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Students can visit and tour the Walker Theatre and learn about Madam C.J. Walker and her claim to fame. Not only was she a great business woman but she also believe in equal rights and the building was completed back in the 20's. 4.1.6 Explain how key individuals and events influenced the early growth and development of Indiana. Examples: Indiana's first governor, Jonathan Jennings; Robert Owen and the New Harmony settlement; moving the state capitol from Corydon to Indianapolis; development of roads and canals in Indiana; and the Indiana Constitution of 1851

It was very interesting to read about Madam Walker and J.C. Penney because of the connections to our lives.

Food webs is a great way to explore the links between living things and their energy source. This incorporates technology with using the modules on the computer, that is why I think it would be suitable for upper grades. Students could work on these during free time or work towards a point system to be allowed to use the computers during a specific time. The core concept here is that more food chains are connected through food webs which can lead directly into carnivores, omnivores, and herbivores.

Modules again to help capture the students imaginations while learning so very complex concepts.

Great activity with many extensions provided. This uses music and a little engineering to build a guitar out of a shoe box and rubber bands. I remember making one of these with my sisters when we were watching Blues Clues! This will be great for the musical learners and will gain interest with students who might already play the guitar at home. Students can bring in their guitar and demonstrate what they know and what they can play.

Cool little fossil hunt activity that can lead into the Children's museum field trip! Telling the students that they are archeologist can give them motivation and direction into the science world. Getting up and moving around will be beneficial for the kinesthetic learners and going to the Children's Museum will give the visual learners a better understanding of fossils. I know when we went to the museum and I got to touch the T-Rex bone from North Dakota it really connected to the dinosaur lessons we had previously. With this being a design process lesson it will allow students to grasp the understanding of communicating with their peers.

Students can watch a video on the process becoming a President. K.2.2 Identify and explain that the President of the United States is the leader of our country and that the American flag is a symbol of the United States.

Great visual aid for students to see the process on how to become a President. 5.2.6 Describe the primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.

Students will be able to learn as they play a game learning about the different branches of government. 3.2.4 Explain that the United States has three levels of government (local, state and national) and that each level has special duties and responsibilities.

Students will start with an inquiry question that will generate curiosity and thought provoking questions about Lincoln. Students will read the different readings use maps and images. For the visual learner this is great because it will keep them engaged. 3.1.7 Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories. Example: Compare fictional accounts of the exploits of George Washington and John Chapman (Johnny Appleseed) with historical accounts; Compare a piece of historical fiction about Abraham Lincoln or Harriet Tubman with a primary source

This is a design lesson plan that the students go through. It has activities, learning objectives, and a built in extension. Students learn how families lived and use their knowledge to create their own house in one of the lessons as if they are designing one for that specific time period. Understanding how cultures lived will give students a better understanding of their culture. 2.1.1 Identify when the local community was established and identify its founders and early settlers.

Students can explore the mobile collection and take a virtual toor of the Smithsonian National Museum of African American History and Culture. This will be great for classroom that is designed for diverse learning and a diverse atmosphere. Students can be instructed to write a report on a certain object or even a whole collection. 6.1.22 Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas. Examples: Collect data and create maps, graphs or spreadsheets showing the impact of immigration patterns in Canada, the Chernobyl nuclear disaster on Russia and access to health care in the European Union (EU). 6.1.14 Describe the origins, developments and innovations of the Industrial Revolution and explain the impact these changes brought about. Examples: Steam engine, factory system, urbanization, changing role of women and child labor

Students will be able to compare and contrast the different types of economies. From learning how our economy was founded and how King George and his taxation without representation was vital pillar of learning economics in the fifth grade. 5.4.2 Summarize a market economy* and give examples of how the colonial and early American economy exhibited these characteristics. Example: Private ownership, markets, competition and rule of law * market economy: An economic system where decision about what to produce, how to produce, and to whom to allocate goods and services are made primarily by individuals and businesses. In a market economy, prices are determined by the interaction of consumers and producers in markets.

Students learn the importance of a saving account and why it is important for students to save money. 2.4.9 Explain the concept of savings and why this is important for individuals and for our economy.

Needs vs. Wants for kindergarten lesson plan is about allowing your students pick and decide what they define as a need and a want. Students will understand the difference collectively. K.4.1 Explain that people work to earn money to buy the things they want and need.

"Workers and their Hats" Students learn that symbols represent what the consumer expects from an industry. It uses hats as their example but this goes with any service and the bottom line is representation and what the consumer actually physically sees goes a long way to what we purchase. 3.4.5 List the characteristics of money and explain how money makes trade and the purchase of goods easier. Characteristics of money: scarce (not easily found), durable, easy to carry and easy to divide

Students explore the North America and the Caribbean. By clicking the countries when asked a question could be a great introduction activity to establish and understanding of the are geographically. The World in Spatial Terms 6.3.1 Demonstrate a broad understanding of the countries and capitals of Europe and the Americas. 6.3.2 Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning Systems (GPS) to distinguish absolute and relative location and to describe Earth's surfaces.

Students travel through an online adventure hunt out West. Pioneers will have to load their wagons and pick the supplies carefully! 5.3.4 Identify Native American Indian and colonial settlements on maps and explain the reasons for the locations of these places. Examples: Near bodies of water, on lowlands, along a transportation route and near natural resources or sources of power

Students learn the difference between a map and globe. Students see as a teacher zooms out how small e really are. K.3.2 Identify maps and globes as ways of representing Earth and understand the basic difference between a map and globe.

Students are taught to learn how to map their classroom and using terminology they discuss where things are. 1.3.3 Identify and describe the relative locations* of places in the school setting. Example: The relative location of the school might be described as "across the road from the fire station" or "near the river." *relative location: the location of a place in relation to another place or places

In Do I Have a Right students will play a game where the students will pick their virtual lawyer and discuss whether or not citizens have the right on certain issues. 1.2.1 Identify rights that people have and identify the responsibilities that accompany these rights. Example: Students have the right to feel safe in the school and community and they have the responsibility to follow community safety rules.