middle school history research project

Mrs. Nelson Teaches

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Black History Month Research Project: A Step-by-Step Guide

Hello Teacher Friends! How is your 2022 going? For me, this year is just zipping by! I cannot believe it is nearly Black History Month already! Since February is so close, I wanted to take a quick minute and highlight one of my most popular resources in my TpT Store . My Black History Month Research Project is incredibly popular this time of year. This resource has helped literally hundreds of teachers and thousands of students learn the research process and commemorate important Black individuals! I’ve recently updated the entire product and wanted to break it down and show you how I use this resource in my classroom!

Black History Month Research Project

With this resource, each student will research an influential Black individual, write a biographical essay about their individual and create a visual representation of their person! While this sounds like a lot of work, I promise I have broken it down into manageable chunks for YOU and your students! Even students who struggle with reading and writing have succeeded with this project!

Phase 1: Building Research Skills

Before beginning, students need a research subject! Included in this resource is a list of over 140 Black individuals who have made significant contributions to society— including many influential women! Personally, I like to randomly assign names to students. (Actually, I usually have them pick a name out of a bowl.) I do this for a few reasons. First, I think there is value in learning about someone new that students maybe haven’t even heard of before. If given the choice, students often default to the Black figures they already know! I don’t want them to do that! Second, I like to have all my students in all my classes have different names. This way, when we display them in the hallway or classroom, we don’t have any duplicates!

After students have their research subject, it is time to learn how to research. Instead of setting my students loose on Google right away, I like to teach them the research process. This direct teaching does take a little bit of class time. However, it is totally worth it! Not only will your students’ end results be infinitely better, but they are learning foundational research skills. Research skills that they will use again and again throughout their educational careers!

In these lessons, students will learn about different types of sources, how to determine if a source is credible, and how to recognize an author’s bias.

I’ve included a “Source Credibility Checklist” for students to keep as a reference that will help them determine whether a source is a “good” source or not. I’ve also outlined a fun activity intentionally using a completely biased website! It’s a real eye-opening activity for students that shows them the need to use multiple sources and check for credibility.

Phase 2: Research & Note-taking

The next step in the Black History Month Research Project is to research! I have two Slides Presentations giving students tips for conducting thorough research and taking notes to keep track of the information they have gathered! Students can take notes on their KWL Chart. I’ve also included a Note-taking Graphic Organizer that helps students keep track of what information came from what source. Keeping track of their information will come in handy later when they create their bibliographies!

Phase 3: Writing Black History Month Research Project Essays

Following the research and note-taking process, it’s time for students to outline and draft their essays. I’ve included a suggested outline that students can use to organize their information. In the Slides, I show how to take the information from their outline and notes and turn it into paragraphs in their essays! In my class, we talk a lot about writing excellent paragraphs . Here is another resource that can help if your students are struggling with this basic building block of writing!

Also in this phase, students will work together to edit and revise one another’s essays. This collaborative process is a great way to teach students how to give and accept feedback. It is also helpful in learning how to improve one’s writing from the first draft to the published final copy!

Additionally, students will also practice citing their sources by creating a bibliography. At the middle school level, I don’t require my students to stick with MLA or Chicago styles or anything in particular. I’m most interested in them understanding that they should be giving credit to the original authors. I don’t worry too much about formatting it in a specific style. I’ve included a Simple Bibliography Guide for students to use!

Phase 4: Visual Display & Class Presentations

Finally, students will create a visual display of information for their person. There are endless options for this portion of the assignment. You could ask students to simply use a large sheet of paper, a poster board, etc. to create a visual by hand. Alternatively, I heard from one tech-savvy teacher who asked his students to create a Slide for their visual component. He compiled the Slides, set up a projector in the front of the school, and looped the Slides all throughout February to allow others in the school to learn from their research!

I generally stick with a low-tech option and use large sheets of paper (my school has 12×18 sheets of paper that seem to work well). Students include the the most important facts and information about their individual. I also ask them to include pictures and a quotation on their poster. When students have finished their essays and their posters, students present their Black History Month Research Projects to the class. Afterwards, I like to display the posters in the hallway outside my classroom to allow others to learn as well!

Phew! If that sounds overwhelming, don’t worry! I’ve got you covered! This resource includes over 120 Instructional Slide s that literally walk you through the entire process! Also, if you need any help along the way, I’m just an email away!

How do you like to commemorate Black History Month with your students? I’d love to hear your ideas!

Brenna (Mrs. Nelson)

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10 Exciting History Projects For More Active Learning in Middle School

Textbook alternatives designed for active and engaged learning.

It’s sometimes really easy to get into a stale routine when teaching history. Read, take notes, take the quiz. Read, take notes, take the quiz. Rinse and repeat until test time. A lot of the traditional curricula in middle school are structured in this way. Though it is really encouraging that people are now creating more exciting and engaging lessons to teach history and social studies. The best lessons in your middle school history class include history projects that are very student-centered.

But I know that creating stellar social studies lessons can be really intimidating. Somehow we think the only way to do so is by knowing a lot about the topic. We put so much pressure on ourselves. I think it’s one of the main reasons why we white knuckle clutch those middle school history textbooks. We don’t even know what we don’t know. How can we engage and teach our students?!

That’s why the research on student engagement is really empowering. Our learners today actually don’t expect us to know everything. Instead, they want to see how we learn things and to learn together with us. 

Whew! Because even people with Ph.Ds in history actually don’t know everything there is to know about history. So having that kind of expectation on yourself is not realistic. 

