Learners work in groups to research and share information about several different topics that were part of the development of Industrial New Hampshire. Students complete five parts of the project which include researching, role playing...

Fourth graders explore the state of Illinois. They use maps and research the state of Illinois. Students track their trip through the state and they create a travel narrative of their journey. Students use maps to identify geographical...

Students learn about Mound Cities and how they both started and stopped. In this Mound instructional activity students explore how Mound Cities did not succeed and why. Students dig deeper then the instructional activity as they discuss...

Students discover how the Vanderbilts became one of the wealthiest families in America and how their lifestyle influenced business, culture, architecture, and society in ways that still affect us today.

Students investigate the underlying reasons for immigration, focusing on five major trends: political, economic, family, career and educational. They examine the immigration of Spanish speaking groups.

Learners use different styles of music to research society, history and culture in the American South. They, in groups, research an assigned piece of music and make a presentation to the class. They keep a daily journal as well.

Students listen to the book, The Mysterious Giant of Barletta, and create paper sculptures based on ancient Greek and Roman statues in the Getty Museum. They write narrative stories told from the viewpoints of their sculptures.

Students consider important structures in their community -- specifically, those structures that have had a great impact on the history of their community.

Eleventh graders discuss the concepts of value-of-service pricing and cost-of service pricing. They debate the reasons for and legitimacy of price differences in service. # students predict the effectiveness of the 1887 Interstate...

Fifth graders sing "Cowboy Lullaby" with two-part harmony and discuss the text of the song.

Learners read or hear about famous African Americans to learn about the ways in which they exemplify one of the seven principles of Kwanzaa.

Fourth graders inquire about the history of Florida's capital after receiving a mock memo from the governor.

Fourth graders redefine the problem of Where's the Heart of Florida? and begin to formulate possible solutions using graphic organizers.

Fourth graders explore the reasons for the Industrial Revolution and its effects on France.

Third graders use a computer as a research tool. They make note cards as they go and use their note cards to guide their word processing. They edit their papers and add artwork.

Students examine various items in order to realize the weight difference between train, vehicles and humans. They realize that trains are heavy and cannot stop quickly.

Fourth graders write cinquain poems showing an understanding that people cannot outrun trains. They examine safety messages concerning tunnels, bridges and trains.

Eleventh graders study selected prints and/or photos and consider how Americans of the 19th century chose to present themselves to other Americans and the world by means of visual images. They share their observations and opinions.

Young scholars research trains and train travel and write a report based on their findings.

Students reach The Domestic Slave Trade, then examine the differences between the people enslaved in North America as opposed to those in Brazil.

Students become familiar with an American legend that is unfamiliar to many. Presented with the legend of Forest Joe, a runaway slave who, much like Robin Hood, stole from the rich to give to the poor, students draw comparisons and...

Students examine the Fugitive Slave Law as a motivating factor for slaves to emigrate outside the United States. After discussing the relationships between fugitive slaves and North American and Caribbean countries, they write essays...

Students examine why fugitive slaves migrated to cities and towns rather than rural areas. In this lesson, students consider the social, economic, and political benefits provided by cities and towns in comparison to rural areas.

Students discuss reasons why African Americans may have wanted to emigrate from the United States followig the Civil War. They complete a Venn diagram noting the differences between proposals by Marcus Garvey and Henry McNeal Turner.