In this lesson, students pinpoint and list specific problems of the Great Depression using what they have learned from analyzing a variety of primary sources. They will then form research groups to learn about President Frankling Roosevelt and New Deal Legislation using internet sources.

In this lesson, students continue working in their research groups (formed in previous lesson) to learn about additional New Deal programs.

In this lesson, students summarize major programs that were created by the New Deal by presenting the information they found in their research efforts through a variety of formats including but not limited to oral presentation, picture book, written report.

In this lesson, students use what they have learned in the unit to produce their own mock primary sources.

In this lesson, students demonstrate their learning throughout the unit through a presentation. Students will analyze peers' work using a rubric.

Students will explore the differences among the three colonial regions of New England, Mid-Atlantic / Middle, and the Southern colonies. In small groups for each region, students will observe and note details of pictures, maps, and advertisements in order to describe each region.

In this lesson, students will answer the question "should the United States keep the Electoral College?" Students will learn about the function and process of the Electoral College. By the end of this lesson, students will be able to demonstrate knowledge of the political process at the local, state, and national levels of government by describing the role fo the electoral college in the election of the President and Vice President. Students will defend a position and evaluate the arguments for the debate over the current utility of the Electoral College.

In this lesson, students will use primary sources from late 18th century and early 19th century American history to judge how well Thomas Jefferson and others implemented the ideals of the Enlightenment into the Declaration of Independence and the U.S. Constitution. They will finish with a discussion of whether Thomas Jefferson and others were justified with the limitations they placed on the Enlightenment ideals.

In this lesson, students will explore the social and economic conditions of Americans during the 19th Century Industrial Revolution by examining primary source documents and reflecting on them.

Students will demonstrate understanding of contributions made by George Washington by analyzing symbols and symbolism in primary source documents.

In this lesson, students will analyze and interpret primary sources and photographs regarding the impact of the Great Depression on the lives of Americans. By the end of this lesson, students will be able to demonstrate knowledge of the social, economic, and technological changes of early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt's New Deal.

In this lesson, students will analyze the views surrounding the meaning/action of the Emancipation Proclamation as well as actions taken by Northerners to show their discontent with the conscription draft and the liberating of slaves. By the end of the case study, students will have analyzed and categorized primary sources revolving around the Emancipation Proclamation and the reaction to the conscription act by the people of the North and will construct an essay response to the case study question.

Students participate in a role play activity to better understand how railroads brought raw materials to factories and industries and then carried the finished goods to market creating national markets and a rapidly growing economy.

Students practice skills necessary to understanding timelines and demonstrate mastery by making a timeline of their own showing inventions between 1850 and 1920.

In this unit, students will learn about the inventions and technology that led to industrialization. Students will also study the immigrants who would supply the labor for industrialization. Finally, students will learn about some of the people who would create the “big business” financing and industrial infrastructure. Students will also be exposed to some of the problems that the rapid expansion of cities and industry created.

In this lesson, students gain an understanding of what is meant by industrialization and growth. Students will examine primary source documents to identify major changes in U.S. cities and develop questions as to how and why these changes took place.

In this lesson, students will explain the reasons for increased immigration and how immigration helped cities and industries grow.

In this lesson, students will examine how new inventions, advertising and methods of productions led to the growth of industry and cities.

In this lesson, students will examine how national markets (created by the railroads discussed in the previous lesson) became controlled by a few very rich “Captains of Industry” using new methods of financing.

In this lesson, students will explore the social, economic, and technological changes of the early twentieth century by examining art, literature, and music from the 1920's and 1930's, emphasizing Jacob Lawrence, Langston Hughes, Duke Ellington, Louis Armstrong, and Bessie Smith and including the Harlem Renaissance. By the end of this lesson, students will be able to demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by describing the social changes that took place including the Great Migration.