Students will read and compare excerpts from "The Odyssey" and "The Adventures of Telemachus". They will create an original story based on a secondary character from "The Odyssey" as well as a sketch of one of the pivotal scenes from the story.

This is the first lesson in a sequential unit. Students review the elements of art by studying a reproduction of a work of art they will see on their museum visit in Lesson 2. Students prepare for their trip to the museum by researching the work of art and speculating about the museum's motivation for collecting it. Students also review appropriate museum behavior.

This is the second lesson in a sequential unit. In a museum gallery, students practice looking skills they reviewed in Lesson 1. They reflect upon the differences between viewing original works of art and reproductions and interpret a work of art using formal analysis and research done for homework.

This is the third lesson in a sequential unit. Students review their experiences looking at an original work of art and a reproduction in Lessons 1 and 2 and address the role of the museum in society. They assess the museum's presentation and interpretation of works of art by writing essays about the responsibilities of museum professionals to support a museum's mission.

This is the first lesson in a sequential unit. Students practice looking and formal analysis skills by studying a reproduction of the work of art they will see on their museum visit in Lesson 2. Prepare students for their trip by reviewing appropriate behavior in a museum and discussing the role of the museum as an institution that collects, conserves, and interprets works of art.

This is the second lesson in a sequential unit. Students practice looking skills from Lesson 1 in a museum gallery. Through a drawing exercise and discussion, students use the elements of art to explore the differences between viewing original works of art and reproductions. Students also compare how the elements of art are used in different works of art in the same gallery.

This is the third lesson in a sequential unit. This exercise reinforces what students learned on a visit to an art museum about looking at an original work of art and looking at a reproduction. Students create a drawing using the elements of art reviewed in Lessons 1 and 2. Students in grades 2-5 reflect on their museum visit in writing.

Students examine the connection between a person's home and his or her personality.

Students will examine and discuss the tapestry "Chariot of Triumph" and its symbols and create their own personal symbols for their own tapestry design.

Students will analyze the form and function of a table made in the 1700s. They will appropriate elements from a preexisting work of art to create a new work of art that reflects the students' identity.

Students will imagine that they are an 18th-century "marchand-mercier", or salesman, and will write a persuasive letter to sell a French bed, the "Lit a la Polonaise", along with other bedroom furnishings for a client.

Students will study a French cabinet and research and discuss its symbols. Students will then create their own marquetry design based on an animal symbol from another country.

Research activities investigate social-science connections such as trade, societal impact, and style on the production and consumption of porcelain in the period leading up to the French Revolution. Extensions relate to chemistry connections.

Students will discuss the style and function of an 18th-century compound microscope and its case and then design their own modern scientific or technological instrument.

Students will identify the colors, animals, animals' actions, and natural and manmade items depicted on a decorative clock made in the 1700s. They will memorize a song, practice telling time, and create their own decorated clock.

Students will examine a medieval manuscript on astronomy and create their own books based on modern discoveries in astronomy.

The books that were created in the medieval period are the forerunners of modern printed books and have many of the same components. Use the image Initial A: Two Men before a King and a Man Speaking to a Family to learn about the different elements of a manuscript page and as a way of beginning to explore and create illuminated manuscripts with your class.

Students will examine a manuscript page from a Flemish bestiary and discuss how it was used to teach ideas about Christianity. Students will then compare the stories from the bestiary to the fables of Aesop, and culminate with the creation of their own manuscript based on a fable by Aesop.