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.

Students write numbers on apple shapes, and then show their understanding of the number's value by putting the corresponding number of seeds on each apple.

Students identify the intended viewers of local murals or billboards. The teacher next shares information and leads a discussion about the patrons. They group themselves according to protest or persuasion issues that concern them.

First graders, in pairs, use spinners to experiment with different combinations of letters. They combine letters and determine whether they have produced a word or not. They construct and record words choosing letters from designated tiles.

Students explore the actions of people involved in the Civil Rights Movement. They explore the reasons for the movement and its successes and failures, and explain the sacrifices made by those who participated in the movement.

High schoolers research the meaning of their names and write an essay about their findings.

Pupils identify the responsibility and ability of individuals to act to fight hunger and malnutrition and ensure food security. They identify specific actions we can take to help end hunger.

Pupils identify courageous people throughout history that have fought hunger and look for local examples as well. They consider how we can fight hunger and malnutrition in our communities and the world.

Students conduct research at the Inuit perspective website to explore the life and culture of the modern day Inuit.

Students compare and contrast two Presidents and how viewed the government in times of difficulty. They examine what role each President handled the role of philanthropy during their years in office. They identify acts of philanthropy...

Students evaluate the components of the New Deal and role of nonprofit organizations the relief and rebuilding efforts of the Great Depression. They write letters to the organization that they are researching.

Students listen to stories about different philanthropic acts. They work together in groups to create a list of the needs of their community. They chose a service project which could be completed by their class.

Students utilize atlases, maps, and Internet resources to select destinations and places to stop along the way on a day trip. They examine and write about the reasons they want to visit the particular places they chose.

First graders create a three page booklet about Fiesta. They use Kid Works 2 to create a project with illustrations and text.

Fourth graders become familiar with the early explorers of our state. In addition, they conceptualize life during the 1800's in relation to their own personal histories and knowledge of 19th century events.

Learners create a seven-day record of all the foods they consume. They analyze what type of food was the most frequent in everyone's diet. They look up each food and record its daily recommended amount.

Students research slavery in the United States and present their findings as a newscast with appropriate visuals to the class.

Seventh graders gain a better understanding of the canal period in U.S. History, and more specifically, discern the importance of the Illinois and Michigan Canal on the development of Illinois as a state and Chicago as a prominent city.

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

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.

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.

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

Students 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...

Learners 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.