This is a bank of activity ideas that embed life skills learning into academic content. These practices can be documented in unit guides, lesson plans, etc. On this page, they are organized under the MN life skills benchmarks for this grade band.
When discussing historical events or figures, emphasize the importance of understanding the emotions and feelings of the people involved. Encourage students to explore and express the emotions experienced by historical figures, such as joy, fear, anger, or hope, through writing activities or role-playing exercises.
During lessons on different cultures or geographic regions, ask students to create emotional maps. Have them identify and label emotions that might be associated with specific locations or events. For example, when studying Native American tribes, students could map out the emotions that might arise from forced relocation or loss of land.
Assign writing prompts that encourage students to explore and describe their emotional intensity related to social studies content. For example, you could ask students to write a journal entry from the perspective of a person living during a significant historical event, describing the varying emotional intensities they experienced throughout the event.
Engage students in analyzing primary sources, such as letters, diaries, or speeches from historical figures. Ask them to identify the thoughts and emotions expressed by the individuals in the primary sources and discuss how those thoughts and emotions might have influenced their behaviors during specific historical events.
Engage students in historical reenactments or role-playing activities related to significant events or figures in history. After the reenactment, have students describe the physical sensations and bodily responses they experienced while portraying the emotions of the characters or individuals involved.
Create sensory immersion activities where students can experience elements of historical events, such as sounds, smells, or visual cues. After the sensory immersion, prompt students to describe the physical responses they experienced as a result of the sensory stimuli and discuss the emotions connected to those physical responses.
If you have the opportunity to visit a museum or historical site, ask students to reflect on the physical responses they experienced while exploring the exhibits. Encourage them to describe the sensations in their bodies and connect them to the emotions that might have been felt by people living during that historical period.
Analyze the strengths and assets of historical figures who have made significant contributions to their communities or society as a whole. For example, explore figures such as civil rights leaders, inventors, or social reformers. Prompt students to describe the specific strengths and assets of these individuals that made them successful in their endeavors.
Introduce students to various historical skills and talents that were valued and utilized in different time periods. For example, skills like blacksmithing, farming, or storytelling. Provide opportunities for students to explore and learn about these skills through demonstrations, hands-on activities, or guest speakers.
Engage students in activities that involve creating historical artifacts or crafts. For example, they could learn about pottery-making techniques from ancient civilizations or create replicas of historical tools or instruments. Encourage students to identify and develop their own skills and talents related to these crafts.
Assign research projects where students explore historical figures or events and identify the skills and talents that were crucial for their accomplishments. Encourage students to present their findings to the class, highlighting the specific skills and talents they discovered during their research.
Introduce students to various careers that relate to history, such as archaeologists, historians, or museum curators. Have students research and explore the skills and talents required for these careers. Encourage them to reflect on their own skills and talents and how they align with different historical professions.
Assign family history projects where students investigate their own family's history and identify resources within their families that can help them accomplish specific tasks. For example, they could interview family members, examine old photographs or documents, or seek guidance from relatives with expertise in certain areas.
Have students research community resources that can assist in accomplishing historical tasks. This could include local historical societies, museums, libraries, or community organizations. Encourage students to explore the services and materials available and determine how they can utilize these resources for their projects or assignments.
Explore historical events or time periods where safety measures were crucial for individuals or communities. For example, discuss safety precautions during the Industrial Revolution, safety practices during wars, or safety measures in ancient civilizations. Prompt students to reflect on the importance of ensuring safety for others in those historical contexts and draw connections to present-day situations.
Introduce students to historical figures who advocated for safety and the well-being of others. This could include individuals such as labor activists, child labor reformers, or pioneers in workplace safety. Discuss their contributions and the impact they had on improving safety conditions for others. Prompt students to consider their own roles in ensuring safety for others in their own lives.
Explore the lives and actions of historical figures who faced consequences, both positive and negative, as a result of their choices. Examples could include leaders like Abraham Lincoln, Mahatma Gandhi, or Rosa Parks. Analyze the decisions they made, the impact they had, and the consequences they faced. Encourage students to reflect on the lessons learned from these historical figures' experiences.
