Social Studies
Social Studies Lessons
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Treasured Comments
VaReane Heese, who teaches at Springfield (Nebraska) Elementary School, submitted this lesson in which students fill treasure chests with positive, self-esteem-building comments about each other. (Grades 2-5)
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Looking for fresh history and social sciences teaching ideas? Education World presents a variety of history and social studies resources that all teachers can use to liven up instruction. Find dozens of valuable teaching ideas in our Traveling Community Journal Project
Pauline Finlay, who teaches at Holy Trinity Elementary School in Torbay, Newfoundland (Canada), submitted this week's lesson in which students' traveling journals teach them about communities and cultures. (Grades 2-8)
Game Board Review
Kris Gazdziak, who teaches at Naperville (Illinois) Central High School, submitted this week's lesson, which provides a great review game for all grades, all subjects. (Grades K-12)
Cooperative Group Spelling Game
Jane York, who teaches at Chimneyrock Elementary School in Cordova, Tennessee, submitted this week's lesson, which offers a fun and active game that can be used to reinforce spelling or vocabulary words. (Grades 3-8)
An Experiment in Unfair Treatment/Prejudice
Pauline Finlay, who teaches at Holy Trinity Elementary School in Torbay, Newfoundland (Canada), submitted this lesson, which offers a simple experiment to help launch a discussion of unfair treatment and prejudice/bias. (Grades 3-12)
Outgroup Experiment Reveals Bias, Stereotyping
Marcie Pachter, who teaches at Palm Beach Community College in Lake Worth, Florida, submitted this week's lesson, which includes an activity to let students experience the bias and stereotyping often experienced by people who are different. (Grades 6-12)
Puzzle Boxes for Any Subject
Submitted by Pauline Finlay
This lesson can be done daily or used as a special weekly lesson. Students love the anticipation of a Puzzle Box: It's an opportunity to challenge students and reward them for using critical-thinking skills. (Grades 3-5, 6-8)
Edible Resource Map!
Submitted by Nichole Stoltze
Students create resource maps and map keys, then eat them! (Grades 3-5, 6-8)
State History Quiz Show
Submitted by Allen Mincher
In this familiar game format, students are provided with answers and asked to supply the correct questions. (Grades 3-5, 6-8, 9-12)
Clear the Cobwebs!
Submitted by Pam Gregory
This lesson provides a fun way for students to brush up on material after a weekend or before a test. (Grades K-12)
"Lighthouses"
Submitted by Joanne Hughes
In this lesson the students will learn about the differences between fiction and non-fiction books. The students will listen to the book Beacons of Light by Gail Gibbons and work in cooperative groups to identify different characteristics and facts concerning lighthouses and their history. Once the students listen for information they are ready to play a trivia game. (Grades 3-5)
Make a Great Web Page!
Submitted by Thomas R. Brown
Students and teachers learn how to make a Web page. (Grades 6-8, 9-12)
It's a Puzzle!
Submitted by Heidi Slavin
Students put together puzzles created from pictures of items related to current courses of study. (Grades 6-8)
Underground Rails: The New York City Subway System
Submitted by Raymundo V. De Jesus
Students explore the New York City subway system as a link to the people and places of New York City. (Grades 3-5, 6-8, 9-12)
Welcome to My Community!
Submitted by Tasha Noe
Students create a "Welcome to Our Community" brochure to display in the classroom. (Grades K-2, 3-5, 6-8)
Self-Esteem/Class Pride
Submitted by Kimberlee Woodward
This is a lesson plan to bolster student self-esteem and to build class pride. It would be a great way to start the school year! (Grades 3-5)
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36 Public Policy Questions to Energize Your Government/History Classroom Debates
Michael Boyer, who teaches at Providence Day School in Charlotte, North Caroplina, submitted this lesson that offers 36 public policy questions to energize your government/history classroom debates. (Grades 9-12)
Art On Trial (A Mock-Court Activity)
Diane Franken, who teaches at Lincoln Academy of Integrated Arts in Davenport, Iowa, submitted this lesson in which students take on different roles as they determine which work of art will be constructed in their community park. (Grades 3-12)
Wall of Peace
Mary E. Noyes (with Barrie Citrowske), who teaches at Minneota (Minnesota) Public School, submitted this week's lesson in which students' essays are used to build a classroom Wall of Peace. (Grades 5-12)
Bill of Rights
Adam Burkett, a student at the University of Pittsburgh at Johnstown, submitted this lesson, in which students explore the Bill of Rights by identifying the right that relates to each of a dozen scenarios. (Grades 6-12)
Drawing Lesson Improves Communication Skills
Submitted by Rob Ford
In this simple, fun partner activity, an art activity challenges students to become better communicators. (Grades 3-5, 6-8, 9-12)
Children's Books Teach Diversity, Respect
Submitted Joanne E. Hughes
Students compare themes, characters, settings, and other aspects of two children's books that teach diversity and respect. (Grades 3-5)
Separation of Powers and Checks and Balances
Submitted by Glenn Day
In this introductory lesson, students will recognize the importance of understanding how the separate powers of the three branches of government work together, in a checks and balances system, to form a single unit of government. (Grades 9-12)
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Who in the World Is....?
VaReane Heese, who teaches at Springfield (Nebraska) Elementary School, submitted this lesson in which students scan the newspaper for information. (Grades 3-8)
36 Public Policy Questions to Energize Your Government/History Classroom Debates
Michael Boyer, who teaches at Providence Day School in Charlotte, North Caroplina, submitted this lesson that offers 36 public policy questions to energize your government/history classroom debates. (Grades 9-12)
Drawing Lesson Improves Communication Skills
Submitted by Rob Ford
In this simple, fun partner activity, an art activity challenges students to become better communicators. (Grades 3-5, 6-8, 9-12)
Opinion Articles
Submitted by Lisa Nash
Lisa Nash, who teaches at Hunter Elementary School in Brownstown, Michigan, submitted this week's lesson. Students research newspaper topics and write opinion articles in newspaper-style format! (Grades 6-8)
Writing Newsletters!
