In this lesson, students analyze primary source documents in an effort to answer the central historical question: Who was primarily responsible for the Cold War: the United States or the Soviet Union? The teacher begins with a timeline and brief PowerPoint to set up early Cold War chronology. Students then receive 2 documents‰ŰÓChurchill‰ŰŞs “Iron Curtain” speech and the “Truman Doctrine” speech‰ŰÓanswer guiding questions and formulating an initial (probably pro-American) hypothesis. They then corroborate this with another 2 documents‰ŰÓa telegram by Soviet ambassador Novikov and a critical speech by Henry Wallace‰ŰÓand formulate another (perhaps more sympathetic to the Soviet position) hypothesis. Students share answers and discuss as a class: which hypothesis is more believable? What further evidence would you like to see?

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did the Russians pull their missiles out of Cuba? The teacher begins by recapping the Cold War and the presence of missiles in Cuba and streams a video clip from Discovery Education about the Crisis and the negotiations that ended it. Students then analyze, in pairs, 3 documents: 1) a letter from Chairman Khrushchev to President Kennedy, 2) a letter from Kennedy to Khrushchev, and 3) a cable from Soviet ambassador Dobrynin to his foreign ministry. For each, they answer guiding questions. A final class discussion addresses the documents: What kind of a deal was struck? Why was it secret? Does the class textbook mention it?

In this lesson, students study primary and secondary sources in an effort to answer the central historical question: Why did the Founders write the Declaration of Independence? Students will examine contrasting views by two historians. Then they will read the preamble of the Declaration (2 versions of varying reading complexity are provided) and rewrite it in their own words. Students will also examine a simplified list of the grievances against King George specified in the Declaration. Finally, students and teacher attempt to answer the central question and determine which featured historian has the better argument.

In this lesson, students inhabit the roles of historians as they try to judge the accuracy and trustworthiness of one primary source over another. Students are divided into groups of 3 and given 6 historical questions‰ŰÓfor each, 2 sources/accounts are listed and students explain which they find more trustworthy, and why. (Example: a high school history textbook vs. a contemporary newspaper account.) In a class discussion, students explain their answers, and the teacher has the opportunity to explain that true historical understanding is intertextual, depending on corroboration of sources.

This lesson requires students to look at 2 passenger manifests of English colonists headed to the New World: one to the Chesapeake and the other to New England. From the passengers‰ŰŞ names, ages, and occupations, students must infer information about the “average” colonist who settled each region.

In this lesson, students analyze primary sources in an effort to answer the central historical question: What sank the Maine? The teacher introduces the concept of media sensationalism and shows a painting of the Maine‰ŰŞs destruction and a propaganda song blaming the Spanish. Students then receive opposing newspaper accounts from Hearst‰ŰŞs New York Herald and the New York Times; for each, they fill out a graphic organizer and/or guiding questions. A class discussion explores how the reporting of news influences readers‰ŰŞ opinions. For homework, students explain--using textual evidence--which account they find more believable.

In this lesson, students analyze two primary sources in an effort to answer the central historical question: What type of government did Federalists and Anti-Federalists prefer? The lesson begins with a mini-lesson introducing historical context for the Constitutional Convention, the Great Compromise over Representation, and the ratification process. Students then analyze, with the aid of a graphic organizer, two documents: one by an Anti-Federalist (Melancton Smith) and one by a Federalist (Alexander Hamilton). Students discuss as a class the two positions and their modern-day implications.

In this lesson, students study the Great Awakening and one of its most notable preachers, George Whitefield, in an effort to answer the central historical question: Why was George Whitefield so popular? After viewing an online film clip and a brief PowerPoint to establish context for the Great Awakening and some of its “superstar” preachers, students are presented with 3 primary sources regarding Whitefield: 1) a long-after-the-fact anecdote by Benjamin Franklin, 2) a contemporary (but undated) account by a born-again Whitefield follower Nathan Cole, and 3) a hostile and dismissive letter by a rival preacher, Nathanael Henchman. For each, students answer sourcing and contextualization questions and formulate a hypothesis as to Whitefield‰ŰŞs popularity. A culminating class discussion addresses the central question.

In this lesson, students analyze primary and secondary source documents in an effort to answer the central historical question: Was the Great Society successful? Students first read LBJ‰ŰŞs “Great Society” speech and answer sourcing, close reading and context questions about it before discussing as a class. The teacher then hands out a list of Great Society programs and asks: Which have you heard of? Which do you think were successful? Students then watch a film clip about the Great Society, streamed via Discovery Education. This is followed up with 2 secondary sources: a “Pro” perspective from historian Joseph Califano and a “Con” perspective from Thomas Sowell. They fill out a graphic organizer in groups and discuss: Which historian is more convincing? What kind of evidence does each use to make his case? How do these arguments still play out today?

In this lesson, students analyze primary and secondary source documents in an effort to answer the central historical question: How and why did the U.S. fight the Cold War in Guatemala? The teacher begins by explaining how covert actions were part of the Cold War. Students read 2 brief accounts of the CIA takeover from recent textbooks. Students answer questions in pairs. Class discussion: Why does each textbook include details the other leaves out? Students then read a declassified CIA document‰ŰÓan assassination list with names deleted‰ŰÓand discuss: how does this document challenge the textbook accounts? A final class discussion attempts to place this incident in the larger context of what students have learned about the Cold War.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Was the U.S. planning to go war with North Vietnam before the Gulf of Tonkin Resolution? The teacher begins by showing a map of Vietnam (PowerPoint) and giving students extensive background information‰ŰÓand a timeline‰ŰÓabout U.S. involvement in the conflict. Students then review 4 documents: 1) the text of the Gulf of Tonkin Resolution, 2) a memo from McGeorge Bundy to LBJ, 3) a telegram from State Secretary Rusk to the Vietnamese embassy, and 4) the transcript of a phone conversation between Bundy and LBJ. Students answer extensive guiding questions for all documents and write a paragraph-length response to the central question, corroborating all that they have learned. A final class discussion evaluates the evidence.

