faced challenges stemming from the Vietnam War, the Civil Rights movement, and the Women's Liberation movement. During this time many people felt that the world was a "Ball of Confusion," as described in lyrics of the popular Temptations song. This class features songs from artists including Bob Dylan, Jimi Hendrix, and Jefferson Airplane, and helps students identify ways that popular musicians have used messages of revolution, protest, and empowerment to question society and effect change. Supplemental media includes recordings and videos of Hall of Fame Inductees.


"Land of Confusion: Rock Music and Social Change in the 1980s"

The history of rock and roll reflects diverse American experiences, protesting political problems and encouraging new visions for progress in our nation and around the world. This class studies social change in the United States in the 1980s and beyond, building upon the legacy of the 1960s counterculture, as exemplified in the 1986 song "Land of Confusion" performed by Genesis. Songs and music videos by artists such as Sting, USA for Africa, Bruce Springsteen, and Public Enemy will allow students to explore how musicians have questioned society and effected change with rock, pop, rap, and reggae music. Discussion topics, including the Cold War, fighting famine in Eastern African, and facing rising homelessness, allow students to understand how complicated problems often impact society.


"Hip-Hop Technology: From Turntables to Computers"

Since its inception in the early 1970s, hip-hop culture has become one of the most important forms of expression for young people on the planet. This class allows students to experience the ways that technology is incorporated into hip-hop music and culture. Students will explore the early innovations of hip-hop deejays and the development of classic turntable techniques like "playing the break", as heard in "Rapper's Delight" by the Sugarhill Gang. The class includes a live demonstration in which students help to create a new musical composition using the latest computer music software. Don't miss this chance to learn about the creation of hip-hop music and culture and gain insight into the world of music technology and production.


Sixth Floor Museum at Dealey Plaza:


"Celebrating Kennedy as a Writer"

Program Description To celebrate his life and legacy, The Sixth Floor Museum and the Program Director of The Writer's Garret Literary Center in Dallas will interact with students about President John F. Kennedy's speech given on 10 June 1963 at the American University Commencement. Not only will we delve into the timely topic of the speech, but also the rhetorical devices Kennedy uses. The students will use those literary elements to begin creative pieces at the connection's end.

Program Format The program will begin with an introduction to The Sixth Floor Museum at Dealey Plaza in Dallas, Texas, including a real time look at Dealey Plaza. Museum personnel will introduce the context of the speech that we will be discussing and then the Program Director of The Writer's Garret will discuss the topics and rhetorical strategies used in the first half of the speech. We will conclude with a look at similar techniques in a separate genre; students will then begin writing a creative writing piece based on the topic and/or Kennedy's writing style. Objectives, Participants will:

- explore the use of repetition as rhetorical strategy and poetic technique.

- understand the context of the speech given in 1963.

- gain a better understanding of President John F. Kennedy's life and legacy.

- make connections between the the United States relationship with USSR in 1963 and the United States' relationship with Russia and China today.

- examine and discuss cycles of peace and war in society.



Smoky Hill Education Service Center, Salina, Kansas:


"The Great Wall of China"

Grades 1-12

Students will take a virtual field trip to the Great Wall of China. Through games and experiments, they will learn about the Great Wall in respect to its location, the building materials used to build it, and the functions of the wall. Legends about the Great Wall will enlighten students on how the Chinese people view leadership.


"The Origin of the Han Nationality"

Grades 3-12

Students will get to know the beginning history of the largest nationality group—the Han—in China. China’s first kings will be introduced, and through these stories, students will understand the core values in Chinese culture and what the Chinese people cherish.


"The Origin of Chinese Writing Characters"

Grades 1-12

This program will introduce the three different theories about how the Chinese writing characters originated. Students will learn how the ancient inscriptions on bones or tortoise shells were discovered and the four methods of forming characters. Two examples will be introduced to show that the Chinese character is the only written character in the world that can tell people philosophy about human lives. In addition, students will have the opportunity to learn to recognize and write some Chinese characters.


"Charming China"

Grades 1-12

The traditional Chinese dragon will take students on a journey to experience the charm of China. Students will learn Chinese greetings and the characteristics of Chinese characters, witness the development of China from ancient times to the present, trace the origins of Kung Fu, and learn to appreciate Chinese music.



