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A "Clear and Present Danger"

For Teachers 8th - 12th
Learners define what is meant by clear and present danger. For this First Amendment lesson, students listen to their instructor present a lecture regarding the details of the Sedition Act of 1798. Learners consider the...
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Fidel Castro: El Comandante

For Teachers 7th - 12th
Students view a documentary on Fidel Castro. After nearly forty years of rule, he remains one of the most controversial political figures of the twentieth century. After viewing, students discuss what they saw and research the Cuban...
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A Parable on Populism

For Teachers 4th
Fourth graders study the sombolism between Populism of the 1890's and the story of The Wizard of Oz.
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The Study of the Spanish-Speaking People of Texas: Immigration

For Teachers 9th - 12th
Students identify the meaning of the following terms: immigrant, immigration, migrate, and assimilation. They identify reasons that immigrant groups came to Texas and explain where groups settle and the influence these groups have on...
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Capitalism and Communism: What's the Difference?

For Teachers 7th - 12th
Pupils discover the differences between capitalism and communism. They participate in a simulation activity in which they examine Marx's philosphy of communism. They also examine Zapatista communities.
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Three Centuries of Child Labor In America

For Teachers 5th
Fifth graders investigate the history of child labor that is found in America. They use a variety of resources to conduct research. Students create cause and effect arguments using the information that is found. They also compare and...
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The Citizen in de Tocqueville's America

For Teachers 9th - 12th
Students explore democratic values. In this government systems lesson, students listen to their instructor lecture on Democracy in America by de Tocqueville. Students respond to discussion questions connected to the lecture.
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Urban Geography

For Teachers 9th - 12th
In this geography skills worksheet, high schoolers respond to 28 short answer questions about urban geography. The reading that students should refer to in order to answer the questions is not included.    
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Cotton And Child Labor

For Teachers 11th
Eleventh graders investigate the practice of child labor as found in the history of the United States. The teacher reads the class a story from the year of 1914. This creates context for the instructional activity and then students...
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Benedict Arnold: Triumph and Treason

For Teachers 5th - 12th
Learners explore Benedict Arnold, and how his name is synonymous with treason, betrayal, and defection. Why did he turn on a young nation in its defining moment? BIOGRAPHY journeys back to the days of the colonies to solve the mystery.
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John Paul Jones: Captain of the High Seas

For Teachers 6th - 12th
Students explore John Paul Jones. His sense of adventure brought him to America. His bravery made him the country's greatest naval hero.
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BUS: Farming: It's A Fact (Ag)

For Teachers 9th - 12th
Learners create two different types of graphs from the information in the "Farm Facts" booklet (i.e., bar graph, pie chart, etc.). They calculate where your food dollars are spent (on and off farm).
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Lesson 11: Lowell Workers and Producers Respond to Incentives

For Teachers 8th - 11th
Students explore concept of supply and demand and how changes in supply affect price and quantity of goods.
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Sources of the Cold War

For Teachers 4th
Fourth graders make a time line from their notes and outlines of the causes of the Cold War.
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History of France: Big Picture

For Teachers 9th - 12th
In this French history study guide worksheet, learners read a brief overview pertaining to the history of France from the Reformation to the present and fill in the blanks with the appropriate words. Students also respond to 25 short...
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The Constitution: Drafting a More Perfect Union

For Teachers 9th - 12th
Students analyze an unknown primary source document to determine its origin. In this Constitution lesson, students read primary source documents and contrast and compare the evolution of the drafts of the Constitution. Students analyze...
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Foundations of WWI

For Teachers 6th - 8th
Students explore how World War I created a foundation for the United States to become a world power. In this World History lesson, students work in small groups to create posters and an oral presentation to share their findings with the...
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Prairie Voices: Where People Come From

For Teachers 3rd - 12th
Students examine the human experience. In this migration lesson, students determine reasons for migration, discover the traits of cultural groups, and explore how groups of people come to share their experiences despite language,...
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Rice: The Global Crop

For Teachers 9th - 12th
Students understand the uniqueness of the rice plant and how it grows. Students compare rice growing in Indonesia and California, observing the steps common to the process everywhere. Students comprehend the concepts labor-intensive and...
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Gold Mountain

For Teachers 4th - 8th
Learners read primary and secondary sources to find jobs as a Chinese immigrant. In groups they create a chart listing jobs for Chinese and write a letter about employment and living conditions to a Chinese friend.
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Railroads in Antebellum Augusta and Franklin Counties

For Teachers 11th
Eleventh graders are divided up into groups and work on separate worksheets. They reassemble as a class and discuss the different articles and how the railroads affected people's lives.
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Lesson 6: World War I Ends

For Teachers 10th - 12th
Students study why the United States entered World War I and brainstorm what led to the German collapse on the front. They review arguments for the factors contributing to the end of the war.
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Lesson 2. Symbols of the Stalemate

For Teachers 11th
Eleventh graders identify and analyze the factors that led to WWI's stalemate. They examine The Schliefflen plan and analyze and rectify its strategic flaws.
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Creating a Classroom Belief Statement

For Teachers 4th
Fourth graders cooperatively develop a classroom belief statement that serves as their classroom constitution. Each student is involved in the creation of the statement. Each group presents their belief statement to the class.

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