Investigates conceptual and formal issues in different media or between media such as sculpture, photography, and video. Explores issues of representation, interpretation, and meaning, and how they relate to historical, social and cultural context.

Whimsical watercolor illustrations follow Ralph, the soccer-crazed bunny, as he misbehaves at a birthday bash, plays soccer, and thwarts a trio of hungry foxes all on the same day.

In this segment from Curious, Mark Davis is motivated to develop a new, less debilitating treatment for his wife's cancer.

In this video segment from Africa, Flora explains why she is content to return to the bush.

Learn about what motivated Flora, a woman from the city, to move to the African bush in this video segment from Africa.

In this video segment from Africa, Flora describes her life in the African bush of Tanzania.

This unit is designed to build your knowledge about story-telling and focuses on the writing of TV, radio, short film and feature film scripts. Whilst primarily dealing with forms of dramatic fiction, you'll also look at documentary and documentary-drama. You'll analyze different forms of scriptwriting, the elements they have in common and the specific tools that can help to deliver better scripts in each medium.

Robert the squirrel and Freddy the otter are friends, but Freddy wants to make new friends.

Students will gain an understanding of the importance of kindness as a tool to end name-calling in schools. Students will help raise awareness of the importance of kindness as a tool to end name-calling in schools.

Students think about the impact of group labels and social hierarchies on their sense of identity, self-esteem, and the way they socialize with others. Through discussion, poetry and personal narrative, students explore ways to bridge the social boundaries at their school. They learn about Mix It Up, a project that challenges students to move beyond cliques by socializing with people from a variety of groups, and plan a Mix It Up event for their school.

This set includes three art lesson plans that can be used during No Name-Calling Week. The lessons will lead educators step by step in engaging their students in thought, dialogue and creative expression around name-calling and bullying in their schools. The lessons are meant to stand alone or to be used in conjunction with other No Name-Calling Week Lessons, both Middle and Elementary Level. All three lessons will bring students through a creative process to create art pieces expressing their feelings about to name-calling. Educators are encouraged to submit these pieces to the annual No Name-Calling Week Creative Expression Contest.

Students reflect on the ways in which they have experienced or participated in namecalling based on physical appearance, and the ways in which expectations about appearance in our society affect us. They learn about media literacy and examine media images for 'attractiveness messages' that consciously and unconsciously impact our attitudes and behavior toward others. Students learn about Turn Beauty Inside Out Day, write essays about people in their lives who are beautiful Ňinside and out,Ó and think about other ways to get beyond appearance as a dominant force in their social lives.

This lesson is designed for use in the Physical Education class. The objectives of this short lesson are to:raise students' awareness about the effects of name-calling; have students learn the names of classmates; review Safe Sports Space Rules; elicit a commitment from students to stop name-calling in physical education class.

This book talk is based on the book Pinky and Rex and the Bully. In the story, Pinky is teased because his favorite color is pink and his best friend is a girl. Pinky has to decide whether he will stay true to himself, his best friend and his favorite color. The book provides an opportunity to explore name-calling and put-downs at a developmentally appropriate level. In addition to providing an anti-bullying message the lesson helps build confidence for students to remain true to who they are.

This lesson helps students begin to think about what a school without name-calling and bullying might look and sound like. Students will engage in a guided fantasy activity on this topic, and will then extend their ideas into a group-created plan for what their ideal 'bully-free' school would look like and sound like.

Students work collaboratively to develop an anti-slur policy for their classroom. They consider the categories of name-calling and types of behavior that should be addressed by the policy. They next think about measures for preventing and responding appropriately to name-calling in school, and draw up a draft policy. Students are encouraged to share their class policy with school officials, to learn about the school anti-slur policy (if one exists) and to help educate others in the school about their efforts to reduce name-calling.

Students discuss what it means to be a bystander to bullying and why it is often difficult to intervene and support peers who are affected by bullying. They brainstorm ways to overcome these challenges and are provided with specific strategies for Ňtaking a standÓ against name-calling and bullying. Students then apply these principles by writing responses to advice column letters, role-playing solutions, and writing about real-life bystander situations with which they have been confronted.

These lessons are designed to give younger students an opportunity to engage in activities that teach them about tolerance, respect, and understanding and to help them reflect on what they've learned. There are simple steps we can all take to help eliminate name-calling and bullying. These lesson plans are intended to help with those steps.

Students are asked to consider the difference between good-natured teasing and bullying through discussion of fictional scenarios and reflection on real-life situations. Students are provided with concrete guidelines that help them to understand when harmless joking has crossed the line to become disrespectful or mean.