Explore non-fiction comprehension strategies with your class. They will visualize daily activities and label a 4 circle Venn diagram with related phrases. They must identify the overlapping sections as "main ideas," then complete a...

Just as no man is an island, no country is totally independent of other countries. To understand the impact of individual consumer decisions on the global natural environment, class groups consider how the stuff they...

Ah, the classic business cycle model: recession, depression, recovery, prosperity. And then there was the Great Depression. Groups investigate the economic conditions that led to and social movements of the 1920s that great out of the...

The interactions between the Coureurs de bois (runners of the woods) and the First Nation Peoples as they engaged in the fur trade are the focus on this Canadian history exercise. Kids select learning centers based on their learning...

To launch a study of civil rights, class members brainstorm rules and expectations of behaviors at home, in school, in the workplace, and in sports. They then look at civil rights cases and examine the rules embedded in these cases. 

What causes people to move from one place, one city, or one country to another? Using the provided migration questionnaire, learners interview family members about the factors that cause them to be pushed from an area or pulled to...

The Anasazi Indians of Mesa Verde are the focus of this art and social studies lesson plan. Working in pairs or groups of three, middle schoolers utilize computers and go online to search for websites about the Anasazi. Students will...

Students are introduced to new vocabulary associated with business cycles. In groups, they read excerpts from their textbook about the causes and effects of business cycles. To end the lesson, they identify the businesses in the Four...

Students investigate and determine the origins of the ancient Anasazi who inhabited present-day Utah and the Four-Corners-Region.

Fifth graders name the American Indian people by tribe who lived in the lands which the Old Spanish Trail traversed. They investigate and describe some impacts of western expansion upon the American Indians.

Fifth graders name the American Indian people by tribe who lived in the lands which the Oregon Trail traversed. They investigate and describe some impacts of western expansion upon the American Indians.

Fifth graders research the Oregon, Old Spanish, California, and Mormon trails, and the impact western expansion had on the Native Americans living on those lands.

Third graders identify the relationship between producers and consumers and supply and demand. They listen to a lecture and complete a variety of graphic organizers to show their understanding.

Learners examine the various migration patterns of the Athabaskan. In groups, they discuss the Bering Strait Land Bridge theory of migration and take notes on a lecture from their teacher. To end the lesson, they brainstorm the...

Third graders identify producers and consumers in SE Utah and Four-Corners communities. They identify the factors that determine economic development and name some occupations in their community. They show and share their graphic...

Sixth graders investigate and determine the origins of the ancient Anasazi who inhabited present-day Utah and the Four-Corners-Region, after receiving direct instruction and carrying out activities in cooperative group settings. They...

Students study Athabaskan migration patterns and the Bering Strait Land Bridge theory. They investigate the importance of the expansion of trade and compare the differences between American Indian oral tradition accounts of origin and...

Students compare and contrast the environment to the economy of Utah. In groups, they pick one environmental issue and identify its relationship to sustainable economic growth. To end the lesson, they share their findings with the...

Students are introduced to the United States and Navajo Bill of Rights. In groups, they compare and contrast the two documents and take notes to share with the class. To end the lesson, they write in their journals about their own...

Students list the main events in historical sequence of tribal termination and urbanization. They identify a present-day American Indian experience or phenomenon as a result of termination and urbanization and refer to 'Navajo...

Pupils examine various images of Native Americans in the media. In groups, they create a list of present Native American stereotypes and what the media did to continue the stereotype. To end the lesson, they write in their journals...

Sixth graders investigate the main ideas and information about the Developmental Pueblo period, from 700-1050 A.D., of the Anasazi.

Sixth graders examine the main ideas and information about the Modified Basket Maker Period 500-700 A.D. of the Anasazi.

Fifth graders identify the American Indian tribes who lived on the lands in which the California Trail went through. They investigate and describe the impact of western expansion on the American Indians.