Examine cause-and-effect relationships in history, highlighting the consequences of specific events or actions. Discuss how certain choices or actions led to positive or negative outcomes for individuals, communities, or societies. Prompt students to consider the long-term effects and consequences of historical events and encourage them to accept the positive or negative consequences of their own choices and actions.
Introduce students to historical heroes or heroines who exemplify the concept of responsibility. These could be figures such as Harriet Tubman, Martin Luther King Jr., or Florence Nightingale. Discuss their actions and the sense of responsibility that drove them to make a difference. Prompt students to reflect on how these historical figures inspire them to take responsibility in their own lives.
Explore historical case studies where individuals demonstrated responsibility to themselves and others. Discuss the benefits that resulted from their responsible actions. For example, study figures like Susan B. Anthony and their responsible advocacy for women's suffrage, discussing how their actions benefited both themselves and others in achieving equal rights.
Engage students in mapping the emotions of historical figures during significant events or periods. Provide primary sources, such as letters, diaries, or speeches, that reveal the emotional experiences of individuals in history. Have students identify and discuss the coping skills that could have helped these historical figures manage their emotions during challenging times.
Allow students to use artistic expression to demonstrate their understanding of coping skills in historical contexts. Have them create artwork, such as paintings, drawings, or sculptures, that represent historical events or figures along with the emotions involved. Encourage students to depict how coping skills can be used to manage and express these emotions effectively.
Engage students in historical role-playing activities where they portray individuals from different time periods. As part of the activity, have students identify and practice coping skills that could have been useful for managing emotions and behaviors in the given historical context. Prompt them to reflect on how these coping skills would have helped individuals navigate challenging situations or overcome obstacles.
Assign students the task of writing historical dialogues or scripts where they incorporate constructive ways of expressing emotions, thoughts, impulses, and stress. Encourage the use of I-statements to ensure that characters express themselves in a respectful and constructive manner. This activity helps students understand the importance of effective communication in historical contexts and in their own lives.
Incorporate historical journaling activities where students put themselves in the shoes of a historical figure and write about their emotional responses, thoughts, impulses, and stress related to specific historical events. Encourage them to use I-statements to express themselves constructively. Reflect on how these methods of expression can lead to better understanding and communication.
Provide students with graphic organizers, such as cause and effect diagrams or flowcharts, to analyze the causes and effects of emotions, thoughts, and impulses in historical events or situations. Have them identify and discuss the factors that led to specific emotional responses, thoughts, or impulsive actions. Encourage students to make connections between causes and effects to deepen their understanding of historical events and their emotional impact.
Engage students in analyzing primary sources, such as letters, diaries, or speeches, to explore the causes and effects of emotions, thoughts, and impulses in historical contexts. Guide them in identifying the events, circumstances, or societal factors that influenced individuals' emotional responses and thought processes. Encourage students to reflect on the consequences of these emotions and impulses on the actions and decisions of historical figures.
Assign students biographical research projects on historical figures who exhibited perseverance in the face of obstacles. Students can explore the life stories of individuals such as inventors, explorers, civil rights activists, or pioneers. Prompt students to identify and analyze the obstacles these figures encountered and the strategies they used to overcome them. Have students present their findings and reflect on the significance of perseverance in achieving goals.
Present students with historical problems or dilemmas that require perseverance to solve. These problems can be related to technological advancements, societal issues, or political conflicts of the time. Encourage students to brainstorm and implement strategies to tackle these problems, demonstrating perseverance and resilience throughout the process. Facilitate class discussions to reflect on the historical significance of overcoming these obstacles.
Present students with ethical dilemma scenarios based on historical events or situations. Ask students to analyze the options available to individuals or groups involved and discuss the ethical considerations behind each choice. Facilitate a class discussion where students explore the relationship between ethical values and the behavior exhibited in response to these dilemmas.
Assign students the task of researching and analyzing the ethical values and behavior of specific historical figures. Ask students to explore primary and secondary sources to understand the values that guided these individuals and the actions they took based on those values. Students can present their findings and engage in discussions on the relationship between ethical values and behavior in these historical contexts.
Assign students the task of researching and studying historical figures who had clear goals or aspirations. Students can choose figures from various time periods or contexts. Ask students to identify and describe the goals these individuals had and the actions they took to achieve them. Students can present their findings and discuss the significance of setting goals in historical contexts.
