In this lesson, students analyze primary and secondary source documents, as well as engage in a Structured Academic Controversy, in an effort to answer the central historical question: Were Lewis and Clark respectful to the Native Americans they encountered on their journey? Detailed directions are provided for both teacher and students as to how to conduct a Structured Academic Controversy. All primary and secondary source documents (a letter from Thomas Jefferson, 4 excerpts from Clark‰ŰŞs journals from 1805 and 1806, and a Time magazine article exploring the expedition from the Native American‰ŰŞs point of view) are included with the lesson.

In this lesson, students analyze 3 primary source documents (an editorial by Alexander Hamilton, and back-and-forth letters by Senators Rufus King and Timothy Pickering) in an effort to answer the central historical question: Why did Federalists oppose the Louisiana Purchase? The teacher models sourcing and contextualization to help students analyze the documents while the students fill in a graphic organizer. A final class discussion attempts to uncover the Federalist critics‰ŰŞ real motivations‰ŰÓwas their opposition practical or political?

In this brief lesson, students study the writings of Loyalists during the American Revolution in an effort to answer the central historical question: Why did some colonists support England and oppose independence? After a brief teacher introduction establishing historical context, students will read read 2 primary source documents: 1) a pamphlet by Charles Inglis, Anglican minister, explaining the many drawbacks to American independence, and 2) an anonymous newspaper letter urging reconciliation with Britain. While reading, students complete a graphic organizer that applies sourcing, contextualization, corroboration, and close reading to each passage. A final class discussion asks students to draw a conclusion as to whether the Loyalists or Patriots were more reasonable.

In this unique introductory lesson, teachers use the example of a hypothetical “lunchroom fight” to introduce students to the approach and disciplines they will use in the Reading Like a Historian curriculum, sourcing and corroboration in particular. Students pretend to be a principal who must debrief many different witnesses, students, teachers, etc. to the fight. In groups, students answer guiding questions: why might there be so many versions of the truth? What might make 1 witness more/less believable than another? In a group discussion, the teacher connects this type of analysis to the students' upcoming study of historical primary sources.

In this lesson, students analyze maps, art, and primary source documents in an effort to answer the central historical question: How did Americans justify westward expansion? To begin the lesson, students will examine a painting entitled “American Progress.” Students will compare 2 maps of the U.S.: a political map from 1872 and an electoral map from 1816. Next, students examine another 1816 map; the map is unusual in that it depicts the U.S. stretching to the Pacific‰ŰÓdecades before this actually happened! Students will read 2 passages by John O‰ŰŞSullivan, coiner of the phrase “Manifest Destiny,” and answer guiding questions. A final class discussion reviews students‰ŰŞ answers and touches on the subject of American Exceptionalism.

This lesson plan requires students to compare/contrast two maps, one from 1636 and the other from 1651, of early colonial Virginia. Students will think about how and why maps change over time, including how maps might be affected by changing historical events.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why was Marcus Garvey a controversial figure? Students first read their textbook‰ŰŞs passage on Garvey and discuss; the teacher then distributes a timeline to extend students‰ŰŞ background knowledge. The teacher may also (optional) stream some video clips on Garvey “In His Own Words,” about 5 minutes total. Students then analyze 4 documents: 1) an excerpt from the Autobiography of Malcolm X, 2) a letter from NAACP members and others to the Attorney General complaining of Garvey, 3) a memo by J. Edgar Hoover, and 4) Garvey‰ŰŞs own Autobiography. For all, students answer extensive guiding questions and engage in Socratic discussion with the teacher: why was Garvey so popular and controversial? Students then answer the question in writing using all the documents as evidence.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: What was life like for Mexicans and Mexican-Americans in the 1920s? Students look at 3 documents: 1) an oral interview of a Mexican immigrant, 2) a traditional Mexican corrido ballad, and 3) a 2003 article from Journal of Social History that contains data on lynching. For each, students complete questions on a graphic organizer in groups. Class discussion: do you trust these documents? What other information 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 Montgomery Bus Boycott succeed? The teacher first introduces the boycott and Rosa Parks by streaming a film clip from historicalthinkingmatters.org. Students then break into 3 groups and look at a textbook account of the boycott and a timeline, making a “claim” as to why the boycott succeeded and sharing it with the whole class. The groups then corroborate with 2 more documents‰ŰÓa letter by Jo Ann Robinson and a memo by Bayard Rustin‰ŰÓand make another claim. Finally, 2 more documents‰ŰÓa letter by Virginia Durr and a speech by Martin Luther King, Jr.‰ŰÓare added to the mix, and students formulate and share a final claim. In a final class discussion, students reflect on how their claims did/did not change as they encountered more evidence.

