I would create a gallery walk of photographs for students. Students would walk around the room with completing questions encouraging them to think like an historian. For example:When was this phot taken? Where was it taken? Why was it taken? What is the context of this photo?

I would give students this photo of powdered coffee. I would ask them questions such as:
Why would Americans be looking for a quicker cup of coffee?
When did advertisers convince consumers that factory made conveniences were just as good as homemade?
Can you think of other “convenience” foods advertisers have made mainstream?

Students could break into two groups with one group researching the slave trade of Alexandria, and its economic importance to the region. The other students could research the political pressure put on the District by the abolitionists.
Then working together, come to a reasonable conclusion of the power interest groups had on government in the 1840s compared to today.

After researching the Triangle Shirtwaist Factory fire students could create a simple T chart. On one side brainstorm all the problems, safety and otherwise of the Shirtwaist Factory.
On the other side list all the benefits which came later, due to the tragedy, such as union power, OSHA, minimum wage and others.
Students can then create timelines of advances in innovations with advances in safety regulations, working conditions and pay.

I would have students brainstorm with each other to come up with ways they’ve seen America mobilize in times of great need. (9/11), Hurricane Katrina) I could then lead them into a discussion of how Americans can support each other during this time of need with Corona Virus. We could compare how people are hoarding goods to people misusing ration coupons or charging above legal prices. Students could create propaganda to support “ social isolation” and safe practices to help the common good.