Guide students in analyzing historical events and identifying the goals that various individuals or groups had during those times. Prompt students to consider the motivations behind these goals and the impact they had on the events and outcomes. Engage students in discussions on how setting and pursuing goals can shape historical narratives and drive societal change.
Introduce students to a timeline of historical events and ask them to monitor their understanding and progress over time. At different points in the unit, have students reflect on the events they have learned about, identifying their knowledge growth and any areas that need further development. This process allows students to track their progress in mastering historical content and concepts.
Assign students a historical project, such as creating a timeline, constructing a model, or writing a report. Before starting the project, guide students in creating a project plan that outlines the necessary steps to complete the task successfully. Students can identify the research, organization, and presentation steps needed and develop a timeline for each stage. This activity helps students practice project management skills and understand the importance of planning to achieve desired outcomes.
Introduce students to historical events or challenges and ask them to identify the obstacles that individuals or groups faced during those times. Encourage students to brainstorm and identify the resources, such as knowledge, skills, technology, or support systems, that were necessary to overcome those obstacles. This activity helps students understand the importance of resources in overcoming historical challenges.
Create a scavenger hunt activity where students explore various historical sources to find examples of resources used by individuals or groups to overcome obstacles. Provide a list of resources students should look for, such as government support, technological advancements, community collaboration, or educational opportunities. Students can work individually or in small groups to find and document examples of these resources from primary and secondary sources.
Facilitate peer feedback discussions where students provide constructive feedback to their peers on their historical work or projects. Teach students how to give specific, actionable feedback and encourage them to identify both strengths and areas for improvement. Emphasize the importance of listening to feedback and using it to enhance their own understanding and work. This activity helps students understand the concept of a feedback loop and how it contributes to personal growth and improvement.
Assign students tasks that require them to revise or improve their historical work based on feedback received. For example, students can revise a written report, enhance a visual presentation, or adjust their research strategies based on the feedback they have received. This process reinforces the concept of the feedback loop, as students actively engage in incorporating feedback to refine their work.
Engage students in activities that promote historical empathy by examining the emotions and experiences of people from the past. Provide students with primary and secondary sources, such as letters, diary entries, or photographs, that capture the emotions of individuals during significant historical events. Ask students to analyze how the behavior of individuals or groups impacted the emotions of others involved in those events. Encourage students to discuss and reflect on the emotional consequences of various behaviors exhibited in historical contexts.
Provide students with various artifacts, such as paintings, songs, or speeches, that evoke strong emotional responses. Ask students to examine these artifacts and consider how the behaviors depicted in them might have affected the emotions of others at the time. Students can engage in discussions or create written reflections to express their interpretations of the emotional impact of the depicted behaviors. This activity fosters critical thinking and helps students understand the connection between behavior, emotions, and historical artifacts.
Organize class debates on historical topics or events where students are assigned different perspectives to argue. Encourage students to research and understand the assigned perspective, and then engage in respectful discussions, presenting their arguments while considering and responding to opposing viewpoints. This activity promotes respectful listening, critical thinking, and understanding different perspectives in historical contexts.
Provide students with historical images, paintings, or photographs that depict individuals or groups engaged in significant events or experiences. Ask students to closely examine the visual cues in the images, such as facial expressions, body language, or gestures, and discuss what emotions they might convey. Guide students in inferring how the individuals in the images may have felt based on these cues. This activity helps students develop observational skills and empathy for historical figures.
Introduce primary sources, such as letters, diary entries, or personal accounts, that describe the experiences and emotions of individuals during historical events. Encourage students to identify words or phrases that indicate the emotional state of the author. Guide students in understanding the context and events surrounding the source and help them infer the emotions that may have been felt based on the language used. This analysis promotes empathy and understanding of historical emotions.
Assign historical fiction or biographical texts that provide insights into the emotions and experiences of individuals from the past. Ask students to identify cues in the text, such as descriptions of facial expressions, tone of voice, or actions, that indicate the emotional state of the characters. Discuss how these cues help the reader understand the characters' feelings and empathize with their experiences. This activity develops students' ability to recognize emotional cues in historical contexts.