5 Keys to Increasing Student Engagement According to Researchers

A lot of research has focused on student engagement. They’ve done extensive interviews and surveyed thousands of students. Researchers have tracked student performance and success based on student engagement. My previous article has a summary of some of their most important findings . You can go there for more details and for links to some of the research. But here’s a quick recap:

• Interaction – Students want collaborative learning opportunities. 
• Exploration – Students want to explore their world and find answers for themselves.
• Relevancy – Students engage better in meaningful activities that can directly apply to their life.
• Proper Tech Use – It’s important for teachers to use technology in a way that supplements their teaching and reinforces exploration and interaction. 
• Engaging and Challenging Instruction – Students don’t want watered down curricula or low quality instruction and no discipline or consequences. They want rigor and challenge delivered in an engaging way. They want to design their own learning.

This research is really exciting! It gives us permission not to know everything right away. Instead we should act as co-learners with our kids and guide them through the process of exploration and discovery.

10 Middle School History Project Ideas to Increase Student Engagement

So I’ve come up with a list of ten highly engaging middle school history projects you can do with your learners in class. These activities are designed around student exploration and teachers acting as co-learners. 

I’ve done quite a few articles focused on simple and practical ways to engage your students . So in this list, I am focusing more on bigger middle school history projects. These are intended to be more like units of study. I only have space to give a brief description for each, but I’ll work on more specific and detailed curricula/articles for the future (Join the mailing list to get updates ^_^). 

History Debates  

This by far has been my and my students’ favorite history project in the classroom. Students beg to do history debates. It’s very student driven, truly collaborative, and rigorous. It reinforces and develops many important skills our kids need today: research and information literacy, communication, persuasion, claim-evidence connection, logic, evaluation and so much more. 

It’s important to note that the goal is to explore a topic using a structured and purposeful approach. Students know that their research and arguments will be actively evaluated and challenged by their own peers. So there’s quite a bit of pressure and competition.

I know the Socratic Seminar format is also great for exploring and discussing topics. But I like the focus, structure, and intensity of the debates. Students keep each other on their toes as far as providing researched evidence for their claims. They also get a lot of feedback from their peers on how they communicate ideas, their logic and thought process, and the quality of their research. 

Remember it’s not supposed to be perfect. The beauty of these debates is that they are student driven. Students determine the topics to focus on. They give each other homework. Then they assess their own work based on quality and logic. They give each other feedback. Your role as the teacher is to guide them and give them a good rubric to help them. 

When doing these debates, I’ve been most surprised and rewarded by how much some of my more anxious or shy kids have blossomed. Some of them take on leadership roles and become the group expert, whether it’s in research or strategy. There’s just so much more room and opportunities for each child to shine under this model. 

History Documentaries 

For this history project, you can have the kids work in pairs or in groups of three. It’s also possible as an individual project. It’s a great way to have students explore and research a topic that they’re interested in. For example, when studying the 1920s, I’ve had students create documentaries on fashion, baseball, and comic books. I gave brief lessons and readings that provided an overview of the age. These lessons gave students ideas to explore. 

It’s very important to come up with a rubric. I recommend having the kids help you make one so that they really understand the expectations and are truly part of evaluating their own work. They’ll also be more motivated to do well when they have this type of ownership. 

We also review and emphasize proper research and giving credits to their sources. I also usually have the kids use primary sources in their films. The Library of Congress is a great place to start. 

History Board Games  

Did you know that the game Monopoly is based off of a game called Landlord’s Game ? Not only was Landlord’s Game invented by a woman, Lizzie Magie, in the early 1900s, but it was also designed to bring attention to a social injustice regarding property and real estate. The spaces on the Monopoly board game are even based on real companies and places in the United States. 

You can ask your students to create a board game inspired by whatever time period or topic you’re studying. Have them include real people, places, and events. You can even challenge them to somehow show the historical concepts and themes in their board game. I love the endless options for creativity.

History Sort  

In this activity, you can give students key terms, places, people, events, and concepts from the time period you’re studying. Have them sort the words and phrases into different groups. They should be prepared to back up and explain their groupings. Challenge them to create as many different groupings as possible. They should research to see if they can discover things in common between the different terms. 

You can make it into a game where they present their groupings, and their peers will have to figure out the reason behind the groupings.

History Guess Who (or what or when)

Start by giving clues about a person, or pose a question like the ones below:

Who’s most likely to____. 

Who is most likely to have written this letter/ said this/committed this crime/etc.?

You can use primary sources, real events, or make them up. Have students defend their answers using historical evidence. Then give them the opportunity to come up with their own History Guess Who riddles. This can be something you do in one sitting or make it into a mini-research project. You can accommodate for different ability levels by limiting or expanding choices.

Most Important (or Influential/Villainous/etc) Person/Invention/Event of the Year

In this history project, you can ask students to research and come up with a list. They can pretend to be compiling it for a magazine or website. Have them put their list together with descriptions and explanations of their reasoning behind their rankings. Have them publish somehow – magazine format, video, digital website, podcast, etc.

Or you can task students to come up with just one person (or intention/event/etc) and debate each other. 

You can put them into groups to research and debate. This would give them a lot of practice in communication and persuasion. They’ll be challenged to converge and agree on one choice within their own groups and to defend that choice to others. 

Or you can have students pick individually and debate one another. You can have brackets and converge on a class winner. Students can judge the debates and cast votes for winners. 