South Central Kansas Education Service Center:


"Chinese Words to Chinese Cultures (Religions) to Chinese People: Confucianism, Taoism, Buddhism"

(3-part series OR choose just one program)

Grades 9-12


Confucianism: Students will learn the distinction of the Chinese written characters (words) and how they relate to the Chinese culture. Additionally in this session students will learn the five relationships that Confucius taught and analyze Chinese people's mindset, values and way of living. 45-minutes


Taoism: Students will explore the meaning of Tao and the religious aspect of Taoism. Students will hear stories on how to change from disaster to blessing. Pictures of temples will be shared as well as a discussion on the ways to reform one's life from a Taoists' point of view. 45-minutes


Buddhism: Students will learn what Buddhism is really about and clarify some misunderstanding on Buddha and Buddhism. Students will see pictures of current temples, different Buddha images, offerings and their representative meanings. 45-minutes


"Auschwitz: Remembering the Holocaust"

High school students will examine the complexity of race and ethnic relations as experienced during the Holocaust through the gates of the Auschwitz concentration camp.


"Chinese Art"

This program shows students how important Chinese art is to the Chinese culture. Studies will include: Chinese music, dance, and opera, as well as the importance of the colors used in the masks worn by actors and dancers. Students will have the opportunity to color a facial mask at the end of the program.

Grades K-12; program length 30-40 minutes


"Celebrate China - Welcome to China"Students will experience a tour from America to China and “visit” the teacher’s home town. While in China, students will see sites of the city, including McDonalds, KFC, and Wal-Mart. Students will also experience Chinese music, dance, and the Chinese classroom. They will learn basic Chinese greetings and write simple characters. Grades 1-12; program length 30-45 minutes.


"Celebrate China - Mid-Autumn Day Festival"

Mid Autumn Day is the second largest festival in China. Families gather to celebrate the abundance of the summer harvest. Together they share traditional moon cakes as they reflect upon legends of the Moon Goddess. The program introduces ways of celebrating such as carrying lighted lanterns and guessing Chinese riddles. Students will study and memorize a Chinese poem. Grades 1-12; program length 30-45 minutes.


"Celebrate Chinese Myths & Legends - Creation Myth 1"

"Pan Gu Created the World." Students hear how the myth influences modern Chinese society. Students learn, according to the myth, the relationship between man, emotion, body, and environment. The program shows a modern experiment, "Water Knows the Answer" and in conclusion, students are taught to say appreciating words in Chinese. Grades 1-12; program length 30-45 minutes.

"Celebrate Chinese Myths & Legends - Creation Myth 2"

"Why the Chinese are Yellow Skinned." Students will explore the legend "Nu Wa Makes Men". They are introduced to wedding rituals in China and learn the family names according to the myth. Next students hear the famous legend, "Nu Wa Mends the Sky" and learn why Chinese people call themselves descendants of the dragon. The program features the influence of the myth on the modern society, Confucian culture, and relationships between people. Grades 1-12; program length 30 minutes



"Celebrate Chinese Myths & Legends - The Monkey King, Myth 3"

"Journey to the West", one of the most popular Chinese classic works, will be introduced and the story, "Monkey King Hit Lady White Bone Thrice" will be told. The presentation explains the Buddhist culture from the story, including the Ten Commandments in Buddhism. The program concludes with students playing the Chinese version of "rock, paper, scissors" and another interactive activity. Grades 1-12; program length, 30 minutes.


"Lunar New Year"

The Chinese New Year is the most colorful and important of China’s festivals. The New Year may occur as early as January 21, and as late as February 21. Students will identify the importance of celebrating the New Year. They will also understand traditions and rituals, including paper cutting, special decorations, foods, and activities. The Lantern Festival concludes the New Years celebration. Students will learn the traditional meaning of lanterns in Chinese culture. Grades K-12, program length 30-45 minutes.


"The Daily Life of a Chinese Student"

The Chinese student’s life is both busy and colorful! Students in this class will experience a day in the life of a typical Chinese student. Activities will include:

•Listening to favorite Chinese songs

•Showing Chinese body exercise

•Introducing the educational culture of China •Experiencing the difficult college entrance exam

Grades 3-12; program length 30 minutes


"Conducting Business with China"

This program is about the rituals to be observed while doing business with Chinese people. Participants will learn how the hierarchy in Chinese culture influences manners. Studies will include:

Addressing business partners

Greeting-shaking hands

Sitting and talking to prospective partners

Eating manners

Customs for giving gifts

Selecting suitable gifts

Avoiding gift taboos

The program will also introduce the Chinese Philosophy on producing wealth.

