A lesson plan that discusses the thought process that Lincoln had to use to make the legality of the Emancipation Proclamation. This lesson plan also shows the progression from Antetiam to Emancipation.
A Nearpod lesson that discusses the Emancipation Proclamation, including primary source engagement, a video, VR opportunity, as well as opportunities to check for understanding. This lesson utilized information found in the Emancipation Proclamations resource by the American Battlefield Trust.
Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."
This course is an investigation of the Roman empire of Augustus, the Frankish empire of Charlemagne, and the English empire in the age of the Hundred Years War. Students examine different types of evidence, read across a variety of disciplines, and develop skills to identify continuities and changes in ancient and medieval societies. Each term this course is different, looking at different materials from a variety of domains to explore ancient and mideveal studies. This version is a capture of the course as it was taught in 2012, and does not reflect how it is taught currently.
In this lesson students will examine the various visions of three active agents in the creation and management of Great Britain's empire in North America: British colonial leaders and administrators, North American British colonists, and Native Americans.
A newspaper article from the San Franciso Chronicle summarizing the results of the Delano Grape Strike in 1970.
The purpose of this lesson is to assist student understanding of the expressed and implied powers of the president. By the conclusion of this lesson, students will understand the scope and purpose of these powers and be able to describe how they play out in real life. Students will also understand the importance of constitutional checks on presidential powers--examining the ways that a president could abuse his or her power should constitutional checks not exist. Students will also understand the informal ways the public contributes to the president’s role.
In small groups, students closely examine one sentence from the Gettysburg Address and create a multigenre project communicating what they have discovered about the meaning and significance of the text.
Nikki Giovanni's poem 'The Funeral of Martin Luther King, Jr.' is paired with Dr. King's "I Have a Dream" speech, taking students on a quest through time to the Civil Rights movement.
Many factors converged to accelerate environmental activism and increase ecological consciousness during the 1950s and 1960s.
In this lesson, students will look behind the story at the historical, social, and cultural circumstances that shape the narrative throughout Esperanza Rising. The lesson also invites students to contemplate some of the changes Esperanza undergoes as she grows into a responsible young woman and the contradictions that she experiences.
This project discovers the history of Modern Europe, starting at the Hundred Years War and ending at the present time.
A chronological perspective of history is attempted within this text. Although this is the case, it is also important to understand patterns within European History, therefore chapters will attempt to cover a breadth of material even though their titles might be that of a specific pattern in history rather than a time period.
Practice working with elementary documents by comparing accounts of the Chicago Fire and testing the credibility of a Civil War diary.
The students will examine, explain, and evaluate Article II, Section 1 of the US Constitution for specific information concerning the eligibility requirements and election process for the office of President of the United States and develop a position and express a viewpoint on the lesson’s "essential question": "How democratic is the American election process for the office of president?"
Students will examine aspects of Article II of the Constitution for specific information related to the requirements for and method of electing the president.
Teach Immigration History from the University of Texas at Austin explains the important and complicated history of immigration to the United States for general audiences and high school teachers of U.S. history and civics courses. The backbone of the website is an 80-item chronology of key events, laws, and court rulings that are further explained by a dozen thematic lesson plans on topics such as citizenship, an overview of major laws, gender and immigration, and migration within the Americas.
This lesson plan is part of Gilder Lehrman’s series of Common Core State Standards–based teaching resources. These resources were developed to enable students to understand, summarize, and analyze original texts of historical significance. Through a step-by-step process, students will acquire the skills to analyze any primary or secondary source material.
This is an example of Genius Hour for elementary students (5-6th grade). It goes over how to start a Genius Hour in your classroom. Preview Image: Original Photo created by Kayla Towner
Muckraking (investigative) journalists and novelists were the shock troops of progressive regulation of corporate America. One of the most powerful of these reform-minded writers was Upton Sinclair. In 1906 he published The Jungle, a novel situated in Chicago's horrific meat-packing district. With graphic detail, it tells the story of Jurgis Rudkus, a Lithuanian .immigrant, and his travails in Dunham's, a fictional meat-packing plant. Soon after the book appeared Congress passed the Meat Inspection Act in an effort to address the abuses cited by Sinclair and others.
This activity is designed to accompany the contextual essay “‘The Negroes’ Temporary Farewell’: Jim Crow and the Exclusion of African Americans from Congress, 1887–1929,” from the Black Americans in Congress website, history.house.gov/exhibitions-and-publications/baic/black-americans-in-congress/. Students have the opportunity to learn more about the Black Americans who served in Congress from 1887 to 1929. Students are encouraged to analyze the role African-American Representatives played in Congress during this era, as well as the ways in which they may have changed the institution.