I would recommend having a panel of student judges for both scenarios. Though they don’t necessarily have to determine who wins, student judges should ask debaters clarifying questions, evaluate and give feedback on research, logic, presentation, etc. 

If you want to dive into a little more speculation, you can tweak the task into something like “Which person from ___________ would be the most successful (richest/famous/etc) today?” Get creative! Have the students help you with ideas. Have fun with it!

History Commercials

You can have your student create a commercial to market a particular time period/person/tech/etc in history/time period for this history project. They can answer prompts like: 

When is the best time to live? 

What was the most useful/funnest invention of the 19th century? 

Who should be the president of the United States in (some future year)? 

What I love about this is that learners are forced to summarize the most important characteristics of whatever/whoever they’re selling and spin those characteristics into something attractive for viewers. This activity gives them opportunities to research and practice sales and psychology as well as history.

Living Museum  

This is a fun biography project. Instead of writing an essay or in addition to it, students take on the persona of their assigned or chosen person. They would need to know that person so well that they will be able to answer visitor questions either by using actual facts from their research or making reasonable speculations based on the character and personality of their historical figure. Students can have props or dress ups, etc 

Historical Entrepreneurs  

Have your students choose or come up with a business idea that would prosper during the time period you are studying. Have them focus on a problem that a particular part of the population is dealing with. Then have them figure out what service or product their business can offer to help their customers. 

This has many opportunities for greater elaboration if you want. Students can think about and plan how they would produce their product or deliver their service. They can research locations, price of buildings, business taxes and laws, etc. Remind them that they can choose different business structures – local small business, corporation, etc. 

Have Students Create Their Own Research Question and Design Their Own Project:  

Make sure to first give them lots of example projects and questions like the ones above. Otherwise, they might just resort to the traditional poster or essay, which is fine if that’s what they really want to do. It’s just that sometimes they choose those types of projects because they have a hard time thinking of ideas. It can be very motivating and inspiring for them to hear the types of things they can do. 

Help them come up with a rubric to judge the quality of their project. Make sure to include things like: claim-evidence connection, historical accuracy, quality of sources, amount and depth of content, and workmanship/craftmanship.

Then work backwards from there to help them plan out the actions they need to take and even create a schedule to meet any deadlines. 

Anyway, I hope this has been helpful! Have a beautiful and blessed day!

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A Crafting Project to Boost Engagement in History

Having middle or high school students do historical research and show their learning on a 3D representation can spark deep interest.

As a high school history teacher, I often had difficulty getting my students immersed in and excited about our topics of study, but over time I developed a hands-on activity in which students created a learning product that they could keep and display. This was a simple yet powerful learning tool that my students loved working on.

Lecturing was not working well for me or my students—they needed to be more engaged in their learning. One day, as I was looking at the state social studies standards for World War II and wondering what I could do differently. I noticed that there were 12 topics or ideas listed. My first thought was to have my students make a hanging mobile using a hanger, yarn, and note cards, but when I had tried this before students just threw them in the trash as they left the room—they liked doing something different but didn’t care for mobiles. Then I thought of trying a 3D geometric display to capture each of the 12 topics in the standards.

A dodecahedron has 12 sides, so I had my students cut out and build dodecahedrons. If you’re doing a short unit or if 12 topics aren’t needed, you can do this with pyramids or cubes using triangles or squares. For this exercise, each student will need 12 of these template sheets . Plain copy paper will work, but cardstock will make the dodecahedron sturdier and longer lasting. Additionally, students will need crayons and or markers, scissors, and tape or a stapler.

Beginning the Dodecahedron Project

Since I started this strategy decades ago, state standards have slightly changed and indicators are more detailed, so now, instead of assigning the 12 topics, I allow my students to choose 12 topics from an extensive list we develop as a class. When I taught high school, after I introduced a unit such as World War II, I would have students brainstorm related topics, ideas, and events. With my guidance, they might list topics such as the bombing of Pearl Harbor, the Axis and Allied powers, totalitarianism, isolationism, Japanese internment, battles, the Holocaust, victory gardens, etc., and I would write them on the board.

At the end of the brainstorming session, we might have up to 20 topics, ideas, or events listed. We would discuss them, and I would add any topics of importance in the state standards that we hadn’t listed. Each student was then allowed to pick 12 topics they wanted to learn more about.

Depending on the amount of time you have for a unit, students can do the work in class or at home. My history units generally took one to two weeks, and for the most part my students would work on this project in class. Once they had their topics, I would give them each 12 template sheets, one for each topic.

With template sheets in hand, students would start researching their topics. To prepare for the research, I would ask the media specialist to pull World War II content books, materials, and encyclopedias and put them on a cart for a rolling library; you can also have students do research online, to help them learn how to vet materials.

To help students stay on track during independent research, I had them complete one information sheet for each topic . I didn’t give a grade for completing this page, but I could walk around the room and quickly see what students were finding and learning. During this research time, students could sit on the floor, use a standing desk, or work at the classroom tables. Small freedoms like this, combined with the chance to make choices about their topics of study, helped make this experience enjoyable.

Once students had finished researching a topic and filling in the research information, they would get a template sheet and write a summary and illustrate the topic with a drawing. Because the writing space was limited, they weren’t overwhelmed as they sometimes were when writing a long paper. Their summaries had to be concise but still include details and examples to demonstrate their comprehension of the topic. I emphasized writing with purpose and clarity.

After my students had completed all 12 sheets, it was time to assemble their dodecahedrons. First they cut out the circle of each template and then folded along the dotted lines and used tape or a stapler to attach each side. When each dodecahedron was assembled, it looked a bit like a soccer ball.