Submitted by Joanne Hughes
Students listen to the teacher read the book Deadline! by Gail Gibbons and learn about newspapers. The class brainstorms differences between newspapers and newsletters. The students are then asked to choose a favorite topic and create the front page of their own newsletter. (Grades 3-5)
How Are You Doing With My Crusade?
Submitted by Terrie Lynn Bittner
Students learn about women who fought for change and explore the current status of the battles they fought. (Grades 6-8, 9-12)
Separation of Powers and Checks and Balances
Submitted by Glenn Day
In this introductory lesson, students will recognize the importance of understanding how the separate powers of the three branches of government work together, in a checks and balances system, to form a single unit of government. (Grades 9-12)
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Team Up for Sports Marketing
VaReane Heese, who teaches at Springfield Elementary School in Omaha, Nebraska, submitted this week's lesson, in which students create and market their own sports franchises. (Grades 3-12)
Money Management: Grocery Shopping for a Family Profile
Shirley Huinink, who teaches at Laurentian Hills Christian School in Kitchener, Ontario (Canada), submitted this week's lesson in which students work in groups to create menus and shopping lists for one of five profiled families. (Grades 6-12)
Shopping Spree
Submitted by Julie Graves
Julie Graves, who teaches at Centre (Alabama) Middle School, submitted this weeks lesson. Students go on a shopping spree that requires them to calculate discount amounts and sales tax on merchandise. (Grades 6-8, 9-12)
Franchise Opportunity
Submitted by Amy Derr, East Lyme (Connecticut) High School
Students use a questionnaire to guide them as they explore and evaluate a business franchise opportunity. (Grades 9-12)
Create Your Own Business!
Submitted by Clyde Winters
In this lesson students learn how to work in cooperative groups to create their own businesses. (Grades 6-8, 9-12)
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North, South, East, or West
Gay Harrod, who teaches at Washington Intermediate School in Piqua, Ohio, submitted this lesson, which is a fun any-time game she created to reinforce geographic directionality. (Grades K-5)
Mr. Mascot's Magical Musical Tour
Melanie E. Shaw, who teaches at Vogelweh Elementary School, a Department of Defense school in Kaiserslautern, Rhineland Pfalz (Germany), submitted this lesson in which a class mascot leaves clues. Where in the U.S. or world is it? (Grades 3-12)
Traveling Community Journal Project
Pauline Finlay, who teaches at Holy Trinity Elementary School in Torbay, Newfoundland (Canada), submitted this week's lesson in which students' traveling journals teach them about communities and cultures. (Grades 2-8)
Puzzling Clue Vocabulary
Elizabeth Eaton, who teaches at Savanna Ridge Elementary School in Fort Pierce, Florida, submitted this lesson in which students "puzzle" over the connection between clues as they review or build vocabulary. (Grades 3-12)
Summer Camp in the Classroom
VaReane C. Heese, who teaches at Springfield (Nebraska) Elementary School, submitted this lesson, in which students team up to create summer camping adventures. (Grades 3-12)
Mother's Day Trip
Rox-Anne Cox, who teaches at Albia Community School in Albia, Iowa, submitted this lesson in which students send their mothers on a special Mother's Day trip. (Grades 3-8)
Our Changing Community
Sharon Hall, who teaches at South Lebanon Elementary School in Maineville, Ohio, submitted this week's lesson, a hands-on project that teaches students how communities change as they grow. (Grades K-5)
"Yarning" About Latitude and Longitude
Submitted by Sharon Childress, Asbury Junior High School in Albertville, Alabama
Sharon Childress, who teaches at Asbury Junior High School in Albertville, Alabama, submitted this week's lesson. The hands-on activity helps students understand the concepts of longitude and latitude. (Grades 3-8)
Edible Resource Map!
Submitted by Nichole Stoltze
Students create resource maps and map keys, then eat them! (Grades 3-5, 6-8)
Finding Captain Hook's Treasure
Submitted by Krista Weiss
Students will be motivated to use their map-reading skills to find Captain Hook's treasure. (Grades K-2, 3-5)
Finding an Earthquake's Epicenter
Submitted by Tim Leister
Students plot the epicenter of a recent earthquake. (Grades 9-12)
Biome Discovery Expedition
Submitted by VaReane Heese
VaReane Heese, who teaches at Springfield Elementary in Springfield, Nebraska, submitted this week's lesson. Students design biomes for a zoo. (Grades 3-5, 6-8)
Should We Celebrate Columbus Day?
Submitted by Trevor Shaw
Trevor Shaw, who teaches at St. Benedict's Prep in Newark, New Jersey, submitted this week's lesson, which involves students in examining all sides of the Columbus debate. (Grades 6-8, 9-12)
Investigating World Cultures
Submitted by David Anderson
Students work in groups to write research reports and create visuals about countries, put on a culture fair, and use PowerPoint to present their information. (Grades 6-8)
Pen Pal Letters to Soldiers Overseas
Submitted by Diane O'Malley
Students write letters to soldiers overseas with correct spelling, grammar, punctuation, and capitalization. Students learn three facts about the geography of the area where the pen pal is located and about the pen pal. (Grades 3-5)
Mapping a Garden
Submitted by Gretchen Siembak
The purpose of this lesson is to have the students gain an understanding of maps. The students learn the components of a map, particularly the legend, the key, the symbols and the area. The students develop their own map of a garden they will be planting in an upcoming science lesson. The students have background knowledge in mapping from exposure to maps in previous lessons. (Grades K-2)
G'Day Mate! A WebQuest on Australia
Submitted by Betty Carle
This is a WebQuest on the country of Australia. Students in third grade will work with a partner on the computer and explore the web links, which are available on the WebQuest, to find out the topics they are interested in. Once their research is collected, they will put their information into book format using the software program called EasyBook by Sunburst. (Grades 3-5)
Awesome Adjectives Postcards
Submitted by Mitzi L. Vicars
Students create a postcard by illustrating a place they would like to visit and using ten adjectives in a short message describing the pictures. (Grades 3-5, 6-8)
Web Trails: An Online Adventure
Submitted by Kelly Ickes
Students research Iowa's parks and trails, plan a day trip to one of the places they learn about, and write a fiction story based on the information they find. (Grades 6-8, 9-12)
A Walk Through the 20th Century
Submitted by Tammy Bunton
Each student reviews the people, places, and events of a particular decade of the 20th Century, writes a report about that decade, and creates a booth of memorabilia, music, dress, pictures and other artifacts representing the time period. Students share their booths with their classmates, and then invite the entire school to a "Celebration of the 20th Century." (Grades 6-8, 9-12)
Should We Celebrate Columbus Day?
