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.
Use historical stories or events to help students recognize and label their emotions and feelings. For example, they could read a story about a person who faced a difficult challenge and ask students to identify the emotions the person might have felt. Then model how to label those emotions, such as "frustrated," "determined," or "proud." Students could also draw or write about times when they have felt different emotions and share their experiences with the class. This could help them build empathy and understanding for others' emotions as well.
Historical events can provide examples of positive and negative emotions, which can help students identify those emotions. For instance, students can learn about individuals who demonstrated bravery or resilience in the face of adversity and identify the positive emotions associated with those actions, such as courage, determination, and hope. Conversely, students can also learn about the negative emotions associated with events such as war, slavery, or forced migration, such as fear, sadness, or anger.
Present historical events or situations and ask students to identify the emotions that people might have felt during those times. For example, they could read a story about a family who immigrated to the United States and ask students to imagine how the family felt leaving their home and arriving in a new country. This could lead to a discussion about empathy and understanding others' emotions.
Courageous Explorers: When discussing explorers like Lewis and Clark, emphasize their bravery and adventurous spirit. Talk about their willingness to face unknown challenges and their determination to discover new lands.
Resilient Leaders: When teaching about historical figures like George Washington or Abraham Lincoln, emphasize their resilience and perseverance in the face of adversity. Discuss how they overcame challenges and made difficult decisions for the betterment of their country.
Creative Inventors: When exploring inventors such as Thomas Edison or Alexander Graham Bell, highlight their innovative and creative qualities. Discuss how they used their imagination and problem-solving skills to invent groundbreaking technologies that transformed society.
Empathetic Humanitarians: When discussing figures like Florence Nightingale or Mahatma Gandhi, focus on their compassion and empathy. Talk about their commitment to helping others, their advocacy for human rights, and their dedication to improving the lives of those in need.
Visionary Thinkers: When exploring individuals like Leonardo da Vinci or Albert Einstein, highlight their visionary qualities. Discuss their ability to think beyond the norms of their time and come up with groundbreaking ideas that revolutionized art, science, or other fields.
Persistent Trailblazers: When teaching about historical figures like Rosa Parks or Susan B. Anthony, emphasize their persistence and determination to bring about social change. Discuss how they stood up against injustice and fought for equality, even in the face of opposition.
Curious Scholars: When discussing inventors, scientists, or philosophers like Isaac Newton or Marie Curie, highlight their curiosity and thirst for knowledge. Emphasize their dedication to learning, exploring, and making significant contributions to their respective fields.
Diplomatic Leaders: When teaching about influential leaders such as Nelson Mandela or Martin Luther King Jr., focus on their diplomatic qualities. Discuss their ability to bring people together, promote peace, and resolve conflicts through nonviolent means.
Present historical scenarios or events to students and discuss the challenges or problems faced by individuals or communities during that time. Encourage students to identify the areas where help was needed. For example, when discussing pioneers on the Oregon Trail, ask students to identify the difficulties they encountered and the assistance they required to overcome those challenges.
Introduce students to diverse historical figures and discuss the strengths they possessed in different areas. For example, highlight the family support Rosa Parks received during the Civil Rights Movement or the linguistic abilities of Sacagawea as she assisted Lewis and Clark.
When teaching about historical events, discuss safety measures taken during that time. For example, when learning about the Underground Railroad, emphasize how escaping slaves sought safety by traveling at night, hiding in secret locations, or receiving assistance from abolitionists.
Present historical scenarios where individuals or groups had to make important choices. For example, discuss the impact of the Emancipation Proclamation during the Civil War. Engage students in discussions about the positive and negative outcomes of these choices.
Provide students with cause and effect activities related to historical events. For instance, create a worksheet or interactive game where students match the cause (choice) with its corresponding effect (consequence). This can help them understand the relationship between actions and outcomes.
Explore the lives of historical figures and their choices, both positive and negative. Discuss how their decisions influenced their lives and the world around them. For example, analyze the choices made by leaders such as Martin Luther King Jr., Susan B. Anthony, or Helen Keller, and examine the consequences of their actions.