Presenting the Dodecahedrons

Next, I had students present their dodecahedrons to the class. I gave each student four minutes to explain and show four or five sides of their dodecahedron. After each presentation, the class had two minutes to ask questions for clarity. My grading was based on quality of summaries, artistic expression of topic through illustration, efficient use of research time, and clear communication during the presentation.

Following the presentations, I hung the dodecahedrons from the classroom ceiling for all to enjoy for a few weeks. After that, students took them home—and most of them told me that they hung them in their bedrooms.

If your students needed extra motivation or if you have classes that are highly competitive, you could make the project into a competition by asking faculty members to judge the dodecahedrons and presentations, and award a first, second, and third place for each class.

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Research Projects in American History

Students are working on research projects in middle school history classes. They were given a variety of choices in both project styles and topics to research, and then they were off to the races. After doing a practice research lesson in sixth grade and a refresher on research in seventh grade, students dug in to learn more about their topics. One student is creating a presentation, many are writing research papers, several are doing creative pieces based on historical research, many are creating informative posters, and quite a few have chosen to tackle the Springfield Metropolitan Bar Association’s Law Day essay prompt: “What is the Importance of an Independent Judiciary?” On an even larger scale, several students have opted to participate in National History Day, with the theme: “Frontiers in History: People, Places, Events.” We’ll be practicing citations over the next few days and completing peer review prior to turning in final projects.

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Middle School History Resources: Home

General Research Databases

• Daily Life Through History This link opens in a new window The database explores the daily lives of ordinary people through time and across the globe, providing details about family life, work, food, clothing, sports, language, literature, romance, education, gender roles, social customs, and more that cannot be found elsewhere and are an asset to student research. This database includes more than 9,000 primary and secondary sources including newspapers, magazines, narratives, and letters of correspondence and images.
• Gale in Context: Middle School This link opens in a new window Gale in Context: Middle School is a cross-disciplinary database aimed at middle school students that includes literature, science, social studies, and U.S. and world history. A visual interface design and navigation preferred by younger users is combined with user-focused tool set needed to support middle school assignments and coursework. Gale's reference content includes age-appropriate videos, newspapers, magazines, primary sources, and more.
• Explora Ebsco Host (Middle School) This link opens in a new window Magazines, encyclopedias and ebooks great for middle school research.
• SIRS Discoverer This link opens in a new window General Reference Database Designed for Young Researchers
• Gale In Context: Global Issues This link opens in a new window Integrating news, global viewpoints, reference materials, country information, primary source documents, videos, statistics, and more, Global Issues is updated daily and offers 250 country pages and more than 400 issue pages.
• Proquest Comprehensive This link opens in a new window Comprehensive: cross-search all our ProQuest databases at once. It contains access to historical and current newspapers, magazines, and scholarly journal articles. Subject Areas: Arts & Humanities, Business, General Research, Health Sciences & Nursing, Literature, News & Issues, Science & Technology, Social Sciences
• Issues & Controversies in History This link opens in a new window Presented in a pro/con format that clearly explains both sides of the historical dispute, each article is supported by a timeline and a wealth of primary sources.

Notes & Citations

• Taking Notes
• Citing Sources

• Notesheet for a Print Book
• Note for a Print Reference Source
• Notesheet for a Reference Source from a Library Database
• Notesheet for a Magazine Article from a Library Database
• Notesheet for a Video Clip Online
• Notesheet for a Web Site

Always keep track of the sources you use!  Why?

• It's the honest thing to do!  You must always give credit where credit is due.  The author worked hard to create the source you have chose to incorporate into your project! 
• It helps you know exactly where your information came from. When you cite, you leave "information breadcrumbs" for yourself and for your teacher.  By recording the right information about your source, you and your teacher will be to follow your trail and locate your sources.
• You definitely want to avoid plagiarism. Don't take credit for knowledge or ideas that you did not develop on your own.
• A good works cited list keeps your organized.  If you record relevant information about each source as you go, you won't have to scramble to track down information later.

You should keep track of each and every source that gives you ideas and information for your project!

In Middle School, we use the Modern Language Association (MLA) guidelines for citing our sources.  And w e use   Noodle Tools to record the sources that we use. You will use NoodleTools to create your citations, and NoodleTools will help you properly format using MLA style, but if you'd like to get a better understanding of MLA style, please see: the  OWL (Online Writing Lab) .  

You can create your own NoodleTools account if you don't already have one!  The school name is Spence and the school password is sabers . Ms. Crow recommends using your standard Spence username and password when your register!

Spence Library Catalogs - Find Books!

• Middle and Upper School Library Online Catalog
• ProQuest Ebook Central This link opens in a new window Best for 8th grade and older. A wide selection of authoritative, scholarly electronic books available through a easy to use platform with a variety of online and offline reading options