Submitted by Trevor Shaw
Students will use inquiry-based learning to gather information about Columbus' impact on the Americas. (Grades 6-8, 9-12)
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Bill of Rights
Adam Burkett, a student at the University of Pittsburgh at Johnstown, submitted this lesson, in which students explore the Bill of Rights by identifying the right that relates to each of a dozen scenarios. (Grades 6-12)
G'Day Mate! A WebQuest on Australia
Submitted by Betty Carle
This is a WebQuest on the country of Australia. Students in third grade will work with a partner on the computer and explore the web links, which are available on the WebQuest, to find out the topics they are interested in. Once their research is collected, they will put their information into book format using the software program called EasyBook by Sunburst. (Grades 3-5)
Separation of Powers and Checks and Balances
Submitted by Glenn Day
In this introductory lesson, students will recognize the importance of understanding how the separate powers of the three branches of government work together, in a checks and balances system, to form a single unit of government. (Grades 9-12)
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Following in Their Footsteps
Patti Stephenson, who teaches at Tri-City Christian School in Independence, Missouri, submitted this lesson in which students read a biography and look for the positive character traits they might "follow" in their own lives. (Grades 3-12)
Yours and My Trail of Tears
Marcus Garcia, who teaches at Lincoln School in Stockton, California, submitted this weeks lesson in which a simulation teaches students about the forced relocation of Cherokees along the Trail of Tears. (Grades 6-12)
Native Americans of Our Region
Julia Snyder submitted this lesson in which students use a variety of reading strategies to learn about Indian tribes native to their region. (Grades 3-8)
Time Line of the Year
Lynda O'Brien, who teaches at Twin Oaks Home School in Melrose, Florida, submitted this lesson in which students create a timeline of the school year that includes photographs, work samples, much more.
Back-in-Time Travel Brochure
Brett Sidle, who teaches at Orchard Lake St. Mary's Prep in Orchard Lake, Michigan, submitted this lesson in which students learn about history by creating back-in-time travel brochures. (Grades 6-12)
Puzzling Clue Vocabulary
Elizabeth Eaton, who teaches at Savanna Ridge Elementary School in Fort Pierce, Florida, submitted this lesson in which students "puzzle" over the connection between clues as they review or build vocabulary. (Grades 3-12)
Stir Up a Character Analysis Recipe
Mary Pat Mahoney, who teaches at Holy Trinity Catholic School in Grapevine, Texas, submitted this week's lesson in which students stir up character analysis "recipes" for characters in literature/history. (Grades 3-12)
Game Board Review
Kris Gazdziak, who teaches at Naperville (Illinois) Central High School, submitted this week's lesson, which provides a great review game for all grades, all subjects. (Grades K-12)
Wall of Peace
Mary E. Noyes (with Barrie Citrowske), who teaches at Minneota (Minnesota) Public School, submitted this week's lesson in which students' essays are used to build a classroom Wall of Peace. (Grades 5-12)
3R Activity (Reading-Relating-Responding)
Fatih Durmus, who teaches at Ozel Kasmoglu Coskun Lisesi in Istanbul, Turkey, submitted this week's lesson, which provides a fun cooperative-group reading-comprehension strategy. (Grades 3-12)
100 Famous Quotes Game
Doug Evans, who teaches at Nagoya International Junior/Senior High School in Nagoya, Aichi (Japan), submitted this lesson in which students compete in teams to learn 100 famous quotes. (Grades 3-12)
Seven Wonders of the World
Priya Ravikumar, who teaches at DAV Public School in Mumbai, Maharashtra (India), submitted this week's lesson in which students explore the Seven Wonders of the ancient and modern worlds. (Grades 3-12)
Celebrate Abe Lincoln: A Primary Timeline Activity
Martha Leslie, who teaches at Centennial Elementary School in Graham, Washington, submitted this lesson in which students create simple timelines based on the life of Abe Lincoln. Other projects include painting Lincoln portraits. (Grades K-2)
Interviewing Famous Leaders in History
Lisa Auanger, a teachr at Kecoughtan High School in Hampton, Virginia, submitted this lesson in which students research famous leaders (e.g., U.S presidents, Roman emperors, English monarchs) and create a realistic interview based on that research. (Grades 5-12)
The Cowboy Life
VaReane Heese, who teaches at Springfield (Nebraska) Elementary School, submitted this week's lesson in which students choose from a wide variety of activities aimed at "spurring" interest in cowboy life and the Old West. (Grades 3-8)
Mother's Day Trip
Rox-Anne Cox, who teaches at Albia Community School in Albia, Iowa, submitted this lesson in which students send their mothers on a special Mother's Day trip. (Grades 3-8)
Pizza Biography
Jennie Griffin, who teaches at Rockvale (Tennessee) Elementary School, submitted this week's lesson, in which students create pizza box biographies.
