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Lesson Plan
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\n\"Lights\n\n
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\nCurated OER\n
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\nLights On ! Lights Off! Exploring Human Settlement Patterns\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders write informational paragraphs based on the settlement patterns of the United States. In this settlement lesson plan, 3rd graders read about population and how it affects where people settle next.\n
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\n\"Agriculture\n\n
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\nCurated OER\n
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\nAgriculture in the Desert\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents explore human migration. In this human migration lesson, students investigate multiple factors contributing to the growth of major Arizona cities.  Students discover the processes, patterns, and functions of human settlement.\n
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\n\"Migration\n\n
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\nCurated OER\n
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\nMigration - An African-American Adventure During WWI\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders explore the push/pull factors that influenced the South to North migration.  In this African-American migration lesson, 6th graders read an article and answer comprehension questions. Students write a letter to the...\n
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\n\"California's\n\n
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\nCurated OER\n
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\nCalifornia's Golden History: 1848-1880\n

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\n\nFor Teachers\n\n11th\n
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\nUsing a variety of online resources, learners study life and society in California during the gold rush. They use a map to identify area where gold was located, explore pre-selected websites, describe mining practices, and create an...\n
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\n\"Journey\n\n
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\nCurated OER\n
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\nJourney to America\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders carefully analyze the artwork, Les Emigrants, and explore the reasons that people emigrated to the United States, and what life was like for new arrivals. They discuss what things immigrants were able to bring with them and...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Mountain Community: Why Flagstaff?\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents identify geographical features that hindered or promoted settlement in the city of Flagstaff, Arizona. In this settlement lesson plan, students write a summary of what they learned and identify geographical features on a map.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Human Face of Flagstaff\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents make a brochure for Flagstaff, Arizona. In this geography lesson, students look at a map of Arizona and the Flagstaff Chamber of Commerce sheet to find natural and human features of the city. They create a brochure describing...\n
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\n\"City\n\n
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\nCurated OER\n
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\nCity Bound\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders identify the reasons for people migrating to cities after the Civil War. Using population data, they discover why populations in cities rose while rural populations fell during 1860 to 1900. They discuss the impact a...\n
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\n\"Our\n\n
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\nCurated OER\n
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\nOur Way of Life\n

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\n\nFor Teachers\n\nK - 12th\n
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\nLearners interview Native American Elders about animal migration, traditional food gathering, and subsistence. They research endangered animals, draw a game cycle, and create maps of local migration of animals.\n
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\n\"Taro\n\n
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\nCurated OER\n
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\nTaro\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents locate taro growing areas on a map and how it got there, explain intercultural contact and how taro has been adapted in Hawaii and trace human/taro migration to Hawaii.\n
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\n\"Hole\n\n
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\nCurated OER\n
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\nHole Hole Bushi\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders play a written rhythm pattern. They state when a rhythm pattern varies from a given pattern by listening to an ostinato. They state reasons why people migrate to different lands.\n
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\n\"Critical\n\n
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\nCurated OER\n
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\nCritical Analysis Leads to Global Action\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discover the interconnectedness of the world. In this global studies lesson, students identify challenges the world faces and craft solutions to the problems they identified. Students present their findings in a PowerPoint...\n
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\n\"Push/Pull\n\n
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\nCurated OER\n
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\nPush/Pull Factors and Welsh Emigration\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents view and discuss short sections of movies that relate to immigration. Working in groups, students create a map that shows directions of internal migration in their assigned geographical area. Students review ads/booklets created...\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy do people mover where they do?\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners read factual stories of migration to Hawaii, analyze and explain push and pull factors, interview parents about their cultural heritage, identify countried of origin of their ancestors, graph migration patterns on an world map,...\n
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\n\"Ancient\n\n
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\nAncient Americas\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders compare artifacts used by archaeologists to theorize the first inhabitants of the Americas migrated from Asia across the Bering Land Bridge.\n
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\n\"Journeys...The\n\n
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\nCurated OER\n
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\nJourneys...The Voices of Change\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents trace the immigration patterns of their ancestors. They plot information on a world map, develop a timeline of target immigration patterns, research and write a report on immigration and participate in a class play.\n
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Worksheet
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\n\"From\n\n
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\nK12 Reader\n
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\nFrom Nomad to Farmer\n

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\n\nFor Students\n\n4th - 5th\n\nStandards\n
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\nThe gradual evolution of the earliest settlers in North America from nomads to farmers is the subject of a reading comprehension worksheet that asks kids to answer a series of questions using information provided in the reading passage.\n
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\n\"Does\n\n
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\nCurated OER\n
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\nDoes Conflict Shape Nations? The Middle East\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information. They explain the processes that have caused cities to grow.\n
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\n\"Walking\n\n
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\nCurated OER\n
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\nWalking for Water Mini-Unit\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars participate in an activity that requires them to consider the availability of water. In this \"walking for water\" instructional activity, students read \"Women Bear the Weight of Water,\" and respond to discuss questions...\n
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\n\"National\n\n
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\nCurated OER\n
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\nNational expansion of the United States (1815 to 1850), and its connection to local Illinois history.\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents discuss the importance of establishing the I & M Canal water route. They watch a video about the canal's history. They collect and write a personal migration story by interviewing a family member. They analyze trends and...\n
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\n\"African\n\n
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\nCurated OER\n
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\nAfrican Country Report\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders describe the relationship between the people of Africa and their environment. They examine the climate, economy and inhabitants of this land. Using maps graphic organizers and writing a report, 6th graders demonstrate how...\n
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\n\"Salt:\n\n
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\nCurated OER\n
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\nSalt: White Gold\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners examine the importance of salt for trade routes and the economy of a community.\n
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\n\"People,\n\n
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\nCurated OER\n
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\nPeople, Not Numbers: Bringing 12 Million into Personal Ter\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents forge a compassionate link to the large numbers of people who were the victims of slavery as opposed to thinking of them simply in terms of numbers. They perform a math exercise to put the number of people in slavery into...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Cherokee: Trail Where They Cried\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nLearners read the Trail of Tears about the Cherokee Nation removal and write a letter pretending they are the grandparent of a Cherokee child. In this Trail of Tears lesson plan, students understand the changing of boundaries.\n
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