In this lesson, students will: 1. Review and understand multiple perspectives of slavery (the slaves' point of view, the abolitionist point of view and the view of the slave holder). 2. Learn three abolitionist leaders and their contribution to the movement against slavery. 3. Read and interpret primary documents having to do with the abolitionist movement. 4. Demonstrate understanding of primary documents through written assessment.

Students will analyze primary source images of Native Americans interacting with the environment. The images show different aspects of how Native Americans dressed, hunted, and lived.

In this lesson, students will analyze lyrics of music from the Jacksonian era to be able to describe one aspect of the culture. Students will create their own lyrics to describe why social reform was needed.

In this lesson, students will examine documents, narratives and maps to gain understanding of the significance of the battle of Trenton. By the end of this lesson, students will be able to write a BCR (single paragraph essay) explaining why the battle of Trenton was a turning point in the American Revolution, citing evidence from an eyewitness account of the battle and Thomas Paine's American Crisis.

Students will determine the best way to govern by analyzing the writings of the Federalists and Anti-Federalists and apply their ideas during a Socratic Seminar.

In this lesson, students will see that the Civil War did not have clearly defined moral and political lines and that, like every war, there were multiple sides to the story. By the end of this lesson, students will be able to analyze primary source Civil War letters in order to determine whether or not the Civil War was about slavery prior to the Emancipation Proclamation by completing a BCR (Brief Constructed Response - a single paragraph essay).

Students will develop a definition of civil war, recall the difference between the North and South which led to the South's secession from the Union, and understand the events which led to secession and the Civil War.

Students will review the causes of the Civil War, explain who Nat Turner was and why he is famous, and explain the effect Turner’s rebellion had on people living in the South. They will define primary and secondary resources as well as give examples of these resources.

Students explain how John Brown's raid was an event that moved the South and the North closer to war. They will also review differences between a primary source and a secondary source and give several examples of each, then analyze different newspaper accounts of the raid and give two contrasting perspectives of the raid.

Students explain the effect Abraham Lincoln's election in 1860 had on the people of the South. They will also analyze an elctoral map of the presidential election of 1860 and conclude that Lincoln won despite getting only 40% of the popular vote and no support from the deep South.

In this lesson, students will analyze the United States' relations with Native Americans, including treaty relations, land acquisition, the policy of Indian Removal, and the Trail of Tears by close reading and sourcing primary source images, documents, and journals analyzing maps, and watching videos in order to evaluate if the treatment of the Cherokee supported democratic actions by writing a five paragraph essay.

In this lesson, students will analyze primary sources to identify the perspectives of various political parties regarding the Kansas Nebraska Act and Scott v. Sandford in order to write an ECR (multi-paragraph essay) which determines the impact these events had on national political unity.

This lesson is part of a unit of study on life in Colonial America. During this unit, students explore the reasons colonial settlements were created, regional differences among the colonies, and aspects of life for diverse groups of colonial Americans. This lesson focuses on women's roles in the colonies.

Students will analyze primary and secondary sources to compare and contrast conflicting versions of an historical event and increase their understanding of the importance of the Battle of Trenton.

In this lesson, students will analyze the Allied war aims, strategies and major turning points of the war by reading the prescribed text pages and participate in class discussions and by defining terms and names into notebooks. They will describe the impact of events on the people at the home front by creating cartoons summarizing events depicted in the New York Times articles and describe the role and sacrifices of members of the American armed forces by writing a letter home from the perspective of a D-Day survivor.

This unit is designed to teach about the causes and effects of the Great Depression, and provide an introduction to the use of primary sources in the study of history. This historical discovery approach will emphasize the role of the historian as detective using such skills as observation, discrimination, analysis, and synthesis to research and record history. Students will explore primary sources including photographs, poems, song lyrics, documents, maps, cartoons, as well as, secondary source texts in print and online.

In this lesson, students observe, record, analyze, and interpret a primary source to learn about the effects of the Great Depression. They will also compare and contrast their own lives with those of the children in the photo.

In this lesson, students will observe, analyze, and record observations of primary source photographs from 1933. They will also draw upon previously learned information from the colonial period to learn new information about the depression, bank closings, and how people used the old bartering system and compare and contrast the perspective of two different individuals.

In this lesson, students will present and explain their projects from the previous lesson. They will then practice analyzing another primary source from the same year, but with a different action and setting.

In this lesson, students use online sites to find primary sources from the period. They will then work collaboratively to analyze the primary sources they find and present their analysis to the class.

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.