In this lesson, designed to follow a more general study of the New Deal, students analyze primary and secondary source documents and engage in a Structured Academic Controversy in an effort to answer the central historical question: Was the New Deal a success or a failure? Students receive 7 documents, including a “fireside chat” by FDR, an oral interview, a speech by a WPA representative, unemployment statistics, and song lyrics by the Carter Family. Students then divide into groups of 4 and into pairs within each group to analyze the documents using a graphic organizer. Each pair presents the argument to the other that the New Deal was either (Pair A) successful or (Pair B) a failure. Only at the end can students abandon their previous positions, reach consensus in writing as a group, and defend that view in a final class discussion.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: What caused the Palmer Raids? The lesson begins by asking students what communism/socialism means to them. Students share answers in pairs. The teacher then provides background information on the Red Scare and follows up by streaming a film clip from Discovery Education. Students then analyze 2 documents‰ŰÓ“The Case Against the Reds” by A. Mitchell Palmer and a deportation statement by Emma Goldman‰ŰÓand answer guiding questions for each. A final class discussion corroborates the documents: why did the nation allow the Palmer Raids to take place?

In this lesson, students analyze political cartoons in an effort to answer the central historical question: Why did the United States annex the Philippines after the Spanish-American War? The teacher first uses a timeline to review basic information about the war, then distributes Rudyard Kipling‰ŰŞs poem “The White Man‰ŰŞs Burden,” which students analyze in pairs. Then, students are split into 6 groups and receive 2 different cartoons each: 1 from a pro-imperial magazine like Judge or Puck, and 1 from an anti-imperial magazine like Life or The World. Using a graphic organizer, students examine the cartoons and then present 1 of them to the class, explaining how the cartoonist makes his point. A final class discussion contextualizes the cartoons and the events of the late 1890s.

This lesson focuses around two different versions of John Smith's "rescue" by Pocahontas. Students compare and contrast the two versions and encounter the idea of subjectivity versus objectivity in primary source historical documents. Finally, they read the brief opinions of two historians who provide their perspectives on the incident.

In this lesson, students analyze primary sources in an effort to answer the central historical question: Were political bosses corrupt? The teacher begins by explaining progressives‰ŰŞ complaints about political machines and graft and then shows a political cartoon criticizing Tammany Hall. Students then read and analyze 2 documents: 1) a book excerpt by muckraker Lincoln Steffens, and 2) a ‘talk‰ŰŞ by political boss George Plunkitt. For each, they answer guiding questions on a graphic organizer (the teacher models this extensively with the first document in the lesson). For HW, students write a dialogue between the 2 writers in which Steffens tries to convince Plunkitt to practice honest government.

In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did the Populist Party attract millions of supporters? The teacher begins with a PowerPoint which reviews the struggles of farmers and the emergence of political populism. Students then read a speech by populist speaker Mary Elizabeth Lease and annotate it. They then answer guiding questions about William Jennings Bryan‰ŰŞs “Cross of Gold” speech (excerpt). A final class discussion attempts to explain populism‰ŰŞs appeal‰ŰÓthen and now.

In this lesson, students analyze primary sources and engage in a Structured Academic Controversy in an effort to answer the central historical question: What were the attitudes of Progressive social reformers toward immigrants? Students first read their textbook‰ŰŞs passage on the Social Gospel and Settlement Houses. The teacher reviews the material, emphasizing main points, and then streams a brief film clip (link included) about women in the Progressive era. Students then divide into groups of 4 and into pairs within each group. Each pair presents the argument to the other that social reformers were either (Pair A) generous and helpful or (Pair B) condescending and judgmental. Only at the end can students abandon their previous positions, reach consensus in writing as a group, and defend that view in a final class discussion: how did social attitudes then differ from those of today?

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why was the 18th Amendment adopted? Students first read the text of the amendment and answer brief guiding questions. Then, the teacher streams a video clip from Discovery Education about the temperance movement. Students then analyze, in small groups, 4 documents: 1) a statement by the National Temperance Council, 2) a New York Times article, 3) a propaganda poster, “Alcohol and Degeneracy,” and 4) another such poster, “Children in Misery.” For each, they answer detailed guiding questions. A final class discussion evaluates the strategies of temperance advocates: are their arguments convincing?

This lesson utilizes 2 primary sources‰ŰÓJohn Winthrop‰ŰŞs “City on a Hill” speech and John Cotton's "The Divine Right to Occupy the Land" speech‰ŰÓto challenge students with the fundamental question: Were the Puritans selfish or selfless? Students respond by answering questions, writing an informal extended response utilizing textual evidence from both speeches, and discussing the issue in class.

In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why was the Radical Republican plan for Reconstruction considered “radical?” The teacher first uses a PowerPoint to review the Civil War and introduce the challenges of Reconstruction. Students then analyze and answer guiding questions about 3 documents: a speech by Thaddeus Stevens, a Radical, and 2 speeches by President Andrew Johnson. A final class discussion evaluates the Radicals‰ŰŞ plan and compares it to Johnson‰ŰŞs approach: Which was more likely to unite the country?

In this lesson, students investigate and answer the central historical question: What caused the Salem Witch Crisis of 1692? After brainstorming and learning some background context for the witch trials, pairs of students read and answer sourcing questions for 2 primary sources: a Cotten Mather speech and the testimony of Abigail Hobbs, a teenager accused of witchcraft. After they draw preliminary conclusions, students are then given 2 more documents‰ŰÓa chart and a map‰ŰÓwhich ground the witch trials in an economic and geographic context. Students ultimately draw on all 4 documents to explain the witch trials‰ŰŞ cause in writing, and then share their conclusions with the class.