History Databases

• Global History
• United States History
• Ancient and Medieval History Online This link opens in a new window This resource explores the pre-modern world with in-depth focus on Egypt, Mesopotamia, Greece, Rome, Africa, Europe, the Americas and Asia.
• World History: Ancient and Medieval Eras This link opens in a new window This database explores ancient civilizations, dynasties, and empires and profiles city-states, countries, and regions of the ancient and medieval world, providing a information that encompasses intellectual developments, wars and cooperation, religion, cultural practices, and more from prehistory through to the beginning of the Renaissance.
• Gale in Context: World History This link opens in a new window Explores world history though primary source documents, reference articles, journal and magazine articles, images, video and audio and maps. This resource includes information on the history of Europe, Asia, Africa, India, and Latin America.
• World History: The Modern Era This link opens in a new window World History: The Modern Era provides information on the emergence of the modern world, covering the history of the world from 1500 to the present. Students will learn about the evolution of modern Europe since the Renaissance; concurrent developments in Asia, Africa, and the Islamic world; the global impact of the Industrial Revolution; revolutions in France and Latin America; imperialism; nationalism; World Wars I and II; and growing global powers. It includes 70 "era explorations," 7300 primary sources, almost 300 video learning modules that provide topic overviews.
• Modern World History Online This link opens in a new window This resource covers the people, places and events in world history from the mid-15th century to the present. It contains primary sources and reference articles.
• World Religions This link opens in a new window World Religions explores religion and spirituality in an objective manner, from the ceremonies of the first practitioners to the elaborate rituals of today.
• American History This link opens in a new window A rich source of information on American history. The database includes more than 16,000 primary and secondary sources, including government and court documents, photos, maps, audio and video recordings.
• American History Online This link opens in a new window Reference Resource. Spans more than 500 years of political, military, social, and cultural history to cover the American experience.
• American Indian History This link opens in a new window American Indian History offers fast access to more than 15,000 years of culture and history, covering more than 600 Native American groups, through biographies of key people, event and topic entries, primary sources, maps and graphs, and timelines.
• African-American History This link opens in a new window Covering more than 500 years of the African-American experience, African-American History offers a fresh way to explore the full spectrum of African-American history and culture. more... less... Users can start their investigation of a topic with a video or slideshow overview, use the key content called out on the home page to find an entryway into the database, or dig deep into a subject or era through the Topic Centers. Read about key figures and events, examine famous speeches and other primary sources, and get context from the in-depth timelines.
• American Mosaic: The African-American Experience This link opens in a new window The African American Experience supports research and scholarship in the field of African American Studies with a library of works analyzing the contributions and challenges of African Americans throughout history, including the complete WPA Slave Narratives collection. This comprehensive database of more than 8,000 articles, biographies, primary documents, and media.
• American Mosaic: The Latino-American Experience This link opens in a new window This database documents the rich heritage and current culture of Mexicans, Puerto Ricans, Guatemalans, Cubans, Dominicans, Colombians, Ecuadorians, and other Hispanic groups in the United States. Their stories are detailed through a robust collection of primary and secondary sources, beginning with pre-16th century Mayan, Incan, and Aztec empires and continuing through to the present day, with treatment also given to cultural themes including coming-of-age rituals, music, literature, and cuisine. It includes more than 2,500 primary documents and media, including speeches, maps, songs, audio clips, interviews, and vivid historical photographs.
• US Government Online This link opens in a new window This resource presents in-depth information on the structure and function of the U.S. government.
• Culture Grams This link opens in a new window CultureGrams is a leading reference for concise and reliable cultural information on the countries of the world, including all 50 states. CultureGrams provides country reports that go include both facts and figures as well as information on daily life and culture, including the background, customs, and lifestyles of the world's people.
• United States Geography This link opens in a new window United States Geography profiles all 50 U.S. states, providing information on the government, economy, history, and issues of each. This database includes primary and secondary sources, including images, maps, audio and video recordings, profiles of indigenous peoples and important organizations, acts and laws, and state flags and animals. It also includes a graphing tool!

Historical Newspapers & Magazines

• American Periodicals Series, 1740-1940 This link opens in a new window This database contains periodicals published between 1740 and 1940, including special interest and general magazines, literary and professional journals, children's and women's magazines and many other historically-significant periodicals.
• ProQuest News & Issues This link opens in a new window This database includes full-text historical newspapers from the 19th century to the early 21st century as well as current news feeds.

Current Events

• Access World News This link opens in a new window A comprehensive news collection ideal for exploring issues and events at the local, regional, national and international level. Provides over 13,000 primary sources from 200 countries in 21 different languages, including Spanish and French.
• Last Updated: Feb 9, 2024 10:36 AM
• URL: https://spenceschool.libguides.com/mshistory

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Interactive, Hands-on lessons and test prep ideas for US History Classrooms

Decades Project for US History

March 16, 2023

Have you ever assigned a decades project for your US History class?  It’s the end of the year.   You’ve finished your US History curriculum and need something engaging for students to go as an end of the year project?  It’s time to try a US History end of the year decades project!

Are you like me?

It’s May and standardized testing season is over.  You feel like you’ve done all of the fun review activities you can handle for the year.  You need to keep your students engaged and everyone is exhausted!  You want something that students can do independently that will hold their interest.  Sound familiar?

I have tried several projects over the years:  Oral History projects, “pick a topic from this year and research deeper”, Instagram summaries, etc.  All of these were fine, but I found that students really didn’t “get into them” and the work they produced was just ok.  

What is a decades project?

I created a one-pager type summary page for each decade covering the 1920s – 2010s.  Students will research a decade and create images for a variety of topics that relate to that decade.  Finally, they explain how each image relates to the decade they chose.  

The final product is a highly visual representation of each decade!

Benefits of a decades project?

• High interest due to student choice and topics
• Independent research means no direct teaching from you!
• Hand drawn or digital – students get to choose!
• Students love to research the “non history” stuff of a decade such as fashion and music.

How does it work?