Show students video or audio clips that depict historical events or interviews with individuals who have lived through those events. Ask students to observe the non-verbal cues, such as facial expressions, body language, or tone of voice, and discuss what emotions they perceive. Guide students in connecting these cues to the historical context and the emotions that may have been prevalent during that time. This activity enhances students' ability to recognize emotional cues from different mediums.
Introduce primary sources that reflect diverse experiences and perspectives from different historical periods. Help students analyze and interpret these sources to understand the range of human experiences and viewpoints represented. Discuss how these diverse perspectives contribute to a more nuanced understanding of history and why it is important to consider multiple viewpoints.
Assign students group projects or activities that require them to work together to address a historical problem or dilemma. Provide them with scenarios where there are differing opinions or conflicts, and challenge them to find alternative solutions that respect different viewpoints. Guide students in considering compromise, negotiation, or seeking common goals as strategies to resolve conflicts peacefully.
Assign writing tasks where students are asked to imagine themselves in the shoes of historical figures facing conflicts or differences of opinions. Prompt them to write narratives or letters expressing their thoughts and emotions while offering alternative approaches to address the conflicts. Encourage students to consider the long-term consequences of their proposed solutions and how they could have positively impacted historical events.
Create interactive timelines where students can explore the contributions of different social and cultural groups throughout history. Provide information, images, and descriptions of key individuals and events related to each group. Encourage students to examine the timeline and discuss the significance of these contributions in shaping society.
Conduct comparative studies that highlight the contributions of different social and cultural groups within the same time period or geographical region. For example, compare the contributions of Native American tribes with European settlers during colonial times or explore the achievements of different immigrant communities during the industrial revolution. Encourage students to identify similarities, differences, and the impact of diverse contributions.
Utilize artifacts and primary sources that represent the contributions of various social and cultural groups. This can include historical documents, artwork, photographs, music, or other relevant sources. Analyze and discuss these sources to understand the perspectives, achievements, and challenges faced by different groups throughout history.
Select historical events or periods where stereotyping, discrimination, or prejudice played a significant role. For example, explore the Civil Rights Movement, the treatment of Indigenous peoples, or the experiences of immigrant communities. Engage students in discussions and activities that highlight instances of stereotyping, discrimination, or prejudice during these times.
Provide students with primary sources, such as newspaper articles, photographs, or personal accounts, that depict instances of stereotyping, discrimination, or prejudice in history. Guide students in analyzing these sources to identify stereotypes, discriminatory practices, or prejudiced attitudes. Encourage critical thinking and discussions around the historical context and the consequences of these actions.
Introduce students to age-appropriate historical fiction or non-fiction books, as well as films or documentaries, that address themes of stereotyping, discrimination, or prejudice. After reading or watching, facilitate discussions to help students recognize and reflect on instances of stereotyping, discrimination, or prejudice depicted in the narratives. Encourage students to explore the historical context, motivations, and impact of these attitudes and behaviors.
Divide students into groups and assign each group a historical event or social issue to address. Have students collaborate to create a mock activism campaign that raises awareness and proposes solutions to the social need related to the assigned topic. Encourage students to work together to design posters, write persuasive speeches, or create social media content that communicates their message effectively.
After completing the mock activism campaign, students could reflect on what they learned about themselves, their classmates, and their community. They could write a reflection paper or participate in a class discussion, sharing their experiences and insights about how they contributed to the project and what impact it had on them and others.
Have students identify and interview community members who have lived through significant historical events or periods. Students can create a list of interview questions and conduct interviews to gather firsthand accounts. This activity allows students to actively contribute to the preservation of local history while developing research, communication, and empathy skills.
Encourage students to identify and share stories from their community's history. They can research interesting events, individuals, or traditions and present their findings through storytelling sessions for their classmates, parents, or other community members. This task contributes to preserving and passing on the rich heritage of their community.
Assign students to research and study historical figures who have demonstrated positive qualities and served as role models in their respective fields. Students can explore the lives and achievements of individuals such as civil rights leaders, inventors, scientists, artists, or influential political figures. They can then create presentations or posters highlighting the qualities and contributions of these role models, discussing how their actions positively impacted society.
Create a classroom display or gallery showcasing positive role models throughout history. Provide students with a list of individuals from various time periods and ask them to research and select one role model to focus on. They can create a visual display featuring a biography, key accomplishments, and the positive qualities exhibited by their chosen role model. The classroom gallery serves as a reminder of the diverse array of role models who have made a positive impact on society.