Bill of Rights
Adam Burkett, a student at the University of Pittsburgh at Johnstown, submitted this lesson, in which students explore the Bill of Rights by identifying the right that relates to each of a dozen scenarios. (Grades 6-12)
In Search Of Wisdom: An Interview With An Elder
Leah-Rae Bivins, who teaches at Taylor Allderdice High School in Pittsburgh, Pennsylvania, submitted this lesson, in which students interview an elder, then write and present a narrative in that person's voice. (Grades 6-12)
Go Nuts With Peanuts
Gail Hennessey, who teaches at Harpursville Central School in Harpursville, New York, submitted this week's lesson, in which students learn about peanuts by exploring a variety of Web sites. (Grades 3-8)
An Experiment in Unfair Treatment/Prejudice
Pauline Finlay, who teaches at Holy Trinity Elementary School in Torbay, Newfoundland (Canada), submitted this lesson, which offers a simple experiment to help launch a discussion of unfair treatment and prejudice/bias. (Grades 3-12)
Harriet Tubman and the Underground Railroad
Gail Hennessey, who teaches at Harpursville (New York) Middle School, submitted this lesson, which includes a handful of activities -- including an Internet scavenger hunt -- that teach about Harriet Tubman. (Grades 3-8)
Gold Rush California and Its Diverse Population
Roselyn Wang, a student at the University of the Pacific in Stockton, California, submitted this week's lesson, in which students compare the population of California today and at the start of the Gold Rush in the 1850s. (Grades 6-12)
Happy 100th Birthday, Airplane!
Gail Hennessey, who teaches at Harpursville (New York) Central School, submitted this week's lesson, which offers a handful of ideas for celebrating the Wright brothers' historic flight. (Grades 3-8)
Plains Indians Pictographs
Laura Wolfram, who teaches at Horace Mann School in Bronx, New York, submitted this week's lesson, in which students design their own pictograph sentences on scraps of "buffalo hide."
Hands-On Outlining
Jessica Maroney, who teaches at Armstrong Elementary School in Fayetteville, North Carolina, submitted this week's lesson, which offers a fun hands-on activity to engage students as they learn about outlining. (Grades 3-8)
Reconstructing Artifacts
Michelle Gay, who teaches at Foley (Alabama) Intermediate School, submitted this fun, hands-on activity, in which students learn about an archaeologist's work. (Grades K-12)
Make Quiz Time a Fun Time
Lisa Kwisnek, a student at Indiana University of Pennsylvania in Indiana, Pennsylvania, submitted this week's lesson that provides a fun quiz game format you might use to culminate your next science, history, or literature unit.
A Modern Pandora's Box
Anita Wadhwa, who teaches at Lee High School in Houston, Texas, submitted this lesson, in which students read the story of Pandora's Box and then create modern-day versions of boxes filled with evil and hope. (Grades 6-12)
Iditarod: The 1925 Serum Run from Anchorage to Nome
Patrick Nolden, a biology teacher at Soldotna High School in Soldotna, Alaska, submitted this lesson in which students learn about the history of the Iditarod. (Grades 6-12)
Famous African-American Fabric Portraits
Doris Metcalf, who recently retired from the Florence (Alabama) City Schools, submitted this lesson, in which students create a fabric-portrait exhibit of famous African Americans. (Grades 6-12)
Abraham Lincoln: An Internet Buddy Activity
Peggy Chauncey Cramer, who teaches at Hamilton Elementary School in Kentwood, Michigan, submitted this weeks Internet buddy lesson in which younger and older students team up to learn about Abraham Lincoln. (Grades K-8)
Biographical Poems
Submitted by Monique Arnold
Students learn about themselves by researching others. They also learn that they are not all that much different from the people they research!
(Grades 3-5, 6-8, 9-12)
Should We Celebrate Columbus Day?
Submitted by Trevor Shaw
Trevor Shaw, who teaches at St. Benedict's Prep in Newark, New Jersey, submitted this week's lesson, which involves students in examining all sides of the Columbus debate. (Grades 6-8, 9-12)
Jah's Mural
Submitted by Clyde Winters
Clyde Winters, who teaches at the John Shedd Aquarium in Chicago, submitted this week's lesson. Students research animal life at the time the cave paintings in Lascaux, France, were created. (Grades 6-8, 9-12)
Comparing Pancho Villa and Emiliano Zapata
Submitted by Juanita Gomez
Juanita Gomez, who teaches at North Grammar School in Rio Grande City, Texas, submitted this week's lesson. Students create graphic organizers to compare and contrast the lives of two Mexican revolutionaries. (Grades 6-8)
Communication Comparisons
Submitted by VaReane Heese
VaReane Heese, a teacher at Springfield (Nebraska) Elementary School submitted this week's lesson in which students use online and print resources to research different methods of communication, use graphic organizers to compare the methods, and share their findings with classmates. (Grades 3-5, 6-8)
What's Black and White and Read Later?
Submitted by Denise Dejonghe
Students learn what makes "lasting news" as they work in groups to create a newspaper about the year in which they were born (1986, 1987, or 1988). (Grades 6-8)
My Hero -- A Class Mural
Submitted by Linda Scudder
Students discuss heroism and make a collaborative black-and-white mural of a hero. (Grades 6-8, 9-12)
Reading Without Seeing: Louis Braille and the Braille Alphabet
Submitted by VaReane Heese
In this lesson, students explore the Braille alphabet and the contributions Louis Braille made to society. (Grades 3-6, 6-8, 9-12)
And the Streets Are Paved With Gold
Submitted by Brenda Dyck
Using the links provided, students explore the immigrant experience at Ellis Island, New York, at the turn of the century, and answer questions that challenge them to use thinking skills from various levels of Bloom's Taxonomy. (Grades 6-8)
Treasures of Egypt
Submitted by Gwyndolyn Lomax
Students match pictures of Egyptian culture with their descriptions then create Egyptian resource posters. (Grades K-2)
Underground Rails: The New York City Subway System
Submitted by Raymundo V. De Jesus
Students explore the New York City subway system as a link to the people and places of New York City. (Grades 3-5, 6-8, 9-12)
A Walk Through the 20th Century
Submitted by Tammy Bunton
Each student reviews the people, places, and events of a particular decade of the 20th Century, writes a report about that decade, and creates a booth of memorabilia, music, dress, pictures and other artifacts representing the time period. Students share their booths with their classmates, and then invite the entire school to a "Celebration of the 20th Century." (Grades 6-8, 9-12)
Create a Living Museum
Submitted by Sharon Sumner
Students research famous people from Missouri, or from their own state, and share the information by portraying that person in a "living museum." (Grades 3-5, 6-8)
Should We Celebrate Columbus Day?
