How should America respond to acts of domestic terrorism? What motivates or prompts a terrorist attack? After reading an opinion piece on the 2013 Boston Marathon bombing, your learners will critically analyze factors that could have...

Mark Twain's The Adventures of Huckleberry Finn is the focus of a teaching guide that introduces readers to some of the many controversies surrounding the use of the novel in classrooms. The packet includes 15 primary source excerpts and...

What can maps tell us about the past? Find out with a Spanish instructional activity that incorporates geography. After examining maps individually, comparing two old maps of Spanish Florida and writing notes in the provided Venn...

Students prepare for and learn through a walking tour of Philadelphia. In this history lesson, students support their studies with a field trip. This lesson could be adapted to suit regions with other historic places or museums. 

Students analyze de Tocqueville's America. In this democratic history lesson, students use primary sources to determine what de Tocqueville found to be so unique in the America. Students analyze artifacts, maps and documents through...

Fourth graders are introduced to the different cultural groups that have settled in Ohio. In groups, they research and describe the products and cultural practices of each group. Using the information, they create an accordion book for...

Ninth graders explore the Enlightenment and its historical effects. As a class, they discuss the characteristics of kings, queens and monarchies. Pupils design political cartoons to illustrate vocabulary words. Using a graphic...

Students engage in a variety of activities to develop the skills they need to answer questions about themselves. They respond to questions relating to their ages, names and favorite colors.

Students are introduced to the "disease" of affluenza. After watching a documentary, they identify the forces that have changed the nation into a consumer society. As a class, they discuss ways to avoid catching on to this phenomenon.

Students examine watershed maps from the Columbia River. They practice using maps and create their own watershed map. They share their map with the class.

Students send E-mail to a partner describing an experience related to their identity and abilities, culture, ethnicity, race, or religion. Partners then reflect their opinions about this experience back to their partner.

Students copy, create, describe, and extend patterns with objects. They explore a variety of patterns through the use of manipulatives, sound, rhythms, songs and movement. Cooperative processes are used to encourage partner discussion.