Use historical artifacts or replicas to help students understand the importance of taking care of their own belongings. For example, they could bring in a replica of a historical document, such as the Declaration of Independence, and explain how it was carefully preserved over time. Then lead a discussion about why it's important to take care of our own belongings, such as our school supplies or clothes, and ask students to share their own experiences of taking responsibility for their belongings. This could help them develop a sense of ownership and responsibility for their own things.
Discuss historical figures who exemplified self-control and managed their emotions effectively. For example, explore the life of Mahatma Gandhi and how he practiced nonviolent resistance to control his impulses during India's struggle for independence. Encourage students to reflect on how self-control can lead to positive outcomes.
Explore the emotions of historical figures and discuss how their feelings influenced their thoughts and behaviors. For example, when studying Martin Luther King Jr., discuss how his empathy and compassion for others influenced his thoughts about civil rights and his peaceful approach to activism.
Introduce age-appropriate primary sources such as letters, diaries, or speeches that express emotions of historical figures. Engage students in analyzing these sources and prompt discussions about how the emotions conveyed in these texts may have shaped their thoughts and actions.
Share stories of historical events or figures with a focus on emotions. Encourage students to empathize with the individuals involved and consider how their feelings might have influenced their thoughts and behaviors. Use open-ended questions to foster discussions about the connections between feelings, thoughts, and actions.
Introduce biographies of historical figures and discuss the choices they made in their behaviors. Emphasize that people have the ability to make decisions about how they act and behave. Encourage students to explore the motivations behind these choices and discuss the impact they had on individuals and society.
Present students with different historical scenarios or events and ask them to compare and contrast the behaviors and choices made by different individuals involved. Discuss the reasons behind their behaviors and how they could have made different choices. This encourages students to think about the range of choices available to individuals in historical contexts.
Introduce students to historical figures who demonstrated perseverance in the face of challenges. For example, discuss the determination of Rosa Parks during the Montgomery Bus Boycott or the perseverance of Thomas Edison in his pursuit of inventing the light bulb. Highlight their stories of resilience and discuss the impact of their perseverance on historical events.
Share stories or books that highlight historical events and individuals who overcame obstacles through perseverance. Engage students in discussions about the challenges faced by the characters and how they persevered to achieve their goals. Encourage students to reflect on the importance of not giving up.
Introduce students to historical figures who set and achieved personal goals. Discuss the goals these individuals had and the steps they took to accomplish them. Encourage students to reflect on their own personal goals and draw inspiration from these historical role models.
Encourage students to create vision boards that represent their personal goals and aspirations. They can use images, drawings, and words to visualize what they want to achieve. Discuss how setting goals and having a vision can guide their actions, just as it did for historical figures.
Provide students with goal-tracking sheets or charts where they can record their progress towards their personal goals. Encourage them to update these trackers regularly and review their progress with the assistance of an adult. Use these tracking tools as an opportunity to discuss challenges, adjustments, and strategies for staying on track.
Teach students how to break down their short-term goals into smaller, manageable steps. For example, if the goal is to create a timeline of historical events, the steps could include researching events, creating a list, and organizing the events in chronological order. Guide students in identifying the specific steps needed to achieve their goals.
Use visual aids such as flowcharts or graphic organizers to visually represent the steps needed to achieve short-term goals. This helps students understand the sequential nature of goal attainment and aids in organizing their thoughts.
Model the process of setting and achieving short-term goals by demonstrating the steps involved in completing a task. Think aloud while going through the steps, explaining the reasoning behind each action. This helps students understand the process and provides a framework for them to follow.
Engage students in a brainstorming activity where they identify the resources they need to achieve specific goals related to the history content. For example, if the goal is to create a diorama of a historical event, students can identify resources such as art supplies, reference books, or digital images. Encourage them to think creatively and consider various types of resources.
Take students to the school library or computer lab and guide them in conducting research related to their historical goals. Teach them how to navigate library catalogs, search databases, or find reliable online sources. This helps them develop research skills and understand the value of resources in achieving their goals.
Organize field trips to historical sites or museums where students can explore exhibits, artifacts, and interactive displays. Encourage students to observe and identify the resources used to present historical information. Discuss how these resources enhance understanding and contribute to achieving learning goals.
Integrate technology tools and resources in the classroom to support students' goal achievement. For example, use educational websites, interactive apps, or virtual tours to provide additional information and resources. Teach students how to navigate these tools and utilize them effectively.