Submitted by Trevor Shaw
Students will use inquiry-based learning to gather information about Columbus' impact on the Americas. (Grades 6-8, 9-12)
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Mr. Lincoln's Whiskers
Michele McKinnon, who is interning at Liberty Elementary School in Frederick, Maryland, submitted this lesson, which uses a popular childrens book about Abe Lincoln to teach the five parts of a letter. (Grades K-5)
Exploring Height With Abe Lincoln
Megan Mulcahy, who teaches at Forest Acres Elementary School in Easley, South Carolina, submitted this lesson in which students determine how they measure up to Abe Lincoln. (Grades K-5)
Celebrate Abe Lincoln: A Primary Timeline Activity
Martha Leslie, who teaches at Centennial Elementary School in Graham, Washington, submitted this lesson in which students create simple timelines based on the life of Abe Lincoln. Other projects include painting Lincoln portraits. (Grades K-2)
Interviewing Famous Leaders in History
Lisa Auanger, a teachr at Kecoughtan High School in Hampton, Virginia, submitted this lesson in which students research famous leaders (e.g., U.S presidents, Roman emperors, English monarchs) and create a realistic interview based on that research. (Grades 5-12)
Invent a Holiday
Katrina Stroup, who teaches at Alcorn Central School in Glen, Mississippi, submitted this lesson, in which students create a new holiday worth celebrating. (Grades 3-12)
Abraham Lincoln: An Internet Buddy Activity
Peggy Chauncey Cramer, who teaches at Hamilton Elementary School in Kentwood, Michigan, submitted this weeks Internet buddy lesson in which younger and older students team up to learn about Abraham Lincoln. (Grades K-8)
Celebrate Mardi Gras
Submitted by Tonya Wagoner
Students learn about Mardi Gras by experience some traditional activities of the holiday. (Grades K-2, 3-5, 6-8)
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A Symbol of Myself
Tammy Buehler, who teaches at Forest Park Elementary School in O'Fallon, Missouri, submitted this week's lesson in which students create a clay "symbol of myself." Nice open house display idea. (Grades 3-8)
The Perfect Teacher
Linda Mauriello, who teaches at Salem High School in Conyers, Georgia, submitted this week's lesson, which offers a fun activity that will help teachers drive home the concepts of mutual respect and high expectations. (Grades 9-12)
Outgroup Experiment Reveals Bias, Stereotyping
Marcie Pachter, who teaches at Palm Beach Community College in Lake Worth, Florida, submitted this week's lesson, which includes an activity to let students experience the bias and stereotyping often experienced by people who are different. (Grades 6-12)
Fuzzy-Feeling Chair
Pauline Finlay, who teaches at Inuksuit School in Qikiqtarjuaq, Nunavut (Canada), submitted this lesson, in which a special chair becomes the setting for an activity that builds students' self-esteem and self-confidence. (Grades K-5)
Using Literature to Teach About Bullying
Joanne Hughes, who teaches at Covert Avenue Elementary School in Elmont, New York, submitted this week's lesson, in which students use literature to learn about different types of bullying and different ways of dealing with them.
A Modern Pandora's Box
Anita Wadhwa, who teaches at Lee High School in Houston, Texas, submitted this lesson, in which students read the story of Pandora's Box and then create modern-day versions of boxes filled with evil and hope. (Grades 6-12)
Human Nature: Good or Evil?
Patricia Rose Pflaumer, who teaches at Abington (Massachusetts) High School, submitted this weeks lesson, in which students debate the question Is human nature inherently good or inherently evil? (Grades 6-12)
Striking Out Stress: A Gallery Walk Activity
Submitted by Andrea W. Petho
Andrea W. Petho, who teaches at Mahwah (New Jersey) High School, submitted this lesson, which actively involves students in a discussion about stress and how to cope with it. (Grades 6-12)
Getting-to-Know-You List Poem
Submitted by Ruth Henck McCreery
Students construct and illustrate a list poem that expresses personal likes and dislikes.
(Grades 6-8)
Left Brain vs. Right Brain -- Which Side are You On?
Submitted by Glenn Day
Are you left-brained or right-brained? Does it matter? Check out this lesson to find out! (Grades 9-12)
Solve a Problem; Build a Boat
Submitted by Sherrell Bailey
Students build a boat that will float and hold as many pennies as possible, then discuss the process of building the boat and relate the experience to experiences they encounter in life. (Grades 6-8)
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Let's Get Along
Kristina Davenport, an education student at the University of Idaho (Coeur d'Alene), submitted this lesson in which students learn valuable lessons about getting along by reading Eve Buntings award-winning Smoky Nights. (Grades 3-8)
Native Americans of Our Region
Julia Snyder submitted this lesson in which students use a variety of reading strategies to learn about Indian tribes native to their region. (Grades 3-8)
Foreign Language Lip-Sync Karaoke Contest
Tina Matic, who teaches at Oxford Academy in Cypress, California, submitted this week's lesson in which a lip-sync contest provides an unforgettable foreign language lesson. (Grades 6-12)
Traveling Community Journal Project
Pauline Finlay, who teaches at Holy Trinity Elementary School in Torbay, Newfoundland (Canada), submitted this week's lesson in which students' traveling journals teach them about communities and cultures. (Grades 2-8)
The Cowboy Life
VaReane Heese, who teaches at Springfield (Nebraska) Elementary School, submitted this week's lesson in which students choose from a wide variety of activities aimed at "spurring" interest in cowboy life and the Old West. (Grades 3-8)
Mother's Day Trip
Rox-Anne Cox, who teaches at Albia Community School in Albia, Iowa, submitted this lesson in which students send their mothers on a special Mother's Day trip. (Grades 3-8)
Reconstructing Artifacts
Michelle Gay, who teaches at Foley (Alabama) Intermediate School, submitted this fun, hands-on activity, in which students learn about an archaeologist's work. (Grades K-12)
Comparing Cinderella and The Rough-Face Girl
Submitted by Kellie Replogle, a soon-to-be teacher from Holland, Ohio
Students in grades 1-3 use a Venn diagram to compare two popular childrens stories -- Cinderella and the native tale The Rough-Face Girl.
