This lesson starts with what students know about Rosa Parks and then uses a series of three primary sources to complicate Rosa Parks’ story. Students read a sample textbook excerpt that includes the familiar narrative; then, after reading and analyzing each primary source, they consider how it compares with that narrative. Using think-alouds from the site, students see historians considering and analyzing significant passages from these documents. Finally, using evidence from both the primary sources and textbook account, students create their own brief narratives of Rosa Parks and the Montgomery Bus Boycott.

In this lesson, students engage in an historical inquiry about the Montgomery Bus Boycott. They watch a short introductory movie, read six documents, answer guiding questions, and prepare to complete the final essay assignment using their notes as evidence from the documents to craft a more complete story of the boycott.

In this lesson, students critique a standard textbook account of Rosa Parks and the Montgomery Bus Boycott. They read and analyze two primary documents and consider how this evidence specifically contests the textbook’s account. First, the teacher elicits students’ existing knowledge about Rosa Parks. Then, students read a textbook passage and two conflicting primary documents. Finally, students write a revised textbook account or an editorial pointing out the textbook account’s deficiencies and how these affect our understanding of this important event.

In this lesson plan from the Smithsonian's National Museum of American History, students will identify and discuss the condition and aspirations of free African Americans in the years following the Civil War, identify the social factors that led to the rise of Jim Crow segregation and evaluate the effects of segregation.

Students analyze photographs from Lewis Hine's collection. They then form and discuss tableaus to explore the perspectives of the photographer, his subjects, and his audience.

In this lesson, students use primary source documents to compare perspectives on helping the poor during the Great Depression. Students will examine different approaches to relief presented in two primary documents, answer questions relating to the documents, and explain which approach they think best and why.

In this lesson, students learn about the rivaling policy proposals for aid to the aged in the early 1930s. They examine a poster for the Social Security Act that was created by the Social Security Board. Then, they design posters for the different policies proposed by Huey Long and Francis Townsend. Finally, students analyze posters from other eras of American history.

In this lesson, students engage in an inquiry focused upon different historical interpretations of Social Security and the New Deal. They examine the different ways that historians Carl Degler, Barton Bernstein, and Anthony Badger have addressed the question: Did the Social Security Act and the New Deal fundamentally change the role of American government in the economy? Students learn elements of historiography—in particular that interpretations of history may differ, in part, due to the evidence used by historians and their particular perspectives. Finally, students answer the inquiry question themselves and support their arguments with evidence from both primary and secondary documents.

This collection traces the African-American civil rights movement through the 20th century and touches on athletes like Jack Johnson, Jackie Robinson, and Muhammad Ali. Students can use the collection independently to learn about this subject and complete the timeline worksheet included at the end. Students will be asked to generalize about the civil rights movement during different time periods in American history, noting the shifts in focus, strategies, and success. In addition, they will draw parallels between events in sports history and the civil rights movement.

In this lesson, students will analyze the Four Big Questions in President Barack Obama's 2016 State of the Union Address and reflect on what they say about the present when compared to President Franklin D. Roosevelt's Four Freedoms State of the Union Address.

With this digital collection, students will review documents exploring relationships between the Great Migration and the civil rights struggle in northern cities and, especially, Chicago from the 1920s through the 1960s. Students will consider the following essential questions as they review the documents: 1 What does de facto segregation in the urban North look like? How is it similar and different from de jure segregation in the South? 2. How did African Americans respond to the segregation and racism they faced in the North? 3. How did the civil rights movement in the urban North connect to the movement in the South?

In this activity, students study a political cartoon and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

A chapter from The American Yawp open source history textbook focusing on, "The Triumph of the Right."

This US History unit attempts to explore and understand the Progressive Era of US History.  It deals with both the challenges and reforms of this time period while utilizing primary sources, visual aids, and technology to facilitate learning for students.  Using all levels of DOK,  this lesson blends traditional methods with technology to allow students to complete it as an inquiry-based lesson.

During the end of the 1800s, society had changed dramatically as a result of the Industrial Revolution. Cities had grown and the demographics of the American population had become increasingly diverse. Although the economic gains were substantial, this came at a significant social cost. The nation began to struggle with issues of unemployment, dangerous working conditions, and political corruption. Although private citizens had long been making attempts to reform these issues, many began to feel that an increased role of government would be necessary to effectively address the nation’s problems.

In this lesson, students learn about the apalling conditions that existed in the meat-packing industry in the early 20th century. They will also review progressivism and the emergence of muck-rakers such as Upton Sinclair. A set of discussion question is provided. In an associated activity, students will take on the role of a muckraker and write an editorial that details the injustices to workers and what Congress should do about them.

In this lesson, students read about President Richard Nixon and the Watergate scandal. A set of discussion questions is provided. In an associated activity, students will discuss and decide this question: Should Ford have pardoned Nixon?

Students will examine primary sources showing arguments for and against Women's Suffrage. They will identify arguments, classify them as conservative or progressive in intent, and compare this effort to other areas of reform in the Progressive Era.