This video segment from The Human Spark features a discussion about how human thought differs from that of chimpanzees.

Learn about the wildebeest and locusts on the move in this video segment from Nature.

In this video segment adapted from the National Film Board of Canada, learn how the Inuit people have used their traditional knowledge to understand and adapt to changes in their Arctic environment, particularly when hunting and navigating the landscape.

In this video segment from The Secret of Life Teaching Modules: "Nothing to Sneeze At: Viruses," watch as a virus attacks a cell, and learn how the immune system reacts to this onslaught.

In this video from American Masters | Maya Angelou: And Still I Rise, learn about the lasting impact of I Know Why the Caged Bird Sings and why it’s such an important piece of American literature. Students answer discussion questions, analyze text from I Know Why the Caged Bird Sings and write a short essay to gain a deeper understanding of Angelou’s work and why it’s so impactful.

Earl Ubell is a pioneer among science and health writers in America. After a long, distinguished career at The New York Herald Tribune from 1943 to 1966, he went on to work at both CBS and NBC News. Prominent in the emerging scientific writing community in the 1950s and early 1960s, he was a recipient of the Lasker Medical Journalism Award 1957. Milton Stanley Livingston was a leading physicist in the field of magnetic resonance accelerators. Working first with professor Ernest O. Lawrence at the University of California, Livingston was instrumental in the development of the Berkeley cyclotron. Moving to Cornell in 1938, Livingston was part of the core group who established nuclear physics as a field of study. Choosing to stay with the Cornell cyclotron rather than follow colleagues onto the Manhattan Project, Livingston was involved in the production of radioisotopes for medical purposes. At the time of this interview, Livingston was director of the Cambridge Electron Accelerator, a joint project of Harvard University and MIT.In this program segment Louis Lyons quizzes Earl Ubell about the lack of public knowledge and the perception of the nuclear bomb, while pressing Professor Livingston to explain exactly what nuclear fallout is, and the danger it presents.

This video segment adapted from A Science Odyssey looks at the invention of the automobile and the development of mass production.

This video segment adapted from A Science Odyssey looks at the invention of nylon.

This video segment adapted from A Science Odyssey considers modern technology's impact on society.

Explore how young theater directors benefit from mentoring in this video from Treasures of New York: The Drama League. Each year a cohort of fellows are selected to receive professional training as part of The Drama League’s Directors Project. Students hear advice from experienced theater professionals and are encouraged to think about the kind of preparation required for a career in the theater.

Ben, an enslaved miller at Mount Vernon, discusses freedom. In a reenactment of him thinking aloud, he considers what his life might be like if he runs away from Mount Vernon and gains his freedom as compared to his current life as George Washington's miller.

Learn where diamonds originate and how inclusions trapped within diamonds help geologists determine their age in this video segment from Nature.

Meet two sisters who have migrated from Poland to Ireland, one of three countries in the EU that welcomes immigrant workers from Eastern Europe, in this Wide Angle video.

Students will learn about the work of illustrator Elizabeth Zunon. Zunon calls herself “a global artist" because she grew up in Ivory Coast, West Africa, and would spend summers in Albany, New York, with her American grandparents. She loved reading and drawing and decided to combine her two passions to tell stories for children. Today, Elizabeth is a successful children's book illustrator and author. In the related activity, students will work with drawing, painting, and collage to create an illustration of their own. The video and discussion will take one class session. The art activity may take several class sessions.

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For more studio tours and other arts content from WMHT, visit AHA! A House for Arts. AHA! A House for Arts features the stories of artists, makers, and creative institutions right here in our backyard and across the country. A celebration of all things creative, AHA! features everything from the traditional to the innovative.

In this Wide Angle video segment, a young Indian girl talks about her life, family, education and daily routine.

In this video segment adapted from NASA, astronomer Michelle Thaller introduces the world of infrared light and demonstrates how infrared cameras allow us to see more than what the naked eye can perceive.

This video segment adapted from NOVA illustrates why carbon is at the center of life on Earth. It also asks whether carbon-based life might exist on other planets.

In this interactive activity adapted from Annenberg Learner's Teaching Math Grades 6–8, explore some of the ways graphs can represent mathematical data contained in a story.

This video segment from NOVA: "The Sea Behind the Dunes" explores the community of organisms that exists in the New England tidal marsh.

At age twenty-seven, physicist Philip Morrison joined the Manhattan Project, the code name given to the U.S. government's covert effort at Los Alamos to develop the first nuclear weapon. The Manhattan Project was also the most expensive single program ever financed by public funds. In this video segment, Morrison describes the charismatic leadership of his mentor, J. Robert Oppenheimer, and the urgency of their mission to manufacture a weapon 'which if we didn't make first would lead to the loss of the war." In the interview Morrison conducted for War and Peace in the Nuclear Age: 'Dawn,' he describes the remote, inaccessible setting of the laboratory that operated in extreme secrecy. It was this physical isolation, he maintains, that allowed scientists extraordinary freedom to exchange ideas with fellow physicists. Morrison also reflects on his wartime fears. Germany had many of the greatest minds in physics and engineering, which created tremendous anxiety among Allied scientists that it would win the atomic race and the war, and Morrison recalls the elaborate schemes he devised to determine that country's atomic progress. At the time that he was helping assemble the world's first atomic bomb, Morrison believed that nuclear weapons 'could be made part of the construction of the peace.' A month after the war, he toured Hiroshima, and for several years thereafter he testified, became a public spokesman, and lobbied for international nuclear cooperation. After leaving Los Alamos, Morrison returned to academia. For the rest of his life he was a forceful voice against nuclear weapons.