Making Sense of Islam
Submitted by Clyde Winters
Clyde Winters, who teaches at John Shedd High School in Chicago, submitted this week's lesson, which involves students cooperatively in learning about the Muslim people of today. (Grades 6-8, 9-12)
The African American Experience: A Research Quilt
Submitted by Kimberly Emanuel
This activity will introduce students to the research process while investigating the contributions of key African American leaders in the 1900s. Students will construct a quilt highlighting the achievements of each individual and present this quilt to the community. (Grades 6-8, 9-12)
Treasures of Egypt
Submitted by Gwyndolyn Lomax
Students match pictures of Egyptian culture with their descriptions then create Egyptian resource posters. (Grades K-2)
Celebrate Mardi Gras
Submitted by Tonya Wagoner
Students learn about Mardi Gras by experience some traditional activities of the holiday. (Grades K-2, 3-5, 6-8)
Take a (Virtual) Trip!
Submitted by Bonnie R. Ott
Students will use inquiry-based learning to gather information about Columbus' impact on the Americas. (Grades 9-12)
Should We Celebrate Columbus Day?
Submitted by Trevor Shaw
Students will use inquiry-based learning to gather information about Columbus' impact on the Americas. (Grades 6-8, 9-12)
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An Experiment in Unfair Treatment/Prejudice
Pauline Finlay, who teaches at Holy Trinity Elementary School in Torbay, Newfoundland (Canada), submitted this lesson, which offers a simple experiment to help launch a discussion of unfair treatment and prejudice/bias. (Grades 3-12)
Outgroup Experiment Reveals Bias, Stereotyping
Marcie Pachter, who teaches at Palm Beach Community College in Lake Worth, Florida, submitted this week's lesson, which includes an activity to let students experience the bias and stereotyping often experienced by people who are different. (Grades 6-12)
Our Changing Community
Sharon Hall, who teaches at South Lebanon Elementary School in Maineville, Ohio, submitted this week's lesson, a hands-on project that teaches students how communities change as they grow. (Grades K-5)
Using Literature to Teach About Bullying
Joanne Hughes, who teaches at Covert Avenue Elementary School in Elmont, New York, submitted this week's lesson, in which students use literature to learn about different types of bullying and different ways of dealing with them.
Children's Books Teach Diversity, Respect
Submitted Joanne E. Hughes
Students compare themes, characters, settings, and other aspects of two children's books that teach diversity and respect. (Grades 3-5)
EW Lesson Plans
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You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths.
You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.
Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate.
We have organized our 125 report card comments by category. Read the entire list or click one of the category links below to jump to that list.
AttitudeBehaviorCharacterCommunication SkillsGroup WorkInterests and TalentsParticipationSocial SkillsTime ManagementWork Habits
Attitude
The student:
is an enthusiastic learner who seems to enjoy school.
exhibits a positive outlook and attitude in the classroom.
appears well rested and ready for each day's activities.
shows enthusiasm for classroom activities.
shows initiative and looks for new ways to get involved.
uses instincts to deal with matters independently and in a positive way.
strives to reach their full potential.
is committed to doing their best.
seeks new challenges.
takes responsibility for their learning.
Behavior
The student:
cooperates consistently with the teacher and other students.
transitions easily between classroom activities without distraction.
is courteous and shows good manners in the classroom.
follows classroom rules.
conducts themselves with maturity.
responds appropriately when corrected.
remains focused on the activity at hand.
resists the urge to be distracted by other students.
is kind and helpful to everyone in the classroom.
sets an example of excellence in behavior and cooperation.
Character
The student:
shows respect for teachers and peers.
treats school property and the belongings of others with care and respect.
is honest and trustworthy in dealings with others.
displays good citizenship by assisting other students.
joins in school community projects.
is concerned about the feelings of peers.
faithfully performs classroom tasks.
can be depended on to do what they are asked to do.
seeks responsibilities and follows through.
is thoughtful in interactions with others.
is kind, respectful and helpful when interacting with his/her peers
is respectful of other students in our classroom and the school community
demonstrates responsibility daily by caring for the materials in our classroom carefully and thoughtfully
takes his/her classroom jobs seriously and demonstrates responsibility when completing them
is always honest and can be counted on to recount information when asked
is considerate when interacting with his/her teachers
demonstrates his/her manners on a daily basis and is always respectful
has incredible self-discipline and always gets his/her work done in a timely manner
can be counted on to be one of the first students to begin working on the task that is given
perseveres when faced with difficulty by asking questions and trying his/her best
does not give up when facing a task that is difficult and always does his/her best
is such a caring boy/girl and demonstrates concern for his/her peers
demonstrates his/her caring nature when helping his/her peers when they need the assistance
is a model citizen in our classroom
is demonstrates his/her citizenship in our classroom by helping to keep it clean and taking care of the materials in it
can always be counted on to cooperate with his/her peers
is able to cooperate and work well with any of the other students in the class
is exceptionally organized and takes care of his/her things
is always enthusiastic when completing his/her work
is agreeable and polite when working with others
is thoughtful and kind in his/her interactions with others
is creative when problem solving
is very hardworking and always completes all of his/her work
is patient and kind when working with his/her peers who need extra assistance
trustworthy and can always be counted on to step in and help where needed
Communication Skills
The student:
has a well-developed vocabulary.
chooses words with care.
expresses ideas clearly, both verbally and through writing.
has a vibrant imagination and excels in creative writing.
has found their voice through poetry writing.
uses vivid language in writing.
writes clearly and with purpose.
writes with depth and insight.
can make a logical and persuasive argument.
listens to the comments and ideas of others without interrupting.
