With so much information at our fingertips, students learn what it means to "give credit" when using content they find online. Taking on the role of a detective, students learn why it's important to give credit and the right ways to do it when they use words, images, or ideas that belong to others.

In this introduction to plagiarism and good digital citizenship, second graders are encouraged to give credit to people whose work they reference when doing projects.

Although written for second grade, this lesson could be easily adapted to upper primary and even middle school levels.

Highlighting the film, Girl Rising, this curriculum seeks to examine the barriers that prevent children, specifically girls, from accessing education. The curriculum engages students in a critical discussion of: "How do we, as youth, create solutions to overcome the challenges of access to education?"

Learning Letters is a collection of all of the K-2 Reading Foundations Skills Block curricular materials related to learning about letter names, sounds, and formation. The contents include the research behind EL Education's approach to teaching letters, Letter Stories (engaging read-alouds, one for each letter of the alphabet and consonant digraph ("ch", "sh", and"th"), upper- and lowercase Keyword Cards (a colorful picture of the animal or object associated with each letter, and Handwriting Sheets (letter formation and handwriting practice sheets).

This resource was created by Judy Prewett, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Inside My Heart
A Copyrighted Activity Created by and Re-posted with Permission from Kristina Marcelli Sargent http://kristinamarcelli.wordpress.com

Objectives:
The participants will:

1. Identify those people, animals, memories, etc. that they hold dear in their hearts

2. Use color and symbolism to show importance of those listed above in their lives

3. Reflect on their “heart” and acknowledge their feelings

Audience:
This activity was designed for children but could be helpful for any age of participant in recognizing those people (and other things) that have held importance in their lives.

Structure for a lesson plan, with detailed steps to achieve an edited and composited portrait. 

This is a lesson plan with short video clips and a variety of classroom activities used to engage students.

Illuminated Text
Grades 5 -12
Objectives:

Students will gain an understanding of how books began to be produced and how information through the written word was passed on for centuries

Students will describe ways in which art supports literature through decoration and illustration to provide better comprehension and added value to the written word

Students will use principles of contrast, unity, movement and balance to provide artistic ornamentation to text

Students will have the experience of learning an ancient decorative gilding technique

Chinese dissident Wei Jingsheng joins Conversations host Harry Kreisler for a discussion of the factors that shaped his life as one of China's leading dissidents. (21 min)

In the paper-based Ancient Civilizations activity, students create their own civilization and see how it fares over the years based on choices they make for location, animals, plants and natural resources. Students create an artistic rendering of their civilization, trade resources between their civilizations and go to war with an unnamed enemy. This activity was inspired by Guns, Germs and Steel by Jared Diamond.

Students observe live insects and examine insects depicted in a seventeenth-century drawing. They identify the three characteristics of an adult insect: a three-part body (head, thorax, and abdomen), six legs, and antennae. They collect and draw live insects, incorporating a variety of shapes and lines.

This SALT Interpretation Pack has been designed as a resource for educators and students as they explore the themes of the ars viva 2010/11 “Laboratory” exhibition at SALT Beyoğlu in Istanbul, Turkey. Designed for use in high school classrooms, its contents include activities, multimedia resources, terminology and opportunities for discussion. Educators are encouraged to adapt, shape and build upon these materials to best meet the needs of their students and teaching curricula.

Since 1953, the ars viva prize for fine arts has been awarded by the Kulturkreis der deutschen Wirtschaft (Cultural Committee of German Business) to promising young artists based in Germany. Each year, the competition adopts a different search term that takes current tendencies in contemporary art into consideration. Previous themes have included Time, Mise en scène, and History, while the topic for 2010 is Laboratory. The entire selection process was therefore accompanied by questions concerning the practice of making art, with an emphasis on experimental forms and fields and on the importance of coincidence, accident, and error in the production of art.

Poster from the Adult Education Program of the Chicago Board of Education announcing free education classes for adults, showing a man, wearing a suit, reading. Date stamped on verso: May 22 1937.

This booklet about teaching through art education integrates topics such as peace, tolerance and interpersonal communication as well the treatment of psychological aspects in a post conflict environment through creativity and artistic language.

The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling questions, “Where are we?” and “Who are we?” Through these two questions students will understand where they live and where people around the world live. Students will also dive into the term “culture” and define it through many characteristics. Students will examine and reflect upon their own culture and research different cultures of North America.

Technology Enhanced Elementary Spanish Program -
TEESP World Language Program Introductory Course for Grades 1 – 6 2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009. All drawings are copyrighted 2008 with Creative Commons License. Drawings may be shared but not sold, as long as any derivative works are also shared under a similar license.

Project evaluation: Lisa Knoche, UNL Research Center Project funded by Foreign Language Assistance Grant, 2007 - 2010 Program Information The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a FLAP (Foreign Language Assistance Program) grant. Project Information The project design was developed by a team of high school Spanish teachers. Known as the WLLC team (World Language Learning Community) team these teachers have worked together for several years to improve the teaching strategies in language education for area schools. They have all participated in various professional development opportunities, including Teaching Proficiency through Reading and Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska Department of Education, World Languages Department.

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

NEXT.cc is an eco web that develops ethical imagination and environmental stewardship. NEXT.cc introduces what design is, what design does, and why design is important. It offers activities across nine scales – nano, pattern, object, space, architecture, neighborhood, urban, region, and world. NEXT.cc's journeys introduce activities online, in the classroom, in the community and globally. NEXT.cc journeys and activities are supported with links to museums, institutions and contemporary practices. The eco web network of journeys provides a solid foundation for newly established NAAEE North American Association of Environmental Education standards with place based design activities that address the five goals of environmental education: Awareness, Knowledge, Attitudes and Environmental Ethic, Citizen Action Skills, and Citizen Action Experiences. NEXT.cc is based on Wisconsin Art and Design Standards and Common Core State Standards. NEXT.cc plans to reach young people, their teachers and their families with meaningful learning experiences that create positive influence on lives and outcomes.

Home Town Map
(art + social studies)
As basic as it seems, young children need to be taught to be observant and aware of their surroundings. This lesson plan helps children in grades K–3 pay more attention to the world around them as they travel back and forth between their homes and their schools. As they create maps of their route, they’ll learn about distance, signs, symbols, landmarks and other things that will reinforce the quickest — and safest — way for them to get to school and back home again. As their classroom teacher or art teacher, you can help your students identify familiar landmarks and create images that reinforce what they already know about their daily journey.

Older students can build more details into their maps, such as weather maps or treasure maps, as well as more complex legends, keys and measurements. Whatever the age of your students, you can help them make this exercise fun!

Both groups of students can take advantage of free city maps and state maps provided by the Department of Transportation and state agencies. Phone books also often include city maps and historical maps. Students will learn that map-making and map-reading can be fun as they trace rivers, parks and the world outside their home and school.

Grade Levels K-6

Note: instructions and materials based on a class of 25 students. Adjust as needed.

This unit on American Indians: By studying the regions of the United States and the cultures that live in each region, students are able to compare/contrast within regions and across regions how tribes used their environments, and their cultural and other contributions to American life.

Note that the emphasis here is on broader groups of tribes for each region with some instruction on specific tribes representing each region. In no way is this case study approach to learning about one tribe meant to be generalized to all tribes of that region. We understand that each tribe was and continues to be unique in its culture, practices, lifeways, and traditions.