Industrial Revolution Creative Projects and Latin American Revolution Foods Lesson Plan for Middle School or High School

Nov 14, 2025

Industrial Revolution Help-wanted posters created by high school students

Below you’ll find my lesson plan focused on Phase 4: Napoleon and Early Missions Creative Expression Week from “World Empires, World Missions, World Wars” by Diana Waring, part of the History Revealed curriculum. Students will present creative projects related to the Industrial Revolution, George Muller, Charles Dickens, Florence Nightingale, James Watt, Simon Bolivar, Jose de San Martin, Elizabeth Fry, or other related people, events, or topics. Afterward, students will sample Latin American Revolution-themed foods and complete the Student Self-Evaluation form for the unit. I used this during a weekly 50-minute homeschool co-op world history class!

Creative Expression Projects

Simon Bolivar Puppet Theater

George Muller & Miracles Dramatization

Industrial Revolution Help-Wanted posters

Linguistic presentation on Industrial Revolution technology

1. Students will present their creative expression projects based on the suggestions from pp. 94-97 from “World Empires, World Missions, World Wars” by Diana Waring.

• Grade students using the “Rubrics for Grading Creative Projects in the History Revealed Curriculum” by Diana Waring.
• Pass out tickets based on what they scored on the rubric. (If a student scores 8 points, they get 8 tickets. Tickets will be used at the end of the semester to redeem prizes.)

YOU WILL NEED:

• tickets and “Rubrics for Grading Creative Projects in the History Revealed Curriculum” by Diana Waring

Latin America Revolution Foods Sampling

Chile Con Queso along with homemade guacamole & salsa

Latin American Revolution Themed Foods

Homemade Mexican foods

1. Reward students with 4 tickets/dish if they:

• prepared Chile Con Queso (on p. 92). (They had the option of preparing it at home for their families or preparing it for class.)
• brought in South American, Mexican, or Latin American foods for classmates to sample

YOU WILL NEED:

• tickets

1. Allow students to share any history or additional information about the items they brought to class. For example, someone shared about the how arepas are traditionally made and served and someone else shared about tamarinds.
• Allow students to sample the Latin America Revolution foods brought to class.

YOU WILL NEED:

• plates, forks, spoons, & cups (optional)

Student Self-Evaluation

1. Have each student share about one or more of the presentations they thought was especially good and why.
• Have students complete the Student Self-Evaluation for Unit 2, Phase 4 from p. 98 in “World Empires, World Missions, World Wars” by Diana Waring.

• If time allows, have students share what they wrote in the “In Conclusion” section. Award students with tickets if they share.

YOU WILL NEED:

• “World Empires, World Missions, World Wars” by Diana Waring (brought by students) and tickets

Homework

Homework Sheet for Unit 3

1. Go over the homeschool schedule for Unit 3.

Nov. 5 – Unit 2 Creative Expression projects. Self-evaluation.

• HOMEWORK:

1. Read pp. 99-111.
2. Write a 1-line summary of the 4 Key Concepts on p. 120.
3. Read through the questions on pp. 113-114. Put a check mark next to at least 3 that you could answer.
4. Optional: Listen to track 10 of Disc 1 and tracks 1-3 of Disc 2 of What in the World? OR watch a YouTube video on Queen Victoria or David Livingstone.
5. Optional: Start looking for books related to this unit using pp. 115-118 as a guide.

Nov. 13 – Discussion & Recap

• HOMEWORK:

1. Complete a research project from pp. 121-123. Ask “Why?” & “How?” At minimum, read a book related to this unit and share about it in the next class. (Tip: Use the Phase 2 Rubric to make sure you’re including everything.)
2. Optional: Listen to track 3 from Disc 2 of True Tales OR watch a YouTube video on the Suez Canal.

Nov. 20 – Present research projects.

• HOMEWORK DUE Dec. 4:

1. Complete one or both of the maps on pp. 129-130. The directions are on p. 128. (You’ll get 4 tickets per map you complete.)
2. Optional: Using pp. 136-139 for ideas, consider which Creative Expression project you’ll do. Begin working on it. It should be on a different person/event than your research project. It will be presented on Dec. 11.
3. Optional: Listen to tracks 7-8 of Digging Deeper OR watch a YouTube video on The Great Prayer Revival.

Nov. 27 – NO CLASS: Enjoy your Thanksgiving!

Dec. 4 – Art, architecture, music, and/or science activities in class

• HOMEWORK:

1. Using pp. 136-139 for ideas, complete a Creative Expression project to present in class. (Tip: Check the Phase 4 rubrics to see what should be included in your presentation.)
2. Optional Extra Credit (4 tickets): Prepare Bobotie – Meat Timbales (on p. 134) for your family and post a photo on Facebook OR prepare it for class to share with us next week.
3. Optional Extra Credit (4 tickets/dish – Max: 3 dishes/foods): Prepare or purchase African food to share with us next week in class.

Dec. 11 – Present Creative Expression projects. Self-evaluation.

• HOMEWORK:

1. Review Units 1-3
2. Bring an unwrapped gift. It does not have to be new, but it should be something a classmate would enjoy receiving. If it is purchased, don’t spend more than $10.
3. Bring a snack to share with the class.
4. Count your tickets and bring them to class.

Dec. 18 – End of Semester Quiz Game & Ticket Redemption Party

• HOMEWORK DUE Jan. 8: Begin Unit 4

1. Read pp. 141-152. Read through the questions on pp. 154-155. Put a check mark next to at least 3 that you could answer. Write a 1-line summary of the 4 Key Concepts on p. 160.
2. Optional: Listen to tracks 4-7 of Disc 2 of What in the World? OR watch a YouTube video on the Franco-Prussian War, the Spanish-American War, or Hudson Taylor.
3. Optional: Start looking for books related to this unit using pp. 156-159 as a guide.

© 2025 Shannon