Group Work
The student:
offers constructive suggestions to peers to enhance their work.
accepts the recommendations of peers and acts on them when appropriate.
is sensitive to the thoughts and opinions of others in the group.
takes on various roles in the work group as needed or assigned.
welcomes leadership roles in groups.
shows fairness in distributing group tasks.
plans and carries out group activities carefully.
works democratically with peers.
encourages other members of the group.
helps to keep the work group focused and on task.
Interests and Talents
The student:
has a well-developed sense of humor.
holds many varied interests.
has a keen interest that has been shared with the class.
displays and talks about personal items from home when they relate to topics of study.
provides background knowledge about topics of particular interest to them.
has an impressive understanding and depth of knowledge about their interests.
seeks additional information independently about classroom topics that pique interest.
reads extensively for enjoyment.
frequently discusses concepts about which they have read.
is a gifted performer.
is a talented artist.
has a flair for dramatic reading and acting.
enjoys sharing their musical talent with the class.
Participation
The student:
listens attentively to the responses of others.
follows directions.
takes an active role in discussions.
enhances group discussion through insightful comments.
shares personal experiences and opinions with peers.
responds to what has been read or discussed in class and as homework.
asks for clarification when needed.
regularly volunteers to assist in classroom activities.
remains an active learner throughout the school day.
Social Skills
The student:
makes friends quickly in the classroom.
is well-liked by classmates.
handles disagreements with peers appropriately.
treats other students with fairness and understanding.
is a valued member of the class.
has compassion for peers and others.
seems comfortable in new situations.
enjoys conversation with friends during free periods.
chooses to spend free time with friends.
Time Management
The student:
tackles classroom assignments, tasks, and group work in an organized manner.
uses class time wisely.
arrives on time for school (and/or class) every day.
is well-prepared for class each day.
works at an appropriate pace, neither too quickly or slowly.
completes assignments in the time allotted.
paces work on long-term assignments.
sets achievable goals with respect to time.
completes make-up work in a timely fashion.
Work Habits
The student:
is a conscientious, hard-working student.
works independently.
is a self-motivated student.
consistently completes homework assignments.
puts forth their best effort into homework assignments.
exceeds expectations with the quality of their work.
readily grasps new concepts and ideas.
generates neat and careful work.
checks work thoroughly before submitting it.
stays on task with little supervision.
displays self-discipline.
avoids careless errors through attention to detail.
uses free minutes of class time constructively.
creates impressive home projects.
Related: Needs Improvement Report Card Comments for even more comments!
Student Certificates!
Recognize positive attitudes and achievements with personalized student award certificates!
Report Card Thesaurus
Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique.
Adjectives
attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique
Adverbs
always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly
Copyright© 2022 Education World
Back to Geography Lesson Plan
Where Did Foods Originate?
(Foods of the New World and Old World)
Subjects
Arts & Humanities
--Language Arts
Educational Technology
Science
--Agriculture
Social Studies
--Economics
--Geography
--History
----U.S. History
----World History
--Regions/Cultures
Grade
K-2
3-5
6-8
9-12
Advanced
Brief Description
Students explore how New World explorers helped change the Old World's diet (and vice versa).
Objectives
Students will
learn about changes that occurred in the New World and Old World as a result of early exploration.
use library and Internet sources to research food origins. (Older students only.)
create a bulletin-board map illustrating the many foods that were shared as a result of exploration.
Keywords
Columbus, explorers, origin, food, timeline, plants, map, New World, Old World, colonies, colonial, crops, media literacy, products, consumer
Materials Needed:
library and/or Internet access (older students only)
outline map of the world (You might print the map on a transparency; then use an overhead projector to project and trace a large outline map of the world onto white paper on a bulletin board.)
magazines (optional)
Lesson Plan
The early explorers to the Americas were exposed to many things they had never seen before. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. Have students use library and/or Internet resources (provided below) to research some of the edible items the first explorers saw for the first time in the New World. On the bulletin board, draw an arrow from the New World (the Americas) to the Old World (Europe, Asia, Africa) and post around it drawings or images (from magazines or clip art) of products discovered in the New World and taken back to the Old World.
Soon, the explorers would introduce plants/foods from the Old World to the Americas. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it.
Adapt the Lesson for Younger Students
Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display.
Resources
In addition to library resources, students might use the following Internet sites as they research the geographic origins of some foods:
Curry, Spice, and All Things Nice: Food Origins
The Food Timeline
Native Foods of the Americas
A Harvest Gathered: Food in the New World
We Are What We Eat Timeline (Note: This resource is an archived resource; the original page is no longer live and updated.)
Food Lists Our research uncovered the Old and New World foods below. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found
Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions. For example:
Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in 1781.
The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the New World: artichokes, avocados, beans (kidney and lima), black walnuts, blueberries, cacao (cocoa/chocolate), cashews, cassava, chestnuts, corn (maize), crab apples, cranberries, gourds, hickory nuts, onions, papayas, peanuts, pecans, peppers (bell peppers, chili peppers), pineapples, plums, potatoes, pumpkins, raspberries, squash, strawberries, sunflowers, sweet potatoes, tobacco, tomatoes, turkey, vanilla, wild cherries, wild rice.
