For #4-How is the ability to empathize and use multiple...

Since I can't seem to edit in green on JT's actual blog entry, I will put my suggestion in this post.

For # 4 , from the Getty Museum, a whole curriculum for all ages on "Historical Witness,

Social Messaging". It starts out with...

Over the course of history, powerful works of art have depicted examples of social injustice, utilized propagandistic techniques to exert power and sway public opinion, and communicated aspects of current events during times of war, slavery, racial and gender bias, and unfair labor practices.

This curriculum explores the many ways that art can provoke dialogue about the costs and consequences of significant events in U.S. and world history while simultaneously effecting social change and increasing awareness among individuals and governments.

There are lesson plans, an image bank and it's a great resource.

http://www.getty.edu/education/for_teachers/curricula/historical_witness/?cid=gtu031

For guiding question #6 ("fostering an atmosphere that encourages creativity and innovation") there is this advocacy article for the power of music by Ted Barone,

principal at Albany High School. I think he was my kids social studies teacher at AP Giannini!

It starts out:

The budget straits the state of California is facing are forcing our leaders to make a series of pernicious choices with legacy implications. One such choice is whether to fund music programming or refocus our funding priorities to the "core academics" (which happen to be those subjects tested in the statewide testing system).

I propose that we really don't have a choice. We must fund music.

From the rhythm of our breathing as infants...

This is a good question to pose to our children as well. They are constantly bombarded with preparing for the "test", and the underlying premise that the "core" academic subjects are the ones to value. How does this focus help our students think outside the box?

http://tinyurl.com/m86kja