This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

Solar energy in the form of light is available to organisms on Earth in abundance. Natural systems and other organisms have structures that function in ways to manage the interaction with and use of this energy. Using these natural examples, humans have (in the past) and continue to design and construct homes which manage solar energy in passive and active ways to reduce the need for energy from other sources. In this storyline, students will explore passive and active solar energy management through examples in the natural world. Students will use knowledge gained to design a building that maximizes the free and abundant energy gifts of the sun.

In the first bend of this unit, students will closely read multiple perspectives on the “American Dream” in
order to collect information to use and integrate that information into an evidence-based perspective.
Students will examine primary and secondary source documents to make informed decisions about
what information to collect that may inspire their writing about “The American Dream.”

In the second bend of this unit, students will engage in a short-research process to create a draft of
argumentative speech on the “American Dream” with a specific purpose, audience, and tone in mind.
They will use their inquiry research questions from bend one to begin analyzing search results and citing
and gathering relevant, accurate, and credible information.

This lesson will introduce students to postcolonial literature--the major players, unifying themes, and major debates surrounding the classification of this genre. It also contains links to readings, discussion questions, and a collaborative project aligned to multiple Common Core standards.

In this lesson from the World Affairs Council - Seattle, students will explore the United Nations Sustainable Development Goal #7: Affordable and Clean Energy. They will learn about efforts to provide universal access to clean and affordable energy across various sectors, identify barriers faced by communities, and understand how sustainable energy policies can lead to positive outcomes. Students will evaluate the impact of specific energy sources on global greenhouse emissions and explore renewable alternatives like wind, solar, and thermal energy. Through interactive activities and analysis of new technologies, students will collaboratively develop proposals for improving access to clean energy. They will gain awareness of initiatives for equitable societies and climate change mitigation, and explain how reliable, affordable clean energy can transform lives globally.

In this lesson from World Affairs Council - Seattle, students will learn about UN Sustainable Development Goal #6: Clean Water and Sanitation. Currently, 2 billion people live in water-stressed communities, and 3.5 billion lack safe sanitation. Students will investigate the causes and effects of unequal access to clean water and sanitation, focusing on the impact on women and children. They will explore current solutions and identify further actions needed. Through research, presentations, discussions, and a community project, students will deepen their understanding, develop problem-solving and collaboration skills, and learn about organizations addressing these issues. The lesson will also highlight the interconnectedness of UN Sustainable Development Goals. Ultimately, students will gain a comprehensive understanding of SDG #6 and the ability to advocate for clean water and sanitation as a fundamental human right.

In this lesson from the World Affairs Council - Seattle, students explore United Nations Sustainable Development Goal #14: Life Below Water. Through individual and collaborative activities, they will learn the importance of conserving and sustainably using oceans, seas, and marine resources. In small groups, students will assess how proactive policies and collective action can address ocean challenges. They can choose to evaluate issues like plastic waste, warming oceans, acidification, or damaged ecosystems. Students will research various pollutants and consider how individuals and societies can support marine biodiversity. By connecting "life below water" with health, economic interests, and climate change, they will examine the work of local, national, and global organizations in waterway sustainability. This lesson will engage students in understanding the crucial role of ocean sustainability for our future

In this lesson from the World Affairs Council - Seattle, students will comprehensively understand SDG #15: Life on Land, including its key targets and significance. They will learn the importance of sustainable practices to protect and restore biodiversity, exploring how economic activities like agribusiness drive deforestation and its broader impacts. Students will examine the link between biodiversity loss and human health, understanding the interconnectedness of planetary and human health. They will discover how biotechnology and regenerative farming can combat climate change and restore ecosystems. Through critical thinking and reflection, students will identify resonant targets, propose land restoration steps, and develop a personal connection to the material. Working in small groups, they will enhance collaboration and communication skills, create a social media campaign to raise awareness, and engage in student-driven assessments. Finally, they will research local and global efforts in restoring forests and ecosystems, linking classroom learning to real-world actions, equipping them with knowledge and skills for environmental sustainability.

As part of this seven-lesson unit, which is designed to be facilitated over 10-15 days, students examine several underreported global news stories of human interest that focus upon the displacement of youth worldwide. They also evaluate how this displacement fosters both individual and collective empowerment for positive social change. Students process their analysis through the creation of original videos and scripts that capture personal connections they have made to themes in the articles they explored.