• I created a sign up sheet for each decade.
• Students sign up for the decade of their choice.  I capped each decade at 4 because, let’s be honest, 1999s rap is cool.
• After students sign up, they choose to complete the digital version or hand drawn version.
• Students begin their research on the following topics for their decade:  fashion, innovations, music, fads, key events, literature, popular culture, kids/toys.  
• For each topic, students would include 4 images.  You could require more or less.
• I allowed students to include keywords with their visuals, but told them not to use sentences.  The point is to have each decade be a visual representation.
• I required students to use color and be neat.
• Students created a separate document/paper that explained each image for the decade.  They stapled it to their decades page or added a slide before turning it in. 

Student feedback?

Students love this project.  They love the ability to have free research time and that they can be creative.  

Why do I love it?

• The creativity students have is outstanding!
• I love the high quality work they produce on this project!
• We have been so content/standards driven all year, it’s nice to allow students a chance to breathe and research the fun stuff!  
• While they are working I can wrap up end of the year requirements for my school, like grades.

High interest, low stress = it’s a win, win for both teachers and students.  Check out this free and editable decades project and let me know how your students love it! 

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Ideas for Middle School Research Projects

Middle school students often find themselves looking for research project ideas that are both interesting and engaging. While the exact topics may vary based on age, subject area, or teacher preference, it is important to ensure middle schoolers have an opportunity to explore their own interests through relevant projects. This article provides a comprehensive overview of potential research project ideas suitable for middle school classrooms and suggests ways in which teachers can assist their students in researching these topics effectively. By considering some of the unique challenges associated with this educational level, educators can create meaningful learning opportunities for their pupils while guiding them towards further understanding of complex concepts within diverse subject areas.

I. Introduction

Ii. identifying a research topic, iii. developing an argumentative thesis statement, iv. gathering information and sources, v. outlining the project structure, vi. writing the report, vii. presentation of findings.

Writing a research paper is an important part of any student’s academic journey. Middle schoolers have unique opportunities to explore different topics that are engaging and relevant to their current learning level. From making connections with history and modern society, to exploring natural phenomena or the power of technology, there are plenty of interesting ideas for research papers at this age.

• How do global warming trends influence local weather patterns?
• What can be done to reduce pollution in urban areas?

Students can also delve into popular culture or even STEM topics such as robotics and coding programs. Researching controversial issues like immigration policies or healthcare reform helps students understand complex topics from multiple angles:

• What factors should be considered when developing new immigration laws?

Selecting a research topic can be a daunting task, but with the right approach it is possible to find an appropriate and interesting subject. At the middle school level, students are often limited in scope due to their age and lack of experience; however, there remain ample topics for exploration.

• The importance of physical education in schools.
• Factors that influence teen suicide rates.

In order to construct an argumentative thesis statement, it is necessary to understand the fundamentals of writing a strong and convincing argument. This includes selecting a topic that has two distinct sides, researching both perspectives thoroughly and then using evidence to support your own opinion.

• Step 1: Selecting A Topic

When deciding on research paper topics for middle school students, pick something with multiple points of view so that there is room for debate. Consider current issues such as gun control or standardized testing in education; any controversial topic can make great fodder for an argumentative essay. It’s also important to choose one side or another early on – you will have difficulty making an effective case if you remain undecided by the end!

• Step 2: Conducting Research & Building Evidence

Accumulating Knowledge and Resources: Gathering information for your research paper can be an overwhelming process, but by breaking it down into manageable steps you’ll have the confidence to tackle any topic. The first step is finding reliable sources of information; look for credible online databases like those from universities or established organizations in addition to books, magazines, and newspapers. You should also consider using primary sources such as interviews or surveys if available. As a middle schooler researching potential topics could be especially daunting – why not begin with something close-to-home that interests you? Here are some suggested research paper topics suited for young learners:

• Exploring Different Forms of Renewable Energy Sources
• Examining the Benefits of Eating Organic Foods

When it comes to outlining the project structure, there are several factors that need to be taken into consideration. From deciding what research paper topics for middle school students should tackle, to selecting which materials and resources will best suit their needs.

• Societal Impact of Technology on Education

In addition, consider ways in which you can ensure students stay focused throughout their project as well as how you can help them reach a successful outcome. For example: setting achievable goals along with realistic timelines for completion; providing helpful feedback and assistance when needed; using data visualization tools or storyboards where appropriate. .

This section focuses on the preparation and writing of a report. To begin with, there are three primary components to consider: research, structure, and language.

• Research is essential for any successful project; it requires collecting information from reliable sources in order to support your argument or point of view.
• Structure helps organize thoughts into logical sections that clearly convey ideas through appropriate sequencing.

Middle school students may encounter an assignment requiring them to write a comprehensive paper on a particular topic.

In either case

Evaluating and Explaining Findings The research conducted in this paper has yielded a variety of findings, each worth exploring and further understanding. For example, data collected on the topic of student success showed that students who participated in extra-curricular activities had significantly higher GPAs than those who did not participate. Similarly, it was found that when given the opportunity to pick their own research paper topics for middle school classes – such as “the effects of technology on society” or “the benefits of healthy eating habits” – students were more likely to stay engaged with the assignment and show greater interest overall.

On the other hand, while exploration into different academic models revealed promising results concerning student performance based upon teaching styles employed by teachers (such as inquiry-based learning), it was noted that socio-economic factors outside of an educational setting still presented notable roadblocks for some participants regardless which approach was used. These revelations indicate a need for additional strategies to be implemented both inside and outside classrooms to ensure equitable access and outcomes among all learners despite external influences beyond their control.