Present students with various historical events and ask them to identify situations where support was needed. For example, students could analyze events such as the Civil Rights Movement, the Great Depression, or the Underground Railroad. They can discuss the challenges faced by individuals or communities during these events and determine the types of support that were necessary.
Divide students into small groups and assign each group a specific historical event or period. Ask them to act out scenes or scenarios that depict how groups behaved differently than individuals during that time. For example, students could portray a group of colonists making decisions during the American Revolution or a group of pioneers working together to build a settlement. After the role-playing activity, facilitate a class discussion to compare and contrast the behavior of individuals and groups in different historical contexts.
Select historical photographs or artwork that depict individuals or groups engaged in interactions during significant historical events. Ask students to analyze the facial expressions, body language, and tone portrayed in the images. Discuss with students how these nonverbal cues can convey emotions, intentions, and attitudes. Students can share their observations and interpretations of how facial expressions, body language, and tone impact the interactions portrayed in the images.
Show video clips or documentaries that depict historical figures or events. Guide students in analyzing the facial expressions, body language, and tone of the individuals portrayed in the videos. Discuss how these nonverbal cues contribute to the understanding of the interactions and the historical context. Students can reflect on the impact of nonverbal communication on the dynamics of historical events or relationships.
When students are writing historical reports, assign them a peer editing partner. Teach them strategies for providing effective feedback on writing, such as focusing on organization, clarity, and supporting evidence. Model the process of giving feedback by using highlighting, sticky notes, or comments in the margin. Provide students with a checklist or rubric to guide their feedback. Allow time for students to exchange papers and provide constructive feedback to each other. Encourage students to use a balance of positive feedback and suggestions for improvement.
Create a gallery walk activity where students display their historical projects or artifacts around the classroom. Assign each student a specific number of projects to review and provide feedback on. Students can use sticky notes or feedback forms to write their comments. Encourage them to provide specific and constructive feedback, focusing on the strengths of the project and areas where improvements can be made. After the gallery walk, students can read and reflect on the feedback they received, considering how it can help them enhance their work.
Select historical texts or primary source documents related to the content you are teaching. Read aloud to the class or have students take turns reading aloud. During the read-aloud, pause at strategic points to ask comprehension questions and engage students in discussions. Encourage attentive listening by asking students to summarize key points, make connections to prior knowledge, or share their reactions and interpretations. This fosters better communication and understanding of the historical context.
Pair students up and assign them as listening partners for specific activities or discussions. Instruct students to take turns sharing their thoughts, ideas, or reflections on historical topics while their partner practices active listening. After one student shares, the other student should summarize or paraphrase what they heard to ensure comprehension and demonstrate attentive listening. Encourage students to ask clarifying questions or seek further information from their partner to deepen their understanding.
Choose historical figures from different time periods and discuss their relationships with others. Guide students to analyze the dynamics of these relationships and identify whether they were positive or negative. Encourage students to look for evidence in primary and secondary sources, such as letters, diaries, or historical accounts, to support their assessments. Discuss the impact of these relationships on individuals and broader historical events.
Assign students the task of researching and selecting a historical figure they find interesting. Then, encourage them to imagine themselves as a pen pal of that historical figure. In their letters, they should discuss why they value the friendship and what they have learned from that individual. This activity promotes empathy and understanding of diverse perspectives.
Present historical scenarios where individuals or groups faced conflicts or problems in their relationships. Examples could include conflicts between different cultures, social classes, or nations. Discuss the causes of these conflicts and the potential consequences if the issues were not resolved. Then, guide students in brainstorming possible solutions and identify ways individuals sought assistance during those historical periods.
Assign students to small groups and provide them with a history-related project to work on together. This could be creating a timeline, designing a poster, or conducting research on a specific historical topic. Encourage students to divide tasks, collaborate, and work towards a common goal. Throughout the project, emphasize the importance of teamwork, active participation, and effective communication.
Divide the class into expert groups, where each group becomes an expert on a different aspect or topic within a larger historical theme. After researching and studying their respective topics, reshuffle the groups to form new "jigsaw" groups consisting of one member from each expert group. In their jigsaw groups, students share their knowledge and collectively create a comprehensive understanding of the historical theme.
