Civics

1. Supporters of gambling might argue that it would help states maintain vital programs and services without increasing taxes. Opponents might argue that it would cause an increase in crime and disproportionately harm lower-income individuals. For information on recent state gambling initiatives, students might want to consult materials located at the Web site of the National Conference of State Legislatures, as well as major state newspapers.

2. This activity could be used as the springboard for a class discussion of the differences between a hero and a celebrity -- how do the personal qualities required of the two differ?

Geography
1. You may wish to add or subtract countries from the list provided. Events that you might want to cover include the continuation of the Great Depression in the United States, Austria's annexation by Germany, the German government's actions to deprive German Jews of their civil rights, mass arrests by the Stalin government in the Soviet Union, Italy's aggression against Ethiopia, and the Japanese invasion of China.

2. In addition to obvious places like Pimlico and Santa Anita, you also might include places like Suffolk Downs, where Seabiscuit first met Tom Smith. At the end of the activity, you might ask students to identify the locations of the three legs of the Triple Crown.

History
1. After students have made their presentations, you might compare the accounts of any students who described the same event. Another way to conduct the activity would be to have all students write about their memories of the September 11 terrorist attacks.

2. Another way to present the results of groups' research would be through "Then and Now" displays comparing typical homes, cars, or fashions, recordings of music from the two eras, graphs and charts on economic or demographic topics, or even excerpts from "typical" Hollywood films of the two eras.

Economics
1. You might point out that some pro athletes have their own Web sites; some also have used the celebrity they gained from sports to market themselves in other professional areas, such as recording music or acting.

2. After each group has performed, ask volunteers to translate it into laypersons' terms; also ask the class whether the conversation accurately uses the terms and accurately describes Seabiscuit. (For example, it would not be accurate to say that Seabiscuit was a good "mudder.") In conducting this activity, you also might have students supplement this glossary with terms from the glossary provided by the National Thoroughbred Racing Association.