To conclude, middle school research projects can be a great opportunity to teach students the fundamentals of effective research and provide them with an introduction to understanding complex topics. These ideas for middle school research projects are just some of the many possible ways that teachers and educators can help their students develop this important skill set. With proper guidance from experienced professionals and access to reliable sources, these research project assignments can become engaging learning experiences for everyone involved.

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Taking steps & building blocks: W&M and K-12 collaborations teach untold stories

Area elementary and middle school students engage in history-making with the william & mary bray school lab.

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In March 2024, W&M Bray School Lab Genealogist Elizabeth Drembus travelled to Norfolk to deliver a genealogy workshop on the Williamsburg Bray School students to members of the ADL Dance Company. (Photo by Grace Helmick ’22)

The William & Mary Bray School Lab and Strategic Cultural Partnerships recently completed two year-long creative research projects with K-12 students in the Hampton Roads area: a choreographed dance event titled “The Williamsburg Bray School: A Story Worth Telling” led by Kristen Hill and the students at the Academy for Discovery at Lakewood and a project called “Turning Points in History” with Christine McBee and fourth grade students at Matthew Whaley Elementary School.

Both projects advanced the lab’s goals to uncover, document, preserve and share broadly the history and legacies of the Williamsburg Bray School; both projects also aligned with William & Mary’s on-going Year of the Arts celebration.

“In Strategic Cultural Partnerships, we seek to connect a broad range of learners and communities to our research and work,” said Ann Marie Stock, presidential liaison for strategic cultural partnerships at William & Mary.

“By engaging K-12 students and teachers with the exciting discoveries being made about the Bray School scholars and their world, we develop together a more nuanced understanding of our nation’s past and a fuller appreciation for the process of research and discovery.”

The Williamsburg Bray School: A story worth telling

It all started with a Facebook message.

The ADL Dance Company, a program for students at the Academy for Discovery at Lakewood (ADL), a Norfolk Public Schools middle school, took center stage at the Norfolk Public Schools Fine Arts Festival at the Chrysler Museum of Art on Saturday, May 4, following a year of research, reflection and rehearsal.

Under the leadership of ADL French teacher Kristen Hill, the students of the ADL Dance Company embarked on a journey through history, creating and delivering a performance titled “The Williamsburg Bray School: A Story Worth Telling,” paying homage to the enslaved and free Black children, known and unknown, who passed through the doors of the Williamsburg Bray School.

When Hill envisioned a year-long project centered on choreographing a recital recounting the narrative of the Williamsburg Bray School, she knew a traditional approach wouldn’t suffice.

Hence, the Facebook message: “I am the faculty sponsor of ADL Dance Company, a small but wonderful group of scholar-dancers who plan to research, create and perform a dance concert to educate our community about the Bray School,” she wrote. “Is there any possibility of arranging a visit to your facility this fall?”

She did not know it would initiate a powerful collaboration.

Hill’s request was met with great enthusiasm by the team at the W&M Bray School Lab and Strategic Cultural Partnerships. Strategic Cultural Partnerships facilitated the field trip and curated a rich educational experience; ADL dancers embarked on a day of learning and discovery at William & Mary under the tutelage of W&M Bray School Lab Director Maureen Elgersman Lee, Oral Historian Tonia Merideth and Genealogist Elizabeth Drembus.

“Making materials about the history and legacies of the Williamsburg Bray School available and accessible to K-12 students and educators allows them to engage in an intellectually creative partnership that produces original works of expression and reflection,” said Elgersman Lee.

The day culminated in a pizza picnic and a lunch-and-learn session led by W&M Bray School Lab Graduate Assistant Nicole Brown ’13, M.A. ’22 held on the lawn in between Travis and Barrett houses.

That might have been enough — more than enough — but the W&M team continued to play a pivotal role throughout the project, from capturing on video their preview performance last November to conducting on-site genealogy workshops for the ADL students to learn more about the scholars they were to embody. The team provided invaluable historical insights whenever Hill sought guidance.

“I could never have imagined how special this experience would turn out to be. Everyone on the Bray School Lab team has been a source of insight, inspiration and knowledge,” Hill said.

The ADL Dance Company’s performance demonstrated the power of artistic expression to not only entertain but also educate; the partnership between the ADL Dance Company and the W&M Bray School Lab demonstrated the power of collaboration to make great, unexpected things happen — even from a simple Facebook message.  

“The Bray School discovery has become a personal thing for us,” Hill reflected. “In a special way, the Bray School scholars have become our friends.”

Other friends were made, too, reported ADL Dance Company member and seventh-grader Anabelle Castillo: “It was challenging but also fun and interesting. I made friends with people that I might not have gotten to know through my regular classes. I feel like I’m less quiet now. …we put so much work into it, and to see the final product felt very good.”

Turning points in history

At the same time, William & Mary Bray School Lab and Strategic Cultural Partnerships staff were engaged in a collaborative project with students from Matthew Whaley Elementary School in Williamsburg. The initiative, aligning with the 2024 National History Day theme, focused on “Turning Points in History.”  

Over the course of several months, Matthew Whaley Elementary School fourth grade teachers and students explored the process of historical research, guided by a team drawn from Bray School Lab and SCP staff, W&M faculty and students, and external partners, including including Nansemond Indian Nation Assistant Chief Dave Hennaman, who discussed the legacy of the Brafferton Indian School in Virginia Indigenous history during the final class presentation.