Grades 9-12; program length 30 minutes


Smithsonian American Art Museum:


"America's Signs and Symbols"            

Familiar icons of America—the Statue of Liberty, the flag, the bald eagle—symbolize the United States both to residents and to others around the world. Artists use these images to communicate their personal ideas and to encourage probing thought on American society. Grades 3-12


"Young America "              

How have artists depicted the U.S. war for independence? How have those images shaped ideas and assumptions about the American Revolution? How do artists combine both fact and myth in reinterpreting history? Grades 4-12


"Lure of the West"                     

As both a place and an ideal, the American West retains a powerful allure in popular culture. Explore depictions of the people, lifestyles, and landscape of the nineteenth-century West to better understand this dynamic period of history.  Grades 4-12


"Civil War: A House Divided"           

The Civil War tested and consumed the country for more than four years. Many families were touched by death in the bloodiest conflict our nation's history. How did the new technology of photography depict the country and the war? What do paintings and sculpture reveal of life during Reconstruction? Grades 7-12.


"Reshaping American Life: 1930s America"              

This videoconference asks students to question and evaluate the role of the federal government in the aftermath of the depression. By examining the 1930s in light of FDR's New Deal, participants analyze WPA and PWAP objects to understand government messages of the period. Grades 7-12


"Free Within Ourselves" 
The lives of African American artists lend insight into the historical, social, and cultural context of their works. Grades 4 - 12.


"Latino Art and Culture"              

Artistic achievements of Hispanic Americans from the 1860s to the present represent the diversity of the Latino community and reflect historical and cultural developments that have transformed American art. Grades 3-12


"Native Americans"

Students examine the cultural heritage of American Indians, as captured by native and non-native artists.

Grades 1-12

Customized programs also available via videoconference.

The Storyteller's Drum:

"George DeBaptiste  - Underground Railroad Conductor"

Born a free black in Virginia , in 1815, he was the grandson of a man who fought in the Revolutionary War. After a brief stay in Cincinnati , DeBaptiste moved to Madison , Indiana - the Gateway to the Underground Railroad (URR). His barbershop became the URR communications center. When his white patrons teased him about being a secret URR agent, he would just laugh and say he “wasn’t smart enough for that.”  Nevertheless, Baptiste personally helped over 140 runaways to hiding places on Indiana ’s antislavery network.


"Private George Washington – 28th Regiment, United States Colored Troops"

He was proud that his mama had named him George Washington when he was born a slave in Kentucky . It was really a shock to find seven other black men with the same name when he joined the army in Indiana ! He grins and says that he is still “the only one named Washington in Company C.”


"Anything But Civil"

What would a runaway slave and an Irish immigrant have in common? It’s the 1860s and the United States is no longer united. Anti-slavery sentiments have fanned the flames of separation and resistance; the country is at war with itself! Irish immigrants fleeing the potato famine in their own country, find themselves forced into a war they know little about or understand. Many Blacks, held as captives and slaves in the South, are seeking and finding ways to freedom and a new life.  What do you think an Irishman would say to a runaway slave if he met one? What would a runaway think of an Irishman he finds standing in his path to freedom?


"Anna Murray-Douglass, first Wife of Frederick Douglass – an Unsung Heroine"

In 1813, Anna Murray was the first to be born free in her family in eastern Maryland . She was living in Baltimore , Maryland when she first met Frederick A. Bailey at the East Mental Improvement Society, an organization of free blacks who promoted literacy.  By 1838, Anna had sold many of her belongings and sewed a sailor’s suit, as a disguise, to help Frederick escape to freedom. Soon afterwards, she and Frederick married, moved to New York & changed their name to Douglass. After Frederick Douglass became famous as an abolitionist & speaker, many saw Anna as a poor intellectual match for her husband.  Frederick , however, never abandoned his wife and mother of his four children. They were married for forty-four years until her death in 1882.


