In this lesson, students will analyze the cultural backlash against social changes of the early 20th Century through analysis of primary sources and composition of a five-paragraph essay.

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.

Through this unit, students will understand the events and tensions that fractured the country, and will also know the course of the war and how it came to an end. The Reconstruction unit will begin with the end of the war and its immediate aftermath, including President Lincoln’s plan for Reconstruction and his assassination. Students will then examine President Johnson’s plan and how his policies were implemented in the South. Students will also consider the changes in the South brought about by the 13th Amendment and the work of the Freedmen’s Bureau. Another major topic will be the policies enacted by the Radical Republicans during Congressional Reconstruction. Students will also learn about the 14th and 15th Amendments to the Constitution, and examine their impact on freedom and equality for African -Americans. After these social and political changes have been considered, the unit will move onto how Reconstruction came to a close in 1877, and much of the period’s progress was reversed in the following years. To culminate the unit, students will evaluate the successes and failures of the Reconstruction period by considering its enduring legacy.

In this lesson, students examine images of life in the U.S. in the immediate aftermath of the Civil War. As they view the images, students will make a list of the problems that the U.S. faced and then share their lists. Students will also review and evaluate the Presidential Reconstruction plan.

Students examine early developments of Reconstruction including the 13th Amendment and the Freedman's Bureau. Students will consider the successes of the Freedman's Bureau as well as the ongoing struggles with labor relations, violence, and Black Codes.

In this lesson, students examine the period of Reconstruction that was led by the Radical Republicans by identifying the leaders and the laws that were passed. They will also understand how the provisions of the 14th and 15th amendments to the U.S. Constitution increased freedom and equality for African Americans.

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 investigate the reasons that Reconstruction ended. They will explain the Amnesty Act and the Compromise of 1877. They will also understand how events in this period influenced later events associated with the civil rights movement.

In this lesson, students evaluate the successes and failures of Reconstruction and then create a museum exhibit compiling items they have used during the unit of study.

In this lesson, students will examine the roles of women during the Revolutionary War.

Students learn about the Freedman's Bureau, a government agency that provided food, schools, and medical care for freed slaves and other citizens in the South. Students will use primary documents to better understand the conditions immediately after the war, then role play how the Bureau identified problems and assessed what was needed. They will also design a Freedman's village.

Students compare and contrast plantations with sharecropping by analyzing and drawing maps. Students will also define sharecropping and explain the relationship between landowners and sharecroppers, then read a sharecropping contract and discuss the terms of agreement and fairness of the contract.

In this lesson, students will: 1. Interpret and analyze presidential campaign commercials. 2. Evaluate bias in presidential campaign commercials and differentiate between fact and opinion. 3. Identify visual and language propaganda techniques utilized in presidential campaign commercials. 4. Evaluate factors that lead to effective campaign commercials. 5. Work effectively within small groups and individually in analyzing these commercials. 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 analyzing campaigns for elective office, with emphasis on the role of the media.

In this assignment students will use the online version of the Pennsylvania Gazette to build a database of information about runaways, those who sought freedom. Using this collected information, they will then try to draw useful conclusions about the people on whose labor the revolution depended. Students will write a three page analysis of the data.

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 lesson, students will explore the justification of the United States in entering the Spanish American war and whether it matches up with the final results achieved through the Treaty of Paris and the Platt Amendment. By the end of this lesson, students will be able to: 1. describe President McKinley's "official" justification for entering the Spanish American War by completing the activity worksheet. 2. describe the Teller Resolution by completing the activity worksheet. 3. list the terms of the Treaty of Paris and complete the activity worksheet. 4. explain the impact of the Platt Amendment on Cuban sovereignty by completing the question on the activity worksheet, "How does the Platt Amendment establish United States power over Cuba?"

In this lesson, students will be able analyze the domestic and global consequences of the Spanish Flu pandemic in 1918, understand why it was named the Spanish Flu as well as the measures that were taken by local governments and the medical community to curb the spread of the flu.

In this lesson, students will learn the reasons for the Stamp Act, the colonists' reactions to the Stamp Act, and the impact of the Stamp Act on the pocketbooks of American colonists. Students will organize their thoughts into a three-paragraph essay in which they address the reasons for, opposition to, and impact of the Stamp Act. These essays should include direct references and quotations from the primary sources as support for their arguments.

In this lesson, students will work collaboratively to decipher selected parts of the Stamp Act. Then students will examine political cartoons and create their own. Students will also simulate the Committees of Correspondence.