In this lesson, students analyze two primary source documents in an effort to answer the central historical question: What were the differences between [Alexander] Hamilton and [Thomas] Jefferson? Students first read a textbook summary/description (not included) of the Hamilton/Jefferson dynamic. Then, students are given a letter by each man‰ŰÓboth addressed to George Washington and written on the same day‰ŰÓeach of which addresses the ongoing feud with the other man. In pairs, students read the documents and answer sourcing, corroboration, contextualization, and close reading questions, including some intriguing ones which encourage students to “pick sides” in the rivalry.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did the Homestead Strike turn violent? The teacher first recaps labor/industry relations of the era and introduces the Homestead Strike with a timeline. The teacher then models sourcing and close reading techniques with a document: Emma Goldman‰ŰŞs 1931 autobiography. Students then do the same with an 1892 newspaper interview of Henry Frick, followed by corroboration guiding questions that pit the 2 authors against each other. In a final class discussion, students evaluate the validity of the sources and debate whether the historical “truth” about the strike is knowable.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Were the Irish considered ‘white‰ŰŞ in the 19th century? The teacher introduces the topic with background information on anti-Irish hostility. Students are then split into groups of 4 and given 2 political cartoons (one by Thomas Nast), a primary source except from a Know-Nothing newspaper, and a secondary source by historian David Roediger. For each, they answer guiding questions, and then, using all 4 documents, compare evidence that Irish were/were not considered ‘white.‰ŰŞ A final class discussion addresses the racially ambiguous status of the Irish.

In this lesson, students analyze primary sources in an effort to answer the central historical question: What was life like in American cities during the Industrial Era? The teacher introduces progressive photojournalist Jacob Riis and projects 2 of his photos; discussion questions ask students if the pictures are trustworthy (posed) and what they might tell us about Riis‰ŰŞs audience. Students then read excerpts from Riis‰ŰŞs book How the Other Half Lives: ugly stereotypes of ethnic Italians, Chinese, and Jews. Students answer guiding questions on the documents, and a final class discussion explores what Riis‰ŰŞs work really tells about American urban life at this time.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why were Japanese-Americans interned during World War II? The teacher first distributes a timeline, which the class reviews together. Students then view a government-made newsreel from 1942 explaining the rationale for internment. This is followed by 4 more documents, including the ‘Munson Report,‰ŰŞ an excerpt from the Supreme Court‰ŰŞs decision in U.S. v Korematsu, and the 1983 report of the Commission on Wartime Relocation and Internment of Civilians. For each, students answer guiding questions and formulate a hypothesis: according to the document, why was internment necessary? A final class discussion has students determine which document(s) best explain what occurred.

In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did Teddy Roosevelt oppose the segregation of San Francisco‰ŰŞs public schools? The teacher first informs students of the 1906 San Francisco earthquake and the resultant attempted segregation of Japanese students. Students then read 4 source documents‰ŰÓletters and public speeches‰ŰÓin which President Roosevelt discusses his reasons for opposing the law, as well as a political cartoon addressing the issue. For each, students answer questions on a graphic organizer: Why do you think TR opposed the issue? What can you infer about the U.S. in 1906? Finally, the class goes over a timeline of relevant events, enabling the teacher to show how reading contextually lets students learn historical context from documents. Students then respond in writing, using all evidence to reach a conclusion of their own.

In this lesson, students analyze several primary source documents in an effort to answer the central historical question: Was John Brown a “misguided fanatic?" The teacher may use a PowerPoint and/or timeline (both are included) to set up the topic. Students then examine 2-3 documents (note: 3 are included, but the third is optional and guiding questions for it are not included): 1) Brown‰ŰŞs last letter, written on the day of his death sentence, 2) an 1881 recollection by Frederick Douglass, and 3) a letter by Brown admirer L. Maria Child. Students answer sourcing and contextualization questions for each, and a final class discussion address Brown‰ŰŞs fanaticism or lack of it.

This lesson challenges students to answer the central historical question: What caused King Philip's War of 1675? After warming up with some historical background information, students are presented with 2 primary source documents: a 1675 document ostensibly representing King Philip's "perspective" (but actually written by a colonist) and a post-war query as to the war's causes instigated by the English government. Students then answer questions (sourcing, contextualization, close reading) to analyze the passages and work in pairs to answer a final corroboration question on the war's ultimate cause.

In this lesson, students analyze secondary source documents in an effort to answer the central historical question: Who started the Korean War? The teacher begins by first explaining that textbooks can be biased sources and then uses a brief PowerPoint to show the geography of Korea and why/when war began there. Students then form pairs and read 2 accounts of the war: one from a South Korean textbook and another from a North Korean book. For both, students not only summarize and answer questions, but they must identify which source is which (North or South Korea?) and use textual details to prove it. In a class discussion, students share their answers. If time remains, the class may corroborate these sources with their own class textbook.