"Drum Circles"


Robert L. Friedman, Psychotherapist

A drumming circle is not a professional ensemble playing prepared music, or a drumming class. It is an “in the moment” musical event that everyone can participate in. It is a place for everyone to express themselves through rhythm. Community drumming has been around for thousands of years in almost every part of the world. It is invited and needed; it is fun & rejuvenating. No experience necessary!  A Drum Circle Facilitator provides the drums & instruments, helps to create a warm welcome environment and gives some guidance when needed.


"African-American Civil War Heroes:  The Major and Color Sergeant"

Storyteller/actors Khabir Shareef & Andrew Bowman engage your students for 45 minutes. They will come with historically accurate full military dress and accompaniments as they share true stories through first-person interpretation. Members of the audience will be recruited for basic training & all will participate in singing a popular song of black Civil War soldiers.


"John Henry – The Hammer Man"                

John Henry, the legendary "steel driving man" was a railroad worker during the 1870s. The story has it that John Henry worked for the Chesapeake & Ohio Railroad helping to build the Great Bend Tunnel through the Appalachian Big Bend Mountains. John Henry could out work man or machine, so it was said!
John Henry draws you back to the days when he was well known throughout Virginia . Hear stories of his youth and why he married Miss Polly Ann, an unusual & interesting woman!!! Come go back into history; to the time of building the C&O Railroad from Washington , DC to Cincy , OH . Enjoy audience participation; Learn call´n response; learn what a "shaker" is, and how to hammer in rhythm with your team. Did John Henry die with a hammer in his hand like they say? John Henry says ....


"Meet Sojourner Truth"

She was an abolitionist, women´s rights activist and preacher. Born into slavery (as Isabella Baumfree) in upstate New York, Sojourner Truth obtained her freedom and moved to New York City. She later became a traveling preacher and quickly developed a reputation as a powerful speaker. Sojourner Truth discussed issues of the day and as a result of these discussions became one of the first people in the country to link the oppression of black slaves with the oppression of women. As a speaker, Sojourner Truth became known for her quick wit and powerful presence. Sojourner Truth lived a long and productive life. She spoke before Congress and two presidents. Sojourner Truth is best remembered for a speech she gave at a women's rights conference where she noticed that no one was addressing the rights of Black women.

U.S. House of Representatives:


Contact your Representative to schedule a videoconference.

 Use the website: http://clerk.house.gov/


United States Senate:


Contact your Senator to schedule a videoconference.

Use the website:  http://www.senate.gov/


USS Arizona Memorial Museum, Honolulu, HI (they are 4 hours behind us):


" Pearl Harbor Survivor Series"

The Pearl Harbor Survivor Series enables Pearl Harbor Survivors to relate their testimony of that fateful day to schools and other interested groups.  Here are a couple of their stories: 


Allen Bodenlos, Sgt. , United States Army (1940-1947)

Al Bodenlos was born in Cleveland , Ohio on August 13, 1920.  He enlisted in the US Army on July 9, 1940.  He was eventually assigned to the 13th Combat engineers, then to the 804th Engineer Aviation Battalion at Schofield Barracks, Hawaii .  A "real" boogie-woogie bugle boy, and the Bugle Master for the 15 buglers in the 804th Battalion, Al was sent to Honolulu on Dec. 6th 1941 to buy instruments . . . and the rest is his story.


Sterling R. Cale, SGM, US Army (retired)

Sterling Cale was born on November 29, 1921 in Macomb , Illinois .  He enlisted for Lighter-Than-Air Training (dirigibles) at Lakehurst , New Jersey .  After the explosion and burning of the German blimp von Hindenburg, the Navy cancelled their dirigibles program, so Sterling switched over to training as a hospital pharmacy mate.  He was assigned to the US Naval Hospital at "C" Landing, Pearl Harbor , Hawaii .  On the morning of Dec. 7, 1941 he noticed planes diving on the ships at Battleship Row and thought it was another mock attack --- until he saw the "Rising Sun" on the wing tips and fuselage . . . .


