In this culminating activity, students will use available items from the makerspace to create a new innovation to demonstrate the advancement (and superiority) of one of the countries involved in the Cold War.  The learner will summarize the governments in conflict that lead to the space race and arms race during the Cold War.

Students will be allowed to select a partner and will be assigned a specific explorer from the age of exploration. Depending on the class, you can let the student select their explorer, but part of the idea is that each group has a different person to research as the projects will be presented to the class and help in the instruction and learning of each explorer. They will inherently be collaborating as they are working in pairs. They will be communicating their ideas, thoughts, and research by publishing their brochure and video for others across the grade level to see. Some will even be used as examples in future years. They are allowed nearly full creative power other than that they have to create a brochure on Canva. The critical thinking piece comes from doing their own research into the lives, explorations, and adventures of their explorer, deciding what is important and what they want to include, as well as how they will present their findings. They will also be tasked with identifying the impact that this explorer had on the world both during their time as well as how that impacts us today.

Students watch video clips (individually or as a class) and answer questions to show understanding of each video: Cornelius Vanderbilt, Transcontinental Railroads, Captains of Industry and Robber Barons.

The end activity is a 3-2-1 triangle activity where students are asked to summarize what they have learned and decide if they think Vanderbilt was a Captain of Industry or Robber Baron.

Students watch video clips (individually or as a class) and answer questions to show understanding of each video: Cornelius Vanderbilt, Transcontinental Railroads, Captains of Industry and Robber Barons.

The end activity is a 3-2-1 triangle activity where students are asked to summarize what they have learned and decide if they think Vanderbilt was a Captain of Industry or Robber Baron.

Students will watch introductory videos about paratroopers in WWII and how parachutes work, and be challenged to design, create, and improve, an original paratrooper with specific limited supplies.

This resource provides information on how innovation and technology changed life in the 19th century.

This resource supports English language development for English language learners. This website includes a two-part interactive game that introduces the concepts of interdependence and globalization. In the first part, students can see the ways in which their clothes and accessories connect them to people and places around the world. The second part will call on their critical thinking and geographic decision-making skills in an adventurous investigative journey.

This resource tells the history of navigation of American explorers from the 15th-17th centuries.

This resource explores the various techonologies available to locate and navigate navy vessels.

Students learn how the Maya used their ingenuity and engineering skills to sustain large populations in this environment.

Students learn how technological innovations help ancient Romans maintain control of their expanding empire.

In this lesson, students distinguish among invention, innovation, and investments in infrastructure and identify ways in which advancements in transportation dramatically transformed trade and promoted economic growth in the United States.

In this lesson, students explain how economic incentives encouraged technological change and the capital investments that led to the Transportation Revolution. Students explore advancements in transportation, identifying ways in which they transformed trade and promoted economic growth in the United States.

Students will investigate how connections are made across Earth, focusing on advancements in transportation and technology.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.