Young scholars prepare a developmental proposal to the World Bank for use in a developing nation. They explain the structure and role of the World Bank. They analyze the organization of development projects.

Students describe the problems of political independence without economic independence. They evaluate the natural resources, human resources and industrial resources of a country and make economic decisions. They evaluate strengths and...

Fourth graders work to solve one of the major problems facing the Jamestown settlers, the best location to settle upon arrival in Jamestown. Students discuss and review the past European and American events that lead to the...

Students use primary source documents to develop a theory about what happened at Jamestown. They use the internet to gather information about the colony. They evaluate the theory of Dr. Hancock as well.

Fourth graders study the economy of Jamestown. In this early settlers lesson, 4th graders read about the trade between the English and the natives in Jamestown. This lesson is part of a larger unit and coincides with the novel The Double...

Young scholars create a reflective journal entry on the lives of Pilgrim Students.

Young scholars study the New England colonies. In this colonies lesson, students use a directed reading-thinking method to learn about the New England colonies. Young scholars follow the method to make predictions, read the text, and...

Students role play bartering for goods and services as the French settlers did in colonial Illinois. They start with eight household items to acquire through bartering. They have to calculate values for each object and determine the...

Students engage in a lesson plan designed to be used with the Print Gallery section in the Community Construction Kit. The Print Gallery is a library of photographs, which provides students with an auditory description of each dwelling...

Learners study former slave ports in the South.

Eighth graders examine the causes of the American Revolution. Participating in activities, they discover how it would have felt to be taxed without representation. They identify an object from a museum and discuss how it might have been...

Students simulate the Casco Bay Treaty Conference. They read and discuss an excerpt from the Conference proceedings. They work in groups to discuss the concerns of the Conference and why the Indians conceded. They write a response to...

Learners tour "Living History Farms" in Iowa. For this field trip preparation lesson, students observe ways Native Americans began growing crops in the 1700's as well as how the farm changed in the 1800's. Upon their return from the...

Pupils, after reading the Transatllantic Slave Trade, create a color coded triple-timeline to help them explain the chronological streams that flow through the essay.

Students examine the history of Fort No. 4 in New Hampshire before visiting the site. They identify key events and people that occured at the fort as well. They complete questions and teach them to their group.

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 explore the early colonies of American settlements. After researching important characteristics such as land, politics, economics, and educational opportunities, students create their own advertisement for one of the colonies.

Eighth graders explain the meaning of the Declaration of Independence. They view a political cartoon of the period, then do a writing assignment for homework. They write about how they would feel if the British were calling them traitors.

Fifth graders use a "fact book" comparing periods in American history then students create a picture to illustrate their assigned periods. # # students use their pictures and concept maps to write expository paragraphs about their...

Students participate in an online quiz program that reviews economic concepts and vocabulary. They apply concepts learned through the International Money Fund Center.

Ninth graders to examine the past to find out why Quebec has been so determined to protect its cultural heritage. They access primary resources on the Internet to promote their engagement with the past.

Eighth graders complete a newspaper article as a part of their exam review for the Revolutionary War. Using information gathered over the course of the unit, 8th graders create their own newspaper reflecting the facts and ideas of the...

Students search and use a database. They compare and analyze primary sources and develop an awareness of the nature and extent of the Chinese community's involvement in the Federation celebrations.

Pupils collaborate on a research-based documentation of their town's founding, written from the point of view of a fictional person who lived there long ago