Check out the website's " Pearl Harbor Survivor Biographies" link for details on the other 11 men who are available to tell their own story:  http://www.nps.gov/usar/forteachers/index.htm


University Circle Interactive Cleveland:


"1945:Witnesses to War - Holocaust Survivors and Artists" (2-part series)

Program Description

The Temple Museum of Religious Art recently acquired a collection of 45 Holocaust Wall Hangings by artist Judith Weinshall Liberman that visually depict historic maps, scenes and philosophic concepts regarding the history of the Holocaust. The first connection is a presentation featuring the Holocaust Wall Hangings. The students explore the creative process, interpretation, and explore how an artist honors historical memory. The second connection is a conversation with a local Cleveland Holocaust survivor describing their experiences during World War II. Both lessons analyze how history is interpreted by examining historic documents, eyewitness accounts from Holocaust survivors and shared artistic interpretations of the artist’s works.

Program Format

Lesson I. 1. The presenter from Temple Tifereth Israel greets the class and reviews lesson objectives. 2. The presenter briefly discusses what students discovered from their writing assignments. 3. Summary/Introduction of artist's work. Show wall hangings by the artist and DVD interview. 4. Introduce student writing/art activity.

Lesson II. 1. The presenter from Temple Tifereth Israel greets the class and reviews lesson objectives. 2. The Holocaust survivor participating in the discussion simply share their stories with the students. 3. Students are able to dialogue with the presenters and ask questions.


Students will: - have a more in-depth understanding of the Holocaust and the people who were affected by the events of World War II. - understand how individual artists respond to historical events using their artistic discipline. - understand some of the significant events surrounding the Holocaust.



COLORVISION is a 3-part series + 1 post-film discussion session, showcasing the works of independent filmmakers and producers of color. A multicultural showcase of media, dialogue and music, COLORVISION creates a cross-cultural community while providing a new vision of a diverse world. The programs tackle issues close to the minority experience, such as cultural identities, political realities and personal viewpoints regarding the American experience while incorporating humor, music, art and animation. The series brings together minority groups to create a community of understanding through art, creativity, self-expression and ethnic pride. Told through the eyes of Native-American, African-American, Asian, Pacific-Islander and Latino characters and filmmakers, each of the films offers a glimpse into the minority experience in America. A series rich with culture, diversity and wit, COLORVISION provides audiences with a creative and fresh look at the world. This program is appropriate for students in Grades 10-12 and Community College audiences. This distance learning program includes three videoconferences to view film segments and connect for post-film discussions. All videoconference connections with classes will be 1 hour.


Vanderbilt University Virtual School:


ALL Vanderbilt Virtual School videoconferences are held at 10am and again at 11am (ET)


Current Hot Topics Series, 2012-2013:


"9/11: Eleven Years Later" - September 10 - Presenter: Paul Gonzalez, 9/11 eyewitness survivor, and retired Navy commander that worked in the budget office for the Defense Intelligence Agency at the Pentagon in Washington, D.C.

At just 55 years old, Paul Gonzales struggles to breathe at times, can still show you where chunks of the meaty part of his hand are missing, and can look forward to at least one more serious surgery in his life. But he is living, and that is the important part. Paul Gonzales remembers the deafening noise of the terrorist attacks on Sept. 11, 2001, when he closes his eyes. He suffered lingering physical damage in the attack on the Pentagon. Several framed pieces relating to 9/11 hang on the wall of an office in his Franklin, TN home.

This videoconference serves as a basis for discussion and reflection on the eleventh-year anniversary of September 11, 2001. This discussion and reflection will include: How has America Changed? Students will be presented with discussion questions that encourage an exchange of views on the impact of 9-11 on America. Writing a letter to the Future: Students will express in writing their feelings about 9-11, the war on terrorism, and implications for future generations.

Link to detailed program description, objectives, format, pre-lesson material: http://vanderbilt.edu/virtualschool/videoconferences/catalog/view/19


Race to the Presidency Series, 2012-2013:


“ELECTORAL COLLEGE vs. POPULAR VOTE” – Wed. September 19, 2012 - Presenter: Marc Hetherington, Professor of Political Science at Vanderbilt University

This videoconference is a wonderful opportunity for students to learn about the controversy surrounding the electoral college vs. popular vote that has sparked considerable debate for years and years. How we choose a president profoundly impacts how campaigns are run, the importance of swing states, and the election’s outcome. As the issue surfaces heading into the November Presidential Election, is it time to graduate from the Founding Father's Electoral College concept, or are popularity contests the way to choose a president? Some of the older 11th and 12 grade students in this videoconference will be first time voters during the November Presidential Election! In this videoconference, students will discover how a presidential candidate can win the popular vote but not receive enough electoral votes to win the election. We will explore about the establishment of the electoral college and how it functions, analyze various regions of the country and their voting trends, explore how these trends were reflected in the outcome of the 2000 presidential election and the 2008 presidential election, and then encourage students to predict how these regions will vote in the 2012 presidential election.

