In this lesson, students will analyze multiple sources to write an extended response evaluating the effectiveness of the federal government's attempts to utilize the Freedmen's Bureau to implement and enforce the "Reconstruction Amendments" in the south between the years of 1865-1877.

In this lesson, students explore how life changed for southerners, especially for African Americans during Reconstruction. They will examine reforms that were enacted by state legislatures during this period and identify the effects of the 14th and 15th amendments.

In this lesson, students will list some tea party protests other than the Boston Tea Party, state some possible reasons behind the tea protests, and explain the connection between the Boston Tea Party, other tea parties, and events that preceded and followed them.

In this lesson, students will be able to compare Cherokee experience with Seminole experience under the Indian Removal Act and make inferences about different points of view of the Second Seminole War using primary documents, assuming a role of historical figure in the war and by role playing an interview with Harper's Weekly Reporter.

In this lesson, students will write an Extended Constructed Response (multi-paragraph essay) explaining how Sherman's march was a turning point in American history changing in all social classes both peoples attitude towards war and towards their own country.

In this activity, students view and analyze primary source documents in order to answer a series of questions about opposing views on slavery.

This resource introduces students to primary source documents associated with the Battle of Concord. Associated learning activities extend students' knowledge through analysis and interpretation of the documents.

In this writing activity, students use the images and texts in the documents provided to write a well-organized essay of at least five paragraphs in response to the following question: Evaluate the role of children in the Atlantic slave trade during the 18th and 19th centuries, based on analysis of evidence in the documents.

In this lesson, students examine children's experiences in the trans-Atlantic slave trade in terms of their capture, transport, and usage as laborers. They will also assess factors in the continuation of the slave trade in the Americas, and in its fluctutation over time, and assess efforts by abolitionists to draw attention to the evils of slavery through publication of narratives and images involving children and the brutalities to which they were exposed.

In this lesson, students will read and analyze the Treaty of Guadalupe-Hidalgo and match or link the articles of the treaty with the causes/issues that lead to war. Students will also use maps and photographs to identify the boundary changes that took place in the United States after the treaty and relate this to how the boundaries are determined and marked today.

Students use census data from 1790 to create thematic maps in order to reveal patterns and trends that were emerging in early America.

Students will examine several documents related to the life of Solomon Northup, whose life story is told in his autobiography Twelve Years a Slave: Narrative of Solomon Northup, a Citizen of New-York, Kidnapped in Washington City in 1841 and Rescued in 1853, from a Cotton Plantation Near the Red River in Louisiana.

The corrupting influence of slavery on marriage and the family is a predominant theme in Solomon Northup's narrative Twelve Years a Slave. In this lesson, students are asked to identify and analyze narrative passages that provide evidence for how slavery undermined and perverted these social institutions. Northup collaborated with a white ghostwriter, David Wilson. Students will read the preface and identify and analyze statements Wilson makes to prove the narrative is true.

Analyzing textbooks from a historiographical stance allows students to see that history is more about interpretation, perspective, and bias than about rote memorization. By looking at how textbooks from different eras describe a certain event, such as the Mexican-American War, students learn about the choices that textbook authors make. For example, do the textbooks depict the U.S. as the aggressor, as an unwilling participant forced into a conflict by enemy antagonism, or something in between?

In this lesson, students explore the historical context of Walt Whitman's concept of "democratic poetry" by reading his poetry and prose and by examining daguerreotypes taken circa 1850. Next, students will compare the poetic concepts and techniques behind Whitman's "I Hear America Singing" and Langston Hughes' "Let America Be America Again," and have an opportunity to apply similar concepts and techniques in creating a poem from their own experience.

In this unit, students will learn about the causes of the War of 1812, the significance of the Battle of New Orleans and other major battles, and how the war helped shape American nationalism. Students will demonstrate their learning by correctly analyzing a poem, three songs, two speeches, three photographs/political cartoons, completing a Venn diagram that compares two battles, and by completing a worksheet. Finally, they will construct a drawing with dialogue or a political cartoon that addresses at least one aspect about the legacy of the war.

Throughout this inquiry students investigate the complex interconnected roles of individuals and groups as well as the economic, social, and geographical forces that contributed to the American Revolution. Students consider issues concerning historical determinism as they move toward an evidence-based argument as to whether or not the war was avoidable.

In this lesson, students will examine Sarah Josepha Buell Hale's contribution to the invention of Thanksgiving, in order to examine the social, moral and ethical virtues middle class Americans advanced during the Jacksonian era. The students will analyze primary sources to examine S.J.B.H., as a social reformer during the Second Great Awakening, contribution to the invention of Thanksgiving in order to critique social, moral, and ethical virtues middle class Americans advanced during the Jacksonian era. Students will respond to a DBQ writing prompt to demonstrate understanding and analysis of how differences in the goals of national holidays affected political conscientiousness in the building of nationalism. Students will also design a classroom exhibit, like a museum room, for fun, using a shutterfold (foldable) on social reform integrating the letters written by S.J.B.H.

In this lesson, students explain the methods Penn used to attract settlers to his colony and evaluate the effectiveness of Penn's ability to attract settlers to the colony. Students will also compare and contrast Penn's account of the colony with Daniel Pastorius' account.

In this lesson, students will examine the Salem witchcraft trials through primary and secondary sources with an emphasis on different viewpoints of the trials. Worksheets will be given for these assignments and discussed in class. Students will then research on their own in the computer lab utilizing several websites.