In this used to worksheet, students complete the sentences with the correct form of used to, or be used to. Students complete 10 sentences total.

In this sun worksheet, students click on the links to read about the sun and then answer short answer questions about it. Students complete 10 questions.

In this online interactive philosophy worksheet, students respond to 10 short answer and essay questions about The Symposium by Plato.

Students examine various videos and books about Harriet Tub man, Annie Oakley, and Wilma Rudolph. They conduct research, participate in games, and write stories involving these three women.

Students practice identifying the comparative and superlative forms of language. The second phase of the instructional activity focuses on using the comparative and superlative forms actively in small group conversation.

Students practice the skill of ordering food in a restaurant. After a lecture/demo, students work in pairs. Utilizing a worksheet imbedded in this plan, they gain practice in the skill of ordering food from a menu.

Students in small groups work on opposites worksheet.

Students create their own vocabulary charts. They divide into groups and view an example of a vocabulary chart imbedded in this plan. Then, they create their own chart which is based on a particular subject area.

Students make cartograms while drawing connections between physical, economic, social and cultural geography.

Students examine Jacques-Louis David's Telemachus and Eucharis and Dorothea Lange's photograph of a migrant mother and consider how artists communicate ideas across time. They look closely at, and think creatively about artworks.

Students discuss the events of the Boston Tea Party. They role-play various scenarios from the Boston Tea Party using their conflict resolution skills.

Eighth graders empathize with how colonists felt when they were taxed without representation. They use a metaphor of students and a school principal to describe the strained relationship that developed between the colonies and Britain.

Students analyze how slavery shaped social and economic life in the South after 1800, the different economic, cultural, and social characteristics of slavery after 1800, and slavery both prior and after the Civil War.

Students research the ways slavery shaped social and economic life in the South after 1800, the different economic, cultural, and social characteristics of slavery after 1800, and how the Atlantic slave trade finally ended.

Students analyze the ways slavery shaped social and economic life in the South after 1800, the different economic, cultural, and social characteristics of slavery after 1800, and the ending of the Atlantic slave trade.

Students determine the beginning and the end points of the enslaved person's journey to freedom, noting landmarks mentioned along the way such as cities, towns, rivers, mountains, and other geographic features.

Students examine political and religious factors that influenced English, Spanish, French, and Dutch colonization of the Americas, how slavery shaped social and economic life in the South after 1800, and elements of slavery during the...

Students analyze the ways slavery shaped social and economic life in the South after 1800, how slaves forged their own culture in the face of oppression; and the role of the plantation system in shaping slaveholders and the enslaved.

Students discuss the fact and fiction of slavery in the South. After viewing a video on two New Orleans plantations, they determine the accuracy of the facts presented. In the computer lab, they visit various sites and examine which ones...

Students read about the slave trade in primary source documents. They discuss differences and commonalities in experiences. They write prose or poetry from the point of view of one of the figures from the reading and create a triptych.

This lesson allows students to research and compare the city of Baltimore to other northern cities of interest during the Great Migration. After reading a narrative entitled Return South Migration and conducting extensive research,...

Students explore the reasons people choose to migrate including political, economic and familial motivations. They interview family members and compare their ancestors own reasons for migration to those of African American urban migrants.

Students read and discuss a narrative exploring how immigrants retain their own cultures or assimilate into the host country. They examine the emigrant's experience in Liberia and write a position paper.

Students distinguish between tax deduction and tax credit, explain how the earned income credit affects the tax liability, apply requirements to claim the earned income credit, and describe factors that determine the amount of the earned...