Students study the history of Liberia prior to and after the influx of immigrants of African Americans. They investigate the cultural differences between the African Americans and newly-arrived Liberians.

Students discuss the changes in the legal, social, and political status of African Americans and those of mixed ethnicity after reading the narrative, Haitian Immigration: Eighteenth and Nineteenth Centuries.

Ninth graders, in groups, determine reasons for African-American migration to the west

Students analyze the factors that led to migration in the 19th century including the forces that drew people to resettle as well as to return a place where they previously lived.

Students read The Northern Migration and research immigration policies of different nations for the past and the present. They create a bulletin board or spreadsheet using their information.

Students read a narrative "The Domestic Slave Trade" and answer questions about states' slave trading. They read another narrative "Runaway Journey" and answer questions about runaway slaves. They discuss the impact of the slave trade on...

Students read a section of the Runaway Journey narrative and conduct a survey. They use survey statistics to question their validity and decide why a respondent might not answer truthfully.

Students locate mill sites on a New Hampshire map. They describe who worked in the mills and their working conditions. They examine the environmental impact of the mills and work together to find out more information about mills.

Students, in groups, collaboratively explore the rapid growth of Chicago (from 350 to 300,000 in less than 40 years), and how the city changed to accommodate such rapid growth.

Students decide which group they would like to be a member of discussing the Tacoma Narrowns Bridge. Each group researches the same questions but have different answers depending on the group they are in.

Third graders read the poem, Beautiful Ohio, discuss it and then write their own descriptive songs/ poems about nature and the environment.

Students explore different kinds of communities as well as identifying and discussing the attributes of their own neighborhood. They make choices about what kinds of shapes best create the look of the type of community they wish to...

Students discover industries prevalent in nineteenth-century Texas cities and identify resources required to perform occupations. They examine how geographic areas contribute to the development of industries and write a letter applying...

Students assume the perspective of an immigrant moving to Texas. They write a diary entry from an immigrant's perspective, describing how they arrived in their new town, what steps they take to get settled, and their feelings about their...

Third graders examine various structures and people, including the region of Adams and Normandie, in Los Angeles. They conduct Internet research, and identify and locate features in the Adams/Normandie region during the past 60/70 years.

Students construct and display a stained glass gothic window box made from cardboard boxes, color tissue or colored plastic sheets of mylar, and glue.

Students, in groups, research a certain form of transportation that has affected Maine's economic and cultural development. They write a persuasive letter that uses the research to support an argument.

Students investigate the life and work of the Japanese poet, Matsuo Basho as the Japanese poetic forms are studied. Nature, symbolism, and history are probed as the lesson is developed.

Students research regions of early Arkansas as they relate to African American colonies in Arkansas after the Civil War. They discuss the characteristics of the regions, view a Powerpoint presentation, and write reflective journals.

Students identify various regions of early Arkansas as these regions relate to African American colonies that settled in Arkansas after the Civil War.

Learners identify various regions of early Arkansas as these regions relate to African American colonies that settled in Arkansas after the Civil War.

Students evaluate the social effects of inventions and other developments on the lives of ordinary individuals. They create a profile of an individual who might have lived at that time and whose life would have been affected by those...

Students research an aspect of life of their choosing of a western state either before the Civil War, after the war or today. They are to write about the aspect they choose and make illustrations.

Students examine the history of the Whitewater Canal Historic Site. They read and discuss an informational handout, define key vocabulary terms, and complete various math and science word problems.