1. Research the following events and describe what happened, the events' importance and the effect on surrounding areas if not the entire Earth (or known world at that time): the Biblical Flood, the Black Plague, the 100 Years War, the Spanish Inquisition, the Industrial Revolution.

2. Write a brief profile of one of the following: Joan of Arc, Richard the Lion-Heart, Albert Einstein, Mother Theresa, Adolf Hitler, Thomas Edison, Jonas Salk. What did they do that was important? How did it affect the rest of us? What did they achieve to help solve the world's problems?

3. Examine and describe the role of one of the following organizations: PEN (international authors association), the World Wildlife Foundation, the Friends of the Earth Society, Ducks Unlimited, Greenpeace, Pollution/Energy Probe, the Human Rights Commission, Amnesty International, Doctors Without Borders, Comic Relief. What has been accomplished and how significant are the accomplishments? Describe the cause of the organization.

4. What is a democracy? How does it work? What can happen in a democracy that may not happen in countries with different political systems or mechanisms?

5. Pick one medium and examine its role and impact on the field of communications, particularly as it relates to world events: newspapers, magazines, radio, television, computers, movies. (Note: students may choose a specific example such as, The New York Times, Time Magazine, BBC Radio, CNN, the Internet, Schindler's List).

6. Choose an occupation and describe what an individual within the scope of that occupation can do with regard to helping solve the world's problems. Occupations may include, a scientist, artist, musician, writer, politician, soldier, farmer, office worker, health care provider, educator.

7. Design a questionnaire that delves into attitudes and actions that relate to identified problems. For example, sample questions may include, Do you recycle? Do you use a composter? Do you grow vegetables in your own garden? Do you ride a bicycle or drive a car? Do you buy things made of recycled materials? Do you drink and drive? Do you avoid certain products? And so on. Distribute copies of the questionnaire to classmates, schoolmates and those in the community. Once the results are in, write up a description and analysis of the results. Share them with the class.

8. People are realizing more and more that companies have a responsibility to the rest of society to be environmentally responsible. Do you agree with this statement? Why or why not? Research some companies and corporations that you think are environmentally conscious and contrast them with companies that you think can improve their environmental policies. Why do you think companies do and don't act in environmentally conscious ways? What suggestions would you make to help a company become more environmentally conscious?

9. People become vegetarians for different reasons, including moral and religious views. What are some of the reasons people give for not eating meat? Are you a vegetarian or do you know any vegetarians? Interview a vegetarian to find out why they decided to stop eating certain animal products.

10. Greenhouse gases are thought to affect global warming. What are greenhouse gases and how are they created? Do you think they affect the environment? Explain your position, why or why not you think greenhouse gases will affect climate.

11. Choose any industrialized country. Research what living conditions are like in that country at the present. Compare today's conditions to what life was like in that country 50 and 100 years ago. Don't forget to consider health, population and pollution levels.

After the research activities have been completed, each team should present their findings to the class. In a subsequent discussion or discussions, try and place the research activities in the context of identifying problems and seeking solutions. Is it possible to examine problems where conditions have improved? What about things like polio, tuberculosis, malnutrition, automobile safety, awareness of drinking and driving, communicable diseases, or others?

To focus some of the issues more clearly, set up a debate among the teams. Pick one or more topics and have the teams take different sides, i.e., if the subject is the environment, one side might represent government, another side might represent an offending corporation and another might represent an activist organization, each presenting their viewpoint while refuting the others through critical examination and feedback. (Sample: Resolved that clear cutting in Clayoquot Sound does not harm the environment, or , Resolved that shutting down fishing on the Grand Banks is the best way to preserve and build up the cod stocks).