Organize small groups where students can provide feedback to each other on their work related to historical content. Teach students how to give constructive feedback, focusing on specific aspects of their peers' work. Encourage students to listen actively and act on the feedback they receive to improve their work.
Develop feedback forms or rubrics that outline criteria for success in historical projects or assignments. Share these with students before they begin their work, and allow them to self-assess using the criteria. Provide specific feedback based on the rubrics, highlighting strengths and areas for improvement. Encourage students to use this feedback to enhance their work.
Provide students with opportunities to revise their work based on feedback received. Encourage them to make changes and improvements to their historical projects or assignments. Highlight the value of feedback as a tool for growth and emphasize that revision is an important part of the learning process.
Celebrate students' growth and improvement based on the feedback they have received. Recognize and acknowledge the changes they have made in response to feedback. This fosters a positive attitude towards feedback and reinforces the idea that acting on feedback leads to growth and success.
Provide students with pictures or images depicting historical events or figures. Instruct students to observe the nonverbal cues, such as facial expressions and body language, to identify and describe the emotions being expressed by the people in the pictures. Encourage them to discuss and interpret these cues to understand the emotional context of the historical moment.
Show video clips or documentaries related to historical events or figures. Ask students to pay attention to the nonverbal cues exhibited by the people in the videos and identify the emotions being expressed. Guide them in recognizing the subtle nuances of facial expressions, gestures, and tone of voice that convey emotions.
Read picture books or historical stories to the class that depict emotional situations. Encourage students to analyze the nonverbal cues in the illustrations or storytelling elements that convey the emotions of the characters. Discuss and reflect on the nonverbal cues observed and their impact on understanding the characters' emotions.
Encourage students to share their own experiences and perspectives related to historical events or topics. For example, ask them to discuss how they celebrate holidays or traditions in their families and compare it to how people might have celebrated in the past. This helps students recognize and appreciate the diversity of experiences within their own classroom.
Use storytelling or role-playing activities to help students understand different perspectives in historical situations. Assign students different roles or characters from history and ask them to share how they might have experienced a particular event or situation. This allows students to step into the shoes of others and gain a broader understanding of historical contexts.
Engage students in discussions about historical events or scenarios and ask them to predict how different individuals might have felt or reacted in those situations. Encourage them to consider the perspectives of people from diverse backgrounds and cultures. This activity helps students develop empathy and perspective-taking skills.
Engage students in storytelling or writing activities where they create narratives from different perspectives. Provide prompts related to historical events and encourage students to anticipate the reactions and feelings of characters in their stories. This allows them to explore different viewpoints and consider the consequences of actions.
Invite students to bring in objects or artifacts representing their cultural backgrounds or family traditions. Provide an opportunity for students to present and share with their classmates. Encourage questions and discussions about the similarities and differences among these cultural items.
Introduce historical figures from different time periods and ask students to compare and contrast their lives, experiences, and contributions. Discuss the similarities and differences in their backgrounds, achievements, and the impact they had on society. Encourage students to explore how these figures shaped history in unique ways.
When discussing historical events, emphasize the diverse perspectives and experiences of individuals involved. Highlight how different groups of people may have experienced the same event differently based on their cultural backgrounds, social status, or geographic location. Foster discussions on the significance of these diverse experiences in shaping history.
Show students pictures or photographs depicting historical scenes, such as cultural celebrations, community events, or daily life in different time periods. Guide students in observing the details and identifying similarities and differences among the people portrayed. Encourage discussions on cultural clothing, traditions, and activities.
Select characters from historical stories or biographies and analyze their positive qualities. Have students identify and describe these qualities, such as bravery, kindness, perseverance, or leadership. Encourage them to explain how these qualities made a difference in the lives of others or in historical events.
Introduce students to historical figures commonly regarded as heroes or heroines, such as Harriet Tubman, Rosa Parks, or Mahatma Gandhi. Discuss the positive qualities these individuals possessed, such as courage, compassion, or determination. Encourage students to describe and appreciate these qualities.
Structure discussions around historical topics where students take turns sharing their opinions and perspectives. Emphasize the need to listen attentively and respond respectfully to each speaker, even if they have differing viewpoints. Teach students to express their opinions without belittling others.
