With a focus on education in Afghanistan, the Witness to Education in Afghanistan and Throughout the World curriculum examines global and local examples of how education can be use to create social change. Students address the driving question: "How can we, as youth, utilize education to promote positive change within our communities?"

Global Citizens in Action is a civic engagement curriculum that focuses on cultural exchange, media literacy, and global citizenship. Through exploring the driving question, “How do we, as youth, engage our communities to create positive social change?”

How do we, as youth, respond to gun violence in our communities? The Gun Violence webcast explores gun violence in Pakistan, Somalia, and the United States.

Often compared to modern day slavery, human trafficking has become one of the world's largest hidden criminal industries. How do we, as youth, combat all forms of human trafficking?

This 5-day curriculum teaches digital storytelling and media literacy skills through engaging youth to think critically on issues relevant to their life and future. This unit is guided by the question, "How does media contribute to positive social change?”

The ocean's resources are slowly being depleted. This curriculum examines the issue of overfishing and its impact on both the environment and human life. In developing sustainable solutions, the students address the driving question: "How can we as youth, sustain the future of the world's ocean through our actions today?"

The Wasted: Don't Trash the Earth curriculum asks students to examine the impact of the waste we locally and globally produce and seek creative solutions to reduce this wastefulness by answering the driving question: "How can we, as youth, rethink waste?"

How do we, as youth, learn from the conflict in Rwanda to strengthen media access and quality in our own communities? In this program, students will explore the role of the media in Rwanda, before, during, and after the genocide and explore how to expand media access, quality, and equity in their communities and around the world.

Social change, at its core, does not come from one event or incident, but the long, sustained work of individuals and groups in numerous sectors of society. How do we, as youth, participate in sustaining positive social change in our communities?

How can we, as youth, build a sustainable future while meeting the energy needs of today? The Path to Sustainable Energy (PaSE) curriculum explores sustainable energy as students investigate place-based energy resource and consumption issues, gather resources, and build leadership skills to identify and take action on shared challenges and impacts of energy usage.

As the situation in Syria worsens and the number of Syrian refugees increases, the Reimagine Syria curriculum addresses this need to understand the conflict and how this conflict has and will impact a generation of young Syrians. Through media and conflict analysis, students develop knowledge and skills to better understand the multiples ways conflict affects them and are able to address the driving question: "How can we, as youth, develop productive solutions to conflict in our communities?"

Youth worldwide are in danger due to small arms and conventional weapons. How do we, as youth, participate in the global debate on gun control?

In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this lesson, students will read and analyze "The Interlopers" by Saki (H. H. Munro). Lesson 1 from the Author's Craft unit focuses primarily on character. Students will examine how the motivations of Georg and Ulrich drive the plot, develop the theme, and enhance the irony. The lesson requires student to collect evidence, discuss, and complete a writing assignment. It also offers additional stories to extend the lesson. Image source: "Forest" by flo222 on Pixabay.com.

In this lesson students will read and analyze “The Flowers” by Alice Walker. Lesson 2 from the Author’s Craft unit focuses on diction.  Students will examine how Walker’s word choice creates tonal shifts in the story that support the theme. The lesson requires student to collect evidence, discuss, and complete a writing assignment in which they continue the story while using diction to maintain the tone. Image source:  "Rose" by Kapa65 on Pixabay.com.

In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 9.1 and 9.2, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

After reading the anchor text, The Hate U Give, students will make connections to additional sources, gather evidence from the sources, reflect, questions, and engage in a leaderless discussion.

Natural High is a non-profit organization that focuses on the power of storytelling to transform lives. They engage storytellers who kids admire and trust and work with these influencers to create free and impactful content for educators and parents.The activities are designed to develop student understanding about the consequences of drug and alcohol abuse and also to support students in learning and practicing strategies to make healthy decisions. The evidence-based program is used in all 50 states and makes use of current scientific findings on youth behavior, brain development, social norming, and substance abuse prevention.This resource highlights activities in the Understanding the Consequences of Drugs and Alcohol area of focus. Visit the Natural High website at https://www.naturalhigh.org/ for additional materials.