Foods That Originated in the Old World: apples, bananas, beans (some varieties), beets, broccoli, carrots, cattle (beef), cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey (honey bees), lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities
Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place (foreign if possible, domestic if not). Labels from those products will be sufficient, especially if the products are in breakable containers. Place those labels/items around a world map; use yarn to connect each label to the location of its origin on the map.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment
Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion.
Lesson Plan Source
Education World
Submitted By
Gary Hopkins
National Standards
LANGUAGE ARTS: EnglishGRADES K - 12NL-ENG.K-12.2 Reading for UnderstandingNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills
SOCIAL SCIENCES: EconomicsGRADES K - 4NSS-EC.K-4.1 Productive ResourcesNSS-EC.K-4.6 Gain from TradeGRADES 5 - 8NSS-EC.5-8.1 Productive ResourcesNSS-EC.5-8.6 Gain from TradeGRADES 9 - 12NSS-EC.9-12.1 Productive ResourcesNSS-EC.9-12.6 Gain from Trade
SOCIAL SCIENCES: GeographyGRADES K - 12NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions
SOCIAL SCIENCES: U.S. HistoryGRADES K - 4NSS-USH.K-4.1 Living and Working together in Families and Communities, Now and Long AgoNSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political HeritageNSS-USH.K-4.4 The History of Peoples of Many Cultures Around the WorldGRADES 5 - 12NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)NSS-WH.5-12.6 Global Expansion and Encounter, 1450-1770
TECHNOLOGYGRADES K - 12NT.K-12.1 Basic Operations and ConceptsNT.K-12.5 Technology Research Tools
Find many more great geography lesson ideas and resources in Education World's Geography Center.
Click here to return to this week's World of Learning lesson plan page.
Updated 10/11/12
Having a tough time finding the right words to come up with "areas for improvement" comments on your students' report cards? Check out our helpful suggestions to find just the right one!
The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Be sure to check out our 125 Report Card Comments for positive comments!
Needs Improvement- all topics
is a hard worker, but has difficulty staying on task.
has a difficult time staying on task and completing his/her work.
needs to be more respectful and courteous to his/her classmates.
needs to listen to directions fully so that he/she can learn to work more independently.
is not demonstrating responsibility and needs to be consistently reminded of how to perform daily classroom tasks.
works well alone, but needs to learn how to work better cooperatively with peers.
does not have a positive attitude about school and the work that needs to be completed.
struggles with completing his/her work in a timely manner.
gives up easily when something is difficult and needs extensive encouragement to attempt the task.
gets along with his/her classmates well, but is very disruptive during full group instruction.
has a difficult time using the materials in the classroom in a respectful and appropriate manner.
has a difficult time concentrating and gets distracted easily.
is having a difficult time with math. Going over _____ at home would help considerably.
is having a very difficult time understanding math concepts for his/her grade level. He/she would benefit from extra assistance.
could benefit from spending time reading with an adult every day.
is enthusiastic, but is not understanding ____. Additional work on these topics would be incredibly helpful.
is having difficulty concentrating during math lessons and is not learning the material that is being taught because of that.
understands math concepts when using manipulatives, but is having a difficult time learning to ____ without them.
is a very enthusiastic reader. He/she needs to continue to work on _____ to make him/her a better reader.
needs to practice reading at home every day to help make him/her a stronger reader.
needs to practice his/her sight words so that he/she knows them on sight and can spell them.
needs to work on his/her spelling. Practicing at home would be very beneficial.
can read words fluently, but has a difficult time with comprehension. Reading with ______ every day would be helpful.
could benefit from working on his/her handwriting. Slowing down and taking more time would help with this.
is having difficulty writing stories. Encouraging him/her to tell stories at home would help with this.
has a difficult time knowing when it is appropriate to share his/her thoughts. We are working on learning when it is a good time to share and when it is a good time to listen.
needs to work on his/her time management skills. _______is able to complete his/her work, but spends too much time on other tasks and rarely completes his/her work.
needs reminders about the daily classroom routine. Talking through the classroom routine at home would be helpful.
is having a difficult time remembering the difference between short and long vowel sounds. Practicing these at home would be very helpful.
is struggling with reading. He/she does not seem to enjoy it and does not want to do it. Choosing books that he/she like and reading them with him/her at home will help build a love of reading.
frequently turns in incomplete homework or does not hand in any homework. Encouraging _______to complete his/her homework would be very helpful.
does not take pride in his/her work. We are working to help him/her feel good about what he/she accomplishes.
does not actively participate in small group activities. Active participation would be beneficial.
has a difficult time remembering to go back and check his/her work. Because of this, there are often spelling and grammar mistakes in his/her work.
does not much effort into his/her writing. As a result, his/her work is often messy and incomplete.
is struggling to understand new concepts in science. Paying closer attention to the class discussions and the readings that we are doing would be beneficial.
is reading significantly below grade level. Intervention is required.
does not write a clear beginning, middle and end when writing a story. We are working to identify the parts of the stories that he/she is writing.
is struggling to use new reading strategies to help him/her read higher level books.
is wonderful at writing creative stories, but needs to work on writing nonfiction and using facts.
has a difficult time understanding how to solve word problems.
needs to slow down and go back and check his/her work to make sure that all answers are correct.
is not completing math work that is on grade level. Intervention is required.
is struggling to understand place value.
is very enthusiastic about math, but struggles to understand basic concepts.
has a difficult time remembering the value of different coins and how to count them. Practicing this at home would be helpful.
would benefit from practicing math facts at home.
is very engaged during whole group math instruction, but struggles to work independently.
is able to correctly answer word problems, but is unable to explain how he/she got the answer.
is having a difficult time comparing numbers.
Related: 125 Report Card Comments for positive comments!
Student Award Certificates!
Recognize positive attitudes and achievements with personalized student award certificates!
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