The team met monthly with Matthew Whaley’s fourth grade teachers and students and dove deep into the histories of the Williamsburg Bray School, the Brafferton Indian School and the namesake of their own school, Matthew Whaley.

“Focusing on the Bray, Brafferton and Matthew Whaley schools was an incredible way for students to become engaged in learning that was relative to their own life experiences,” Matthew Whaley teacher Christine McBee explained. “It connected them through historical empathy to students who lived where they live and had the same hopes and dreams they do.”

The students produced content-rich, creative projects that they showcased to a Matthew Whaley gymnasium packed with students, parents, teachers and WJCC administrators on April 24 at the school’s first History Night showcase.

Each student’s presentation focused on a “turning point” in the history of the Williamsburg Bray School, the Brafferton Indian School or young Matthew Whaley, using media that included paint, cardboard, Legos and Minecraft and demonstrating the students’ newfound knowledge and appreciation for those who helped build the Williamsburg community over centuries.

“Giving students opportunities to become civically involved in their community creates a population that can critically assess their role not just in Williamsburg, but also in Virginia and the United States,” McBee said. “Isn’t that the purpose of public education after all?”

The Williamsburg Bray School will open as an interpreted building at Colonial Williamsburg this fall, informed by the oral histories and genealogical research taking place at the William & Mary Bray School Lab. 

“When we embarked on the journey with the Academy for Discovery at Lakewood and Matthew Whaley Elementary School, we thought that we were helping teachers and students ‘see’ the Williamsburg Bray School and its students. It is safe to say that they helped us see the history and legacies of the Williamsburg Bray School and its students with fresh eyes,” said Elgersman Lee.

Danny Devlin, Strategic Cultural Partnerships

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YELLOW BRICK ROAD MUSIC

Music history project for middle school music.

• September 18, 2019
• art music , composer , history

As my nephews slowly inch their way into middle school, I’ve been thinking more about the kind of music projects they would enjoy. Like all students, they love choice and autonomy. More than that, learning needs to be relevant to their life. With that in mind, I’ve put together a free resource that features choice, imagination, and western art music history. Think of it as a “choose your own adventure” story, except that your students will be devising much of the plot along the way.

• As the introduction, I wrote a scenario that involves time travel, in which a composer from the past is transported to present time. Because who doesn’t love time travel?
• Students choose the composer they want to write about, as well as what happens along the way as they struggle to fix the timeline.
• I give few details about the composer, aside from the fact that they’re not from present time. So, students can use any composer from the past that they choose.
• If your intention is to have them explore composers from Western Art Music History, you can use my Music History Quick Guides as a resource for specific time periods.
• Students should read through the prompt, then follow the instructions to finish telling their story.
• They’ll use a separate piece of paper or a word processing program to complete their actual story.
• You can download the free prompt shown below HERE .

I’ve made this resource editable to fit your needs. Here are some additional ideas, tips, and resources:

• Have them create illustrations for their story, with the details in their drawings counting as proof of their research.
• Have them compose a piece of music in a style similar to the composer, with a written explanation of the methods they used to achieve that style.
• If you have students researching composers from Western Art Music History, these quick guides can help them narrow down their choices and provide background info for their project.
• Composerdiversity.com is another great resource for searching composers.
• If you have students researching composers from popular music, Musicmap is a fantastic tool for them to better understand genres.
• Chances are, you’ll learn a lot about their interests inside and outside of music class. It’s a chance to connect with them on a deeper level.

2 Responses

Thanks!!! Having a tuff time with middle school this year.

I’m glad it was helpful 🙂

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Home & House Stagers in Elektrostal'

Location (1).

• Use My Current Location

Popular Locations

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• Elektrostal', Moscow Oblast, Russia

Professional Category (1)

• Accessory Dwelling Units (ADU)

Featured Reviews for Home & House Stagers in Elektrostal'

• Reach out to the pro(s) you want, then share your vision to get the ball rolling.
• Request and compare quotes, then hire the Home Stager that perfectly fits your project and budget limits.

A home stager is a professional who prepares a house for sale, aiming to attract more buyers and potentially secure a higher selling price. They achieve this through the following techniques:

• Rearranging furniture to optimize space and functionality.
• Decluttering to create a clean and spacious look.
• Making repairs to address visible issues.
• Enhancing aesthetics with artwork, accessories, and lighting.
• Introducing new furnishings to update the style.

Their goal is to present the house in the best light. Home stagers in Elektrostal' help buyers envision themselves living there, increasing the chances of a successful sale.

• Decluttering
• Furniture Selection
• Space Planning
• Art Selection
• Accessory Selection

Benefits of the home staging in Elektrostal':

• Attractive and inviting: Staging creates a welcoming atmosphere for potential buyers.
• Faster sale: Homes sell more quickly, reducing time on the market.
• Higher sale price: Staging can lead to higher offers and appeal to a wider range of buyers.
• Showcasing best features: Strategic arrangement highlights positives and minimizes flaws.
• Stand out online: Staged homes capture attention in online listings.
• Emotional connection: Staging creates a positive impression that resonates with buyers.
• Easy visualization: Buyers can easily picture themselves living in a staged home.
• Competitive advantage: Staging sets your home apart from others on the market.
• Affordable investment: Cost-effective way to maximize selling potential and ROI.
• Professional expertise: Experienced stagers ensure optimal presentation for attracting buyers.

What does an Elektrostal' home stager do?

What should i consider before hiring an interior staging company, questions to ask potential real estate staging companies in elektrostal', moscow oblast, russia:, business services, connect with us.