Students create a timeline which includes four important events from their own life, two national events and two world events. They write an essay highlighting the four events included on the timeline.

Young scholars explore the chronology of the Holocaust, make connections between Holocaust events and contemporaneous world events and acquire a frame of reference for comparing their reading with actual events during the time of the...

Tenth graders examine the Holocaust from a chronological perspective.  In this Holocaust lesson, 10th graders create parallel timelines on a poster about the Holocaust. 

Students investigate the history of education for Native Americans. The roles of adults is the focus and how they delivered instruction to upcoming generations. Students focus upon the skill of oral tradition and write a summary of the...

Students create their own timeline. In this social science lesson, students write the important events that happened in their lives on their timeline and then compare their timeline to Earth's timeline.

Students discover the struggles and achievements of women throughout Michigan's history, the changes that have taken place in women's roles, and the difference one person can make. This lesson plan focuses on the impact women have made...

Learners conduct Internet research on one famous person to explore his/her important contributions to society.

Have fun while your class creates a timeline of their lives. They record events before and after they were born on a line with 10 integer pairs consisting of one integer on each side of zero. Many extension activities can be done in...

Students determine that their lifetime shows just a small piece of history. They determine how two or more accounts of the same event can be different. They write an account of the same event from two perspectives.

Fourth graders are given a hand out, the instruction page for the activity. They read the answers to the following questions:"What is our goal?", "What is my timeline?, and "What resources do I have to help me accomplish the goal?" They...

Young scholars are exposed to the cultural and artistic importance of wampum belts and the importance of the belts in American history as markers of relations between the Native Americans and European settlers.

Fifth graders write a poem that relates to your person. They make a poster advertising your book/person. Students find a website that relates to your book/person, print out the information and be prepared to share it with class.

Students identify ways in which history and culture influence identity. They make a time-line and research dates to identify their significance, as well as, create a self portrait pictorially or verbally, that explores the complexity of...

Pupils research heroes and create their own criteria of what constitutes a hero. They choose a personal hero and create a web page that portrays the individual and their accomplishments. Students create a presentation for the class.

Students create a timeline and reinforce the concepts of past, present and future as well as scale.

Students read Anne Frank or other first person or autobiographical accounts of experiences during the Holocaust and produce biographical sketches of the authors.

Students identify and examine their own areas of expertise. After reading an article, they discuss the evolution of three opera high school students. They create a timeline collage showing their mastery of their field of interest and...

Students complete study on butterflies using real caterpillars, keep individual daily journals of observations, and complete timeline for their caterpillar/butterfly.

Second graders research their family history and how it connects them to the past. They identify their ancestors, graphically organize relatives in a family tree, and chart significant events in their lives on a timeline.

Fifth graders examine text features and create a PowerPoint presentation. In this text features lesson, 5th graders go over Kagan Cooperative Learning Structures and text features before they choose one to include in a book and...

Students recognize the importance of planning for the future. They think about and project themselves into the future. Students become aware that everyone encounters challenges in life and that they can be met and obstacles can be...

Students analyze the ethnic conflict between the Hutu and Tutsi in Rwanda and Burundi. They identify the three elements of ethnic conflict, read a handout and answer questions, examine a timeline, conduct research, and write an essay.

Students read portions of biographies about human rights activists before participating in a jigsaw activity in which they report out on what they read. They made a timeline of one of the human rights activist's lives. They write a...

Students develop a setting, plot and characters for a science fiction story based on current news themes, and then individually write drafts of the story.