Assign group projects or cooperative learning activities that require students to collaborate and work with classmates who may have different opinions or perspectives. Encourage students to respect each other's ideas, engage in productive discussions, and find common ground.
Introduce students to historical figures who made significant contributions to society through their acts of kindness and helping others. Discuss their stories and encourage students to identify and describe the ways in which these individuals provided assistance or support to others.
Introduce students to trustworthy historical figures and discuss their actions and qualities that make them reliable and dependable. Examples could include leaders, activists, or inventors who have made positive contributions to society. Encourage students to identify the trustworthy traits exhibited by these individuals.
Show students pictures or photographs depicting various historical situations or events. Ask them to identify and explain situations where people might need help based on visual cues. For example, a picture showing a group of people struggling with a difficult task or a scene of people affected by a natural disaster.
Assign group projects or activities where students need to work collaboratively and take turns. For example, students can work together to create a timeline of historical events, with each group member responsible for adding a different event. Emphasize the need for cooperation and equitable participation.
Implement a regular sharing circle in the classroom where students can take turns sharing their thoughts, experiences, or connections related to the history lesson. Provide a safe and supportive environment for students to express themselves and actively listen to their peers.
Pair students up for activities that require turn-taking and sharing. For instance, students can work in pairs to conduct short interviews about historical figures or events. Encourage active listening and equal participation by providing clear guidelines for sharing and taking turns.
Incorporate cooperative games that promote turn-taking and sharing. For example, you can play a historical-themed version of "I Spy" or a collaborative board game where students take turns and make decisions collectively.
Show students pictures or photographs depicting historical scenes or figures. Discuss and analyze the nonverbal cues present in the images. Ask students to identify and explain the emotions, attitudes, or messages conveyed through the nonverbal communication of the individuals depicted.
Conduct silent discussions where students use nonverbal cues to communicate their thoughts and reactions to historical content. Provide a visual or written prompt and ask students to express their ideas through gestures, facial expressions, or other nonverbal means. Afterward, facilitate a debriefing session to discuss the different interpretations and messages conveyed.
Show video clips or documentaries featuring historical figures or events. Ask students to observe and analyze the nonverbal communication displayed by the individuals in the footage. Discuss how nonverbal cues can enhance or complement verbal communication in conveying meaning and emotions.
Assign students to research and select a historical figure they admire. Ask them to write short notes of encouragement or appreciation addressed to that figure, acknowledging their achievements and impact. These notes can be displayed in the classroom or shared with the class to foster a positive and appreciative attitude towards historical figures.
Create a bulletin board display where students can leave encouraging notes for their classmates. Label it as a "Wall of Encouragement" or a similar theme. Students can write positive comments, share interesting facts they've learned from their peers, or highlight each other's strengths and accomplishments.
Incorporate regular turn and talk activities during history lessons. Pose thought-provoking questions related to the content and ask students to discuss their ideas and responses with a partner. Emphasize the importance of actively listening to their partner's thoughts and perspectives.
Use a designated circle time where students take turns sharing their thoughts, connections, or questions about the history lesson. Establish clear guidelines for attentive listening, such as making eye contact, nodding, and refraining from interrupting while others are speaking.
Teach students the concept of reflective listening by modeling and practicing it during history lessons. After a student shares their thoughts or experiences, ask another student to reflect back on what they heard, summarizing the main points. This activity promotes active listening and ensures that everyone's ideas are acknowledged.
Use the think-pair-share strategy to promote active listening. Pose a question or prompt related to the history content, give students time to think individually, then have them pair up and share their thoughts. Encourage students to actively listen and ask follow-up questions to deepen their understanding.
Assign listening buddies or partners for specific activities related to history. Students can take turns presenting their findings, sharing a historical artifact, or retelling a historical event. Emphasize the importance of attentive listening and encourage buddies to provide supportive feedback.
Provide students with a Venn diagram and ask them to compare and contrast different historical relationships. For example, they can compare the relationships between leaders and followers, family members, or different social classes during a specific historical period. Students can identify similarities and differences, highlighting how each relationship is unique.
Have students imagine they are interviewing historical figures and ask them questions about their relationships with other individuals. Students can create interview scripts or engage in role-play activities where they embody the historical figure. Through these interactions, students can gain insights into the different types of relationships that existed during that historical period.
