Students explore the means of transportation available in the 19th century and its role as both facilitator and enabler of the westward expansion. They create a project board illustrating their findings.

Learners examine the African-American migrants entry into the political process. They summarize their findings in a short essay.

Learners examine the motivations that prompted people to move westward during the 19th century. They take on the role of an average citizen and weigh the costs and benefits of making such a move and decide if they would have participated...

Students compare and contrast experiences of European immigrants and African American migrants in U.S. cities. After examining the topic, they write essays evaluating the differences and similarities of the groups' experiences.

High schoolers examine the cause-and-effect relationship between the Agricultural Adjustment Acts of the New Deal or the 1965 Voting Rights Act and African-American migration. They write an essay evaluating the effectiveness of the...

Students use the site maps and other resources to research one of the influential Caribbean immigrants or descendents of immigrants mentioned in a narrative they have read. They write an essay about an influential immigrant.

Students examine the migration of rural African Americans to northern cities following World War !!. After predicting the effects of cultural and economic factors, they write essays explaining the impact of migration on communities and...

Students read the narrative, Caribbean Immigration and examine how sugar production and migration of people of African origin have been intertwined for centuries. Working in three groups, they present oral reports on the three eras of...

Students study the reasons so many immigrants returned to the South following the Civil Rights Movement. They examine how the former slaves influenced the cultural life in the Northern cities.

Pupils read a narrative about the culture, heritage and history of Haiti including the contributions of Haitian immigrants in the U.S. They conduct further research on Haitian culture and prepare a presentation for the class.

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...

Pupils, in groups, research the topics: habitats of northwestern Siberia, reindeer, oil and natural gas, and other threatened regions of the Arctic. They answer specific research questions based on their topic. They use online resources...

Students describe ways Nenets have adapted to their environment after listening to a National Geographic article about them. They compare their own adaptions to their environment with those made by the Nenet culture.

Students plan a trip for a citizen of Mexico to travel within various regions of the US. Another group plans a trip for a citizen of the US to travel to a non-tourist area of Mexico.

Students find an advertisement or newspaper using charts or graphs. They create another graph using the same information in a different format. They write a comparison of the two graphs.

Middle schoolers play a modified game of hangman. One students is the drawer and the other the communicator. They also experiment playing the game in which both middle schoolers can talk.

Learners observe and record the many types of birds they see in a month. They discover the many patterns birds follow and compare their results with other classrooms. They complete a field assessment as the final activity for this lesson.

Young scholars develop a greater awareness of the variety and amount of particulate matter in the air. They try to locate general sources of pollution for a specific area and develop some suggestions for improving air quality.

Students create a timeline with the major events of the 19th and 20th century dealing with Native Americans. They examine artifacts and discuss how they reflect culture. They also identify trade routes the Native Americans used.

Sixth graders how primary research is carried out. They design a simple survey questionnaire to interview people about their week average television watching time. They analyze the results and write a report based on the information.

Students define and discuss the definitions of race and terrorism as a class. Using the Patriot Act, they analyze it and identify how it is a response to terrorism. They discuss how the documents could be viewed as one that supports...

Students discuss which values are most important to them and their families. They read poetry and fairy tales to find a story that has the same value they find most important. They create a presentation and share it with the class.

Students discuss what it means to be responsible. As a class, they brainstorm a list of how they are responsible in their daily lives. In groups, they read the story of Liliuokalani and locate Hawai'i on a map. They discuss the...

Students discuss the character trait of "courage of convictions" and apply this to their daily life. Using the internet, they research the life and work of Thomas McKean and discuss the courage needed to sign the Declaration of...