Link to detailed program description, objectives, format, pre-lesson material: http://vanderbilt.edu/virtualschool/videoconferences/catalog/view/22



"WHY VOTE: THE POWER OF ONE VOTE" – Wed. September 26 - Presenter: Debby Gould, President of League of Women Voters of Nashville

IF as many people who vote in American Idol actually went to vote in the 2012 Presidential Election, we would see amazing things happen in the United States!! Voting is an important right and privilege for Americans. There are many places in the world where people do not have the right to vote. By voting, people can make sure that their opinion is shared with community leaders. If you are a citizen of the United States and eighteen or older, you have the right and responsibility to vote in local, state and national elections. Some students participating in this videoconference may be 18 and will be first time voters for the 2012 presidential election. Today, less than half of 18- and 19-year-olds are even registered to vote! The focus of this videoconference is to encourage civic participation, to educate future voters about their rights and the electoral process, to promote a larger voter turnout, and to produce a new generation of consistent voters.

Link to detailed program description, objectives, format, pre-lesson material: http://vanderbilt.edu/virtualschool/videoconferences/catalog/view/21



"PARTIES, PLATFORMS, AND PROMISES" – Wed. October 3, 2012 - Presenter: Adam Nickas, Executive Director TN Republican Party

What is a Democrat? What is a Republican? What do they individually stand for? American politics is dominated primarily by the Democratic and the Republican parties. Both parties differ in their philosophies and ideals. This videoconference and lesson plan focuses on comparing and contrasting the Republican and Democratic parties and their platforms. In this lesson, students will examine political parties and their role in the U.S. political system. “PARTIES, PLATFORMS” is the Virtual School’s study of political parties and their platforms. American political parties are organized on a national, state, and local basis Our presenters may examine current issues of the presidential election and describe their party’s platforms on such issues as the Economy, National Security, Education, Immigration, Health Care, and more.

Link to detailed program description, objectives, format, pre-lesson material: http://vanderbilt.edu/virtualschool/videoconferences/catalog/view/25


"CAMPAIGN ADS and HOW THEY IMPACT VOTING"11 AM only Wed. October 10 – Presenter: Pat Nolan: Capitol View Commentary, NewsChannel 5 and Public Relations DVL

This lesson in campaign ads and how they impact voting introduces students to different types of political ads. The lesson provides questions that challenge students to think critically about the ads they are seeing this presidential campaign season. Political ads can communicate, persuade, and even entertain. A 30-second ad can be an effective tool for convincing voters to support a candidate. Ads can target general or specific audiences, and they can be effective or ineffective in different ways and for different reasons. They use emotion, persuasion, factual claims, and cinematic style to influence voters. Critical analysis of political advertising entails evaluating ads on all of these levels.

Link to detailed program description, objectives, format, pre-lesson material: http://vanderbilt.edu/virtualschool/videoconferences/catalog/view/29


"KEY ISSUES OF THE 2012 PRESIDENTIAL RACE" – Wed. October 17 – Presenter: Larry Woods, attorney and renowned debate and interview coach of political leaders

In this videoconference, students will consider the key issues in the 2012 presidential election. Students will evaluate the current presidential contenders based on these issues, and research the key issues and main candidates of a past election year. Based on discussions, students may choose to align themselves with a specific political candidate. Student awareness of political issues and interest in everyday affairs will be increased by having a political candidate to support. This videoconference will give students more opportunities to become intelligent voters which is a must for a thriving democracy. Deciding who to vote for as the next President of the United States of America has to be a personal decision. Students need to know the facts about each candidate. This videoconference will explore the major issues on which candidates have taken a stand.

