State History & Geography · 4th Grade

Active learning ideas

Influential Historical Figures

Active research and discussion let students see history as a living conversation rather than a list of names. By embodying, debating, and questioning the stories of influential figures, learners connect emotionally and intellectually to the people behind the events.

• Common Core State Standards
• C3: D2.His.3.3-5
• C3: D2.His.4.3-5

• 20–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Peer Teaching
• 60 min · Individual

Peer Teaching: Living Wax Museum

Each student researches a key figure from state history and prepares a short speech in character. They 'come to life' when someone presses a button, sharing their story and impact with their classmates.

Identify key individuals who significantly influenced our state's history.

Facilitation Tip

For the Living Wax Museum, coach students to rehearse posture, gestures, and one key quote so the audience feels the person’s presence.

What to look for

Provide students with a list of five historical figures from the state. Ask them to choose one and write one sentence explaining their primary role (e.g., leader, innovator) and one sentence describing their most significant impact on the state.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: Hero or Villain?

Groups research a historical figure who is sometimes seen in different ways (e.g., a powerful businessman or a controversial leader). They must find evidence for both the good and the bad things the person did and present a balanced view.

Analyze the challenges these figures encountered and their strategies for overcoming them.

Facilitation Tip

During Hero or Villain?, set a timer for each group to present so quieter voices get equal airtime and louder ones don’t dominate.

What to look for

Pose the question: 'If you could add one untold story about an influential person from our state's history to our textbooks, whose story would it be and why is it important?' Facilitate a class discussion where students share and justify their choices.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Who's Missing?

Students think about a group of people whose stories might not be told as often in history books (e.g., women, workers, Indigenous people). They pair up to discuss why these stories are important and share with the class.

Justify which untold stories from our state's history deserve greater recognition.

Facilitation Tip

In Who's Missing?, after pairs share, collect their missing names on a whiteboard and deliberately leave space for additions throughout the unit.

What to look for

During research, circulate and ask students to show you one primary source document (or image) related to their chosen figure. Ask: 'How does this source help you understand a challenge this person faced?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach this topic by making the research process visible: model how to sift primary sources for bias, gaps, and emotion. Avoid only celebrating achievements; highlight failures and context so students understand that influence often comes from persistence despite setbacks. Research shows that when learners contrast multiple interpretations of the same person, they build deeper historical empathy.

Students will move from memorizing facts to analyzing choices, consequences, and contributions. They will practice perspective-taking and articulate why certain figures shaped their state and how ordinary people also drive change.

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Watch Out for These Misconceptions

• During the Living Wax Museum, watch for students choosing only governors or generals.

  Redirect them to the full list of figures we studied, especially activists and innovators, and ask them to explain why those people matter locally. Provide index cards with diverse roles to jog their memory.

• During Hero or Villain?, watch for students labeling figures as all good or all bad.

  Prompt them to use evidence from the debate to show both strengths and flaws, using the sentence frame: ‘This person did ___ well, but also ___ which shows…’

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Methods used in this brief

• Peer Teaching
• Inquiry Circle
• Think-Pair-Share