Allow students to take turns teaching their peers about specific historical topics. Assign each student a topic to research and prepare a short presentation. Students can then present their findings to their peers, explaining concepts and sharing information. This encourages cooperative learning and provides an opportunity for students to develop their leadership and communication skills.
Present historical case studies where individuals or groups faced pressure from different sources. Have students work in small groups to analyze each case study and identify instances of positive and negative pressure. Encourage them to discuss the consequences and outcomes of succumbing to each type of pressure. Ask students to reflect on what they would do in similar situations and how they would differentiate between positive and negative pressure.
Explore historical events that involved conflicts such as wars, revolutions, or social movements. Help students understand that conflicts are a natural part of human history and have shaped societies throughout time. Discuss the causes and consequences of these conflicts, and encourage students to analyze the factors that led to resolution or ongoing tensions.
Choose a significant historical event or issue and present it to students. Divide the class into small groups and assign each group a different perspective related to the event. For example, if discussing a war, assign perspectives such as soldiers, civilians, government officials, and foreign nations. Ask each group to research and present their perspective on the problem, highlighting their concerns, motivations, and proposed solutions. This activity encourages students to consider diverse viewpoints and understand how different perspectives can shape the understanding of an event or issue.
Assign students different roles representing historical figures or groups involved in interpersonal conflicts. Have them engage in role-playing activities where they act out the conflict and work towards resolving it through mediation or negotiation. Provide guidance and support as students navigate the process and encourage them to consider compromises and seek common ground. This activity helps students develop empathy, communication skills, and problem-solving abilities.
After discussing a significant historical event or conflict, ask students to reflect on how they might have felt if they were present during that time. Encourage them to express their thoughts and emotions using I-statements. For example, "I would feel scared if I were living during the American Revolution because of the uncertainty and danger."
Assign students to create journal entries as if they were living during a particular historical period or event. Encourage them to write about the challenges they would face and the problems they would encounter, using I-statements to express their thoughts and emotions. This activity helps students develop empathy and gain a deeper understanding of the human experience during different historical contexts.
Present students with historical events or actions where the intent and impact were different. For example, discuss the intentions behind colonization efforts by European powers and the impact it had on indigenous populations. Guide students to analyze how the intentions of exploration and trade impacted the lives and cultures of indigenous peoples. Encourage students to reflect on the differences between the intentions and the actual impact.
Have a discussion with students about how safety has been prioritized throughout history, such as with the implementation of safety regulations in factories during the Industrial Revolution or the creation of safety standards for cars. Students could then brainstorm ways that they can support safety in their own school by following shared norms and rules in the classroom, lunchroom, and playground.
Present students with historical case studies where individuals or groups made specific decisions or choices that had an impact on their goals. For example, discuss the decision-making process of historical figures such as Abraham Lincoln during the Civil War. Have students analyze the choices made and identify how those decisions influenced the outcome of the war and the achievement of Lincoln's goals.
Provide students with historical events or situations and ask them to identify the decisions or choices that influenced the outcome and affected the goals of individuals or groups involved. Guide students to analyze the cause and effect relationships, emphasizing how specific decisions shaped the course of history and impacted the achievement or failure of goals. For example, students could explore how the decisions of historical figures such as Martin Luther King Jr. or Abraham Lincoln affected society at large, and discuss the positive and negative consequences of those decisions.
Present students with historical problems or challenges that individuals or societies faced in the past. For example, you could explore the problem of limited resources faced by early American colonists or the challenge of maintaining peace during times of conflict. Ask students to brainstorm and discuss possible solutions to these problems based on the historical context and the available resources and knowledge at the time.
Engage the entire class in a decision-making process by presenting them with a historical problem or scenario. Allow students to discuss and debate the possible solutions, assess the consequences, and advocate for their preferred choice. Then, conduct a class vote or guide students in reaching a consensus decision, emphasizing the importance of considering the consequences and respecting the opinions of others.
Assign students a project where they need to analyze a significant decision made during a specific historical period. They can research the context, gather information about the decision, and evaluate its results. Students can create presentations, posters, or reports summarizing their findings and highlighting the consequences of the decision. Provide guiding questions or rubrics to help students structure their analysis and evaluation.