Link to detailed program description, objectives, format, pre-lesson material: http://vanderbilt.edu/virtualschool/videoconferences/catalog/view/30


Virginia Historical Society:


"HistoryConnects: Primary Source of the Month"

Grades K-12

This 30 minute program will introduce your students to a different primary source each month. Through a guided inquiry process, the students will engage in primary source analysis, interpret the importance of the primary source, and place it in historical context. The source will be aligned to both the Virginia and national standards, and will also be paired with replica artifacts to help illuminate the meaning. This interactive program will end with a period for questions and answers. Tentative Schedule:

September: John White Watercolors of Powhatan Indians

October: John Smith Map of Virginia

November: Which is the real Pocahontas?

December: Colonial ledger/receipt

January: James Lafayette’s petition

February: Spraggins letter

March: McClure Diary/Maben letter

April: Civil War

May: 20th century

June: 20th century


"HistoryConnects Virtual Tour: The Story of Virginia"

Grades K-12

Virtual tours of the Virginia Historical Society’s award-winning exhibition, The Story of Virginia, are tailored to meet the requirements of grade-specific standards of learning (SOLs). The virtual tour format is a blend of presentation and question/answer, which allows for comprehensive SOL reviews for the students. Choose a comprehensive tour of the exhibition, or treat a topic in more depth. Either option allows students to explore the triumphs and tragedies of the history of the commonwealth and the nation.

Virtual Tour Topics:

The Story of Virginia From Native American Virginia through the 20th Century

The Story of Virginia From Native American Virginia to the Civil War

The Story of Virginia: From Native American Virginia through the Civil War

The Story of Virginia: From the Civil War through the Twentieth Century

The Story of Virginia: The Civil Rights Movement in Virginia


While the virtual tours have been aligned to Virginia standards of learning, the tours also meet national standards, and are appropriate for students of all ages from all locales. Additionally, virtual tours of The Story of Virginia can be designed for any group with special emphasis on African American history, women's history, government, economics, or primary sources. Any special requests should be made at the time of booking the program.




In partnership with the Cleveland Council on World Affairs and the Cleveland Clinic, WVIZ-Ideastream presents a series of videoconferences called, "Bridges to the World." Bridges to the World is a newly-developed educational program initiated by the Cleveland Council on World Affairs (CCWA) to raise awareness about the world, its countries, and its peoples.


WVIZ-Ideastream also presents an extension of the public Town Hall series offered by Cleveland State University, during which prominent public figures speak to student audiences. These programs originate from the Idea Center® at PlayhouseSquare, Cleveland, and are transmitted to schools using interactive video distance learning technology.


Videoconference Series for 2013 - 2014:


“The Lessons of History” Monday, September16, 2013, 1-2pm (ET)

Presenter: Pulitzer Prize Winning Author Doris K. Goodwin is the author of biographies of several U.S. Presidents, including Lyndon Johnson and the American Dream; The Fitzgeralds and the Kennedys: An American Saga; No Ordinary Time: Franklin and Eleanor Roosevelt: The Home Front in World War II (which won the Pulitzer Prize for History in 1995); and her most recent book, Team of Rivals: The Political Genius of Abraham Lincoln.


"US Strategy with Iran at a Critical Juncture" Wednesday, September 18, 2013, 10-11am (ET)

Iran is a strategically crucial country for the United States. The Iran Project seeks to change the tone of the U.S.-Iran relationship and promote dialogue between this strategic country and the U.S. The Iran Project seeks to improve official contacts between the governments of the United States and Iran. The organization has three main objectives: to promote an official U.S.-Iran dialogue, to develop a peaceful resolution to the nuclear standoff, and to encourage greater cooperation between the U.S. and Iran for greater regional stability. Join Ambassador Thomas Pickering from The Iran Project and Jessica Tuchman Mathews from the Carnegie Endowment for International Peace for an interactive discussion of the situation!


"William F. Baker, President Emeritus WNET (NY)" Monday, October 7, 2013, 1-2pm (ET) He has been called an icon of public television for producing some of the industry’s most respected and popular programs, including Charlie Rose, Bill Moyers Journal, Nature, Cyberchase, and Great Performances.


