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Students will show how their capital city is a combination of natural and human-designed features.
First, students will learn about three capital cities before researching a city of their choosing. They’ll looking at how a city is a combination of natural and human-designed features.
Next, they will use the same worksheet to explain their own capital city’s natural and human-designed features. They will also create a basic map of their city.
Students will create symbols for their civilization’s coins.
First students research an existing country’s coins.
Then, they develop some coins of their own, including the name, denomination, designs, and the significance of those designs.
Students will learn about the study of flags, analyze existing flags, and then develop their own symbolic flag for their civilization.
First, students group existing flags into 3 – 5 categories of their choosing.
Then, they research the symbolism of a few of those flags.
Next, they design their own flag, based on one of the categories from step one.
They can develop a variant flag that is used for a specific purpose within their civilization.
Students explain how their civilization moved from a government where power was in the hands of the few to a government controlled by the people.
Students will create a new calendar for their civilization.
Students will think about the technology that enabled their civilization to move from a hunter and gatherer society to one built around agriculture. They’ll identify their crop and consider the new jobs that their surplus helped create.
Students will develop a realistic river for their civilization.
Students pick the location and resources for their civilization.
Students will determine what makes a hero a hero.
Students will judge with criteria to decide which mythological creature is the winner.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will judge with criteria to decide which domesticated animal is the champion.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will analyze word parts with the same meaning across multiple languages.
First, students pick a handful of languages and use Google Translate to understand how those languages make a word into its opposite.
Then, students note patterns and investigate how other languages make “person who” words.
After noting another round of patterns, students can pick their own word parts to investigate in the other languages.
After categorizing existing structures and evaluating which structure best represents its category, students will design their own structure that fits one of their categories.
Students will make a list of famous structures from around the world, representing all continents.
They’ll group those structures into 3 to 5 categories based on any characteristic they’d like (except location!).
After naming their groups from last time, students will pick one winning structure from each group that best represents that group.
Finally, students will pick a single winning structure and design a new structure that they think will outdo the current winner.
Students will judge with criteria and decide which of these eight wonders deserves to become the Eighth Wonder of the World.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will judge with criteria and determine which of these pieces of exploration technology wins the tournament.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students work through a tournament to determine which of these inventions is most influential? Least useful today? Most taken-for-granted?
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will analyze examples and non-examples to deduce the topic: Capital Cities.
First, students get a set of items categorized in two groups.
Then they get a set of ungrouped items. Which columns will they go in?
Finally, I reveal the topic: each example is a capital city.
Students will analyze examples and non-examples to deduce the topic: Countries vs Smaller Regions.
First, students get a set of items categorized in two groups.
Then they get a set of ungrouped items. Which columns will they go in?
Finally, I reveal the topic: Countries vs Smaller Regions.
Students will research and analyze four nations in Africa, finding at least one reason why each one is not like the others.
Students will analyze examples and non-examples to deduce the topic of archipelagos.
First, students get a set of examples and non-examples to analyze.
Then they get a set of ungrouped items. Which are examples and which are non-examples?
Finally, I reveal the topic.
Students will analyze graphs showing how three countries’ populations have aged over 70 years.
First, students notice changes in the age of the United States’ population from 1950 to 2020.
Next, they look at the US, Japan, and Afghanistan’s age graphs together, finding similarities and differences.
Finally, they consider what unique needs each population would have in 2020 and create a business idea to serve that need.
Students will compare the population of a country with that country’s total Olympic medal count and look for patterns.
Students pick 5 to 7 countries and look up the populations and counts.
Next, they calculate medals per million for each country.
Finally, they analyze their data and look for patterns. Would those patterns continue across other countries?
Students will create and analyze a graph showing countries’ winter and summer Olympic medals.
Students pick a handful of countries and then predict which ones will be stronger in winter or summer or about even.
Next, they find the summer and winter medal totals for each country.
Then, they create a graph and plot each country using the medal data as coordinates.
Finally, they check their predictions and then give each country an award based on their medal counts.
Students will research and analyze four microstates in Europe, finding at least one reason why each one is not like the others.
Students will analyze four US states and decide why each one is not like the others.
Students will analyze four mountains and determine why each is unique.
Students will come up with at least one reason why each of these four countries (the United States, the United Kingdom, Canada, and Australia) is not like the others.
Students will analyze examples and non-examples to deduce the topic: monarchies vs democracies.
First, students get a set of items categorized in two groups.
Then they get a set of ungrouped items. Which columns will they go in?
Finally, I reveal the topics – constitutional monarchies vs democracies.
Students will research and analyze US Presidents from the 19th century, finding at least one reason why each one is not like the others.
Students will research and analyze four US Presidents, finding at least one reason why each one is not like the others.
Students will research and analyze four 20th century, US Presidents, finding at least one reason why each one is not like the others.
Students will research and analyze four microstates in Europe, finding at least one reason why each one is not like the others.
Students will write at least one reason why each part of the US Federal Government is not like the others.
Students will decide which president advances in this subjective tournament.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will research and analyze four US presidents, finding at least one reason why each one is not like the others.
Students explain how their civilization moved from a government where power was in the hands of the few to a government controlled by the people.
13 colonies activities including a word search and task cards packed with facts. Plus, students will create their own colony with a name, story, and map!
Students will think from two perspectives to discuss an important decision from history.
First, students will list what they consider their historic person’s most important decisions.
Next, they’ll pick the one decision they think is most controversial – not a bad decision, but a decision people could debate.
Then they’ll think from two perspectives who would disagree over this decision. Students will write out the main arguments of both sides.
Finally, they’ll write out a conversation between those two perspectives and end with a big idea – a statement both people could agree on.
Students will develop an online conversation between people involved in the same event from history.
Students will design an app to help a historical figure to accomplish their goals more efficiently.