Students study the early settlement period of St. Mary’s City. They are asked to analyze multiple perspectives using primary and secondary sources as they are introduced to this new culture. The students will use their knowledge and show their understanding of early settlements by creating a plan for a new settlement in Marie’s Land.
The purpose of this lesson is for students to critically think about the motivation and reasoning behind deBry’s illustration of the Village of Secoton in terms of its use as an advertisement. Students should have analyzed John White’s primary source illustration of the Village of Secoton in a previous lesson. This lesson will begin by reviewing John White’s illustration. Students will then use their background knowledge and this class discussion to work in groups to create their own advertisements that may entice people in England to come to the New World.
In this lesson students will closely examine the impact of Executive Order 9066 signed by President Franklin Roosevelt due to the bombing of Pearl Harbor by Japan. WWII impacted the people living in the United States in multiple ways. There were social and cultural unrest as people’s lives and routines were interrupted and uprooted, many to never be the same again.
In studying the causes of the Civil War, students often believe that the whole of the Northern United States stood against slavery and the whole of the South was for it. This lesson focuses on looking at primary source documents from the North and the South from 1850 to the beginning of the Civil War to show the different perspectives with regards to slavery and abolition through close reading and sourcing.
This lesson will enhance student skills on analyzing primary source documents, and addressing the shift of American Diplomacy from Roosevelt’s Big Stick Diplomacy to Taft’s Dollar Diplomacy and finally Wilson’s Moral Diplomacy.
During the first “hot” skirmish of the Cold War, a larger battle brewed between a U.S. President and his General. This lesson will ask students to investigate if MacArthur’s firing during the Korean War was necessary or not and why. This is a primary source lesson in which students "do" history.
Students will examine mass production and mass consumption through primary sources in class to define them and get a sense of how the economic changes of the 1920s also affected life in the U.S. This is a primary source lesson in which students "do history"
Five short video excerpts from the classroom show a primary document lesson in action. Students were presented with five options to respond to the discovery of Soviet missiles in Cuba and had to choose one. The videos include an interview with the teacher and excerpts from the class itself.
This 2:45 video shows the rotation of the Earth in images taken from 1 million miles away. Teachers can watch the video and listen to the narration to understand what it consists of - but the value of this video as instructional material may just come from having it play without narration as students come into the room during class changes.
This read aloud book can be used to explain much of the Native contact
More evidence of the wave of change going through colleges, in this case Schools of Medicine. University of Vermont is the latest to eliminate lectures from their instruction. The most important element of the change is devoting resources and effort to modifying instruction
Can students create newspaper articles about the Revolution from different perspectives using a collection of -primary sources to draw upon? Although some links in this article are dead, it does pose this question and suggest a way in which it can be done. Certainly worth consideration
7 minute video from Historymatters integrated with MC questions and lesson prompts. This video explains historical thinking to teachers & students and launches the types of discussion that start the school year - though need to be returned to over and over to ensure the improved practice of thinking skills remains the centerpiece of instruction, not simply transmission of content
This University of Portland student shares a Native American lesson that splits a class into three groups, has each explore a primary or secondary source, then brings them back into whole group for a reflective discussion. There is a significant different in having students analyze specifically chosen materials rather than having them do "research" and look for their own materials to fill a need determined by the teacher (i.e. "find lifestyles")
Although this article is response to the suggested similarities between the 2016 presidential campaign and the 1970s, it includes a long list of details that demonstrate how bad the 70s actually were, and how bad we think today is - but we're wrong
Rick Perlstein wrote three books tracing the history of conservatism in America from 1964-1988. This article is his response to the many messages drawing connections between his book and the presidential race of 2016. Not only can this be used to demonstrate fundamental realities of historical scholarship that few appreciate, but includes enough factual nuance to prove it.
In 44 episodes leading up to Election Day 2016, this podcast explores the character and legacy of each of the American presidents. Hosted by Lillian Cunningham, Presidential features Pulitzer Prize-winning historians like David McCullough and journalists like Bob Woodward.
The book "After the Fact' has a great chapter on this topic - but here students themselves have to review a series of primary source documents and several secondary source quotes to come to their own understanding and explanation of the cause of the "starving time" as Jamestown. This is a lesson that has students "doing history"