“Author and Economist Martin Jacques” Monday, November 4, 2013, Time: TBA

An award-winning journalist, Jacques has written extensively for many newspapers and magazines. His most influential essays have included the End of Politics, the Rise of East Asia, Meaning of Middle Class Insecurity, the Age of Sport, and the Global Hierarchy of Race. He has made many television programs for the BBC including writing and presenting Italy on Trial,The Incredible Shrinking Politicians, a two-part series on The End of the Western World, and Proud to be Chinese.


"Jeff Hoffman co-founder of ColorJar!" Monday, January 27, 2014, 1-2pm (ET)

Jeff Hoffman is a recognized innovator who has been a founder and CEO in a number of startups and high growth companies, including Priceline.com, uBid.com, and ColorJar.


"Bob Woodward, author of “Price of Politics” Monday, April 7, 2014, 1-2pm (ET)

Bob Woodward has worked for The Washington Post since 1971 as a reporter, and is currently an associate editor of the Post. While a young reporter for The Washington Post in 1972, Woodward was teamed up with Carl Bernstein; the two did much, but not all, of the original news reporting on the Watergate scandal that led to numerous government investigations and the eventual resignation of President Richard Nixon.



Ward Melville Heritage Organization:


"Stage Door Canteen - Saluting Pioneer Photographer, Toni Frissell"

Interactive musical performances in a lively canteen setting during WW II, highlighting her fascinating life. Remembered for her high-fashion photography for Vogue and Harper's Bazaar, Toni Frissell (1907-1988) also volunteered her photographic services to the American Red Cross, Women's Army Corps and Eighth Army Air Force during WWII. She was the first woman war photographer and the first woman on the staff of Sports Illustrated. She flew for two weeks with the Tuskegee Airmen and her photographs are possibly the only ones taken of those brave men.

"Running Scared, Running Free, Escape to the Promised Land"

The distance learning program will engage students in an interactive discussion with an instructor who will portray a 'conductor' on the Underground Railroad. Our trained instructor will guide your students through an interactive discussion illustrating the divide in the country over the issue of slavery, as well as the function of the Underground Railroad.


"First Long Islanders: Original Inhabitants"

Students 'travel back in time' and explore how Native Americans used the environment in their everyday lives. Our trained instructor will guide your students through an interactive discussion focusing on available environmental resources and family roles within this Algonquian culture.


"Windows Through Time: Journals of American Revolutionary War Spies!"

This distance learning program is based upon the actual workings of the Setauket Spy Ring (1778) during the American Revolutionary War. Setauket, a little town on the north shore of Long Island, is where the Setauket Spy Ring operated by delivering secret messages to General George Washington about the covert operations of the Redcoats. Using invisible writing, secret codes and ciphers, this spy ring was never found out by the British, in fact, its members were kept secret for over one hundred fifty years! Join our instructor who will bring your class back to colonial times and engage your students in both literacy and history with Windows Through Time: Journals of American Revolutionary War Spies!!



Western Reserve Historical Society:


"Every Four Years: The Making of the President" Actual presidential campaign artifacts are shown on camera while reproductions of photos, political cartoons, maps, charts and ballots are sent ahead of time to be in the hands of students. A museum educator leads the class in an inquiry-based examination of some of the most important presidential campaigns. Questions of issues vs. image, and strategy vs. circumstance are the focus as students learn how to analyze artifacts, political cartoons, and photographs. One class per session. Grades 10 and 12 will focus on the elections of 1896, 1912, 1920, and 1948, with an emphasis on how people make voting decisions and how "image" affects those decisions.

"So, You Want to Buy a Car in 1945?" This interactive 45 minute distance learning program focuses on the economics of the home front during war. During WWII, the office of price administration enacted rationing, price ceilings, production restrictions and recycling to limit consumer inflation. What did this mean if you wanted to buy a car in 1945? Help your students find out with this program that uses primary sources and photographs from the Crawford Auto-Aviation Museum collection. Pre-and post-program classroom activities include lots of primary documents such as posters, ads, newspaper articles, tables, and photographs. Grades 10-11


"And I Will Be Heard: Women Claim the Right to Vote" Women’s struggle for equality in American political life began in the 1830s and continues today. Passage of the 19th Admendment (1920) was a huge step along the way. students use primary documents, pictures, and photos of artifacts from our history museum collection to reveal how hard the path to suffrage was. Students also use the hands-on materials to construct the arguments made for and against women’s suffrage. Grades 9-10