Ask students to create mind maps that illustrate different historical relationships. They can categorize and connect different historical figures or groups based on the nature of their relationships. This visual representation helps students visualize and understand the unique aspects of each relationship.
Introduce students to different historical figures and their notable qualities or characteristics. Discuss the positive attributes exhibited by these figures, such as bravery, perseverance, or kindness. Ask students to identify which qualities they admire and would like to see in themselves. Encourage them to reflect on how they can develop these qualities in their own lives.
Assign group projects that require students to collaborate and work together on a shared historical topic or activity. By working together towards a common goal, students can develop positive peer relationships based on their shared interest in the historical content.
Introduce historical games, puzzles, or trivia activities that require students to work in pairs or small groups. By engaging in these shared activities, students can develop positive relationships as they collaborate, problem-solve, and learn together.
Conduct historical quizzes, challenges, or trivia games that require students to work in pairs or small groups. Students can discuss and share their knowledge, compete in a friendly manner, and celebrate their shared achievements in understanding historical content.
Share historical stories or narratives that involve conflicts, such as disagreements between historical figures, conflicts during historical events, or societal tensions. After reading or discussing the stories, ask students to describe the conflicts and identify the feelings associated with them. Encourage them to use descriptive language to express the emotions characters might have felt during those conflicts.
Create role-play scenarios based on historical events or situations where conflicts arise due to differing perspectives. Assign different roles to students and ask them to act out the scenario from their assigned character's point of view. After the role-play, facilitate a discussion where students reflect on the different perspectives presented and discuss how understanding others' viewpoints can help resolve conflicts.
Organize debates on historical topics or events where students can present arguments from different perspectives. Divide the class into teams, assigning each team a specific viewpoint to defend. Encourage students to research and gather evidence to support their assigned perspective. Through the debate, students can develop an understanding of multiple viewpoints and learn to respect differing opinions.
Engage students in brainstorming sessions where they identify and discuss potential solutions to historical conflicts or problems. Present a conflict or problem from a historical context and encourage students to generate ideas on how it could be resolved. Emphasize that there can be multiple solutions and that it's important to consider the perspectives and needs of all parties involved.
In a history lesson, discuss the norms and rules of a particular time period or civilization. Students can then identify similarities and differences between those norms and the norms of their own classroom and school. Students can then practice following these norms in their classroom and school setting.
When studying history, talk about how safety was prioritized in certain cultures and communities. Then ask students to identify safe and unsafe behaviors and illustrate them. For example, if studying the ancient Egyptians, students can discuss the importance of safe practices when building the pyramids.
Explore cause and effect relationships in historical events. Guide students in identifying the decisions made by historical figures and the subsequent positive or negative effects that resulted from those decisions. Encourage students to connect the choices made in the past with the outcomes that unfolded.
Provide decision-making worksheets that guide students through the "Stop, Think, and Act" process. Present historical scenarios or situations and ask students to analyze the options available, think about the potential outcomes, and choose the best course of action. Emphasize the importance of reflecting on the decision before taking action.
Read or share stories from history where individuals had to make important decisions. Guide students in analyzing the thought process behind those decisions using the "Stop, Think, and Act" strategy. Encourage students to identify key moments where pausing, reflecting, and considering the consequences played a role in the decision-making process.
Present students with scenarios that highlight social norms and expectations from different time periods. Ask them to compare and contrast those norms with present-day norms. Encourage students to reflect on the reasons behind changes in social norms and discuss the impact of evolving expectations on individuals and communities.
Show students pictures or illustrations depicting historical scenes or events. Guide them in identifying the social norms and expectations evident in the images. Ask questions such as: "How do you think people were expected to behave in this situation?" or "What do you notice about how people are interacting in this picture?"
Provide worksheets or graphic organizers where students can analyze historical events or actions and identify the consequences and rewards associated with them. Ask students to think critically about how specific actions impacted individuals, communities, or even the entire world. Encourage them to consider both positive and negative outcomes.
Ask students to create visual presentations, such as posters or slideshows, that illustrate the consequences and rewards of specific historical actions. Allow them to use images, diagrams, or captions to communicate their understanding of how actions can have varying effects on different individuals or groups.
