In this lesson, students will learn about some elements of Native sovereignty. They will learn what a Native nation is and why sovereignty is so important to a nation. The lesson focuses on why nations need land, why history is important, and how shared culture is also part of sovereignty. The lesson focuses on Native nations today because it is important to talk about Native nations today to break stereotypes that Native people only existed in the past.
This lesson is part of a Unit that includes the following lessons:
Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT?
Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND?
Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)?
Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

In this lesson, students will look at 3 maps to learn about where the ancestral tribal lands of four Native nations are located. The four nations are the Iroquois Confederacy (made of 5 nations), the Cherokee Nation, the Chickasaw Nation, and the Western Abenaki nation. Students will label all four groups on three different maps and as they look at each map they will consider how the land is represented on the map and how that might impact how people understand Native land and Native sovereignty.
This lesson is part of a Unit that includes the following lessons:
Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT?
Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND?
Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)?
Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

In this mystery, students will look at primary and secondary sources from the four Native nations we have been studying: Haudenosaunee/Iroquois, Cherokee, Chickasaw, and Western Abenaki. They will match their five different strategy cards with the primary and secondary sources. After reading each source, students will determine which strategy that nation used to protect their land and sovereignty during the American Revolution. After each source, students will read a brief summary that will give more information about the strategies used. Student handouts will allow students to mark up the primary and secondary sources, pick a strategy and then explain their reasoning.
This lesson is part of a Unit that includes the following lessons:
Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT?
Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND?
Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)?
Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

The lesson begins with a brief introduction to the mystery and then a quick context video to help students understand how and why we have a Bill of Rights. In this lesson, students will explore the importance of free speech in American society by analyzing the words of the 1st Amendment; learning new vocabulary; reading an overview of the history of the 1st amendment; and looking at 4 key reasons why free speech is important in America. For the student activity, students will explore how each of the 4 key reasons for speech relates to their own lives and ideas.
This lesson is part of a Unit that includes the following lessons:
Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER?
Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT?
Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

: In this lesson, students will learn about how “freedom of speech” is applied in schools. Students will begin by brainstorming the meaning of “free speech” from prior lessons and then brainstorming about how they think speech might be limited in schools. Then students will learn about speech rights in school by completing a reading and watching a short video. For the activity, students will look at school-based scenarios and decide whether or not they think a school could limit student speech.’
This lesson is part of a Unit that includes the following lessons:
Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER?
Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT?
Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

In this mystery, students will learn the meaning of “due process”, where due process rights are in the Constitution, and the history of where American due process rights came from. Students will begin by figuring out the meaning of the term. They will then examine the Bill of Rights and create Due Process Amendment Cards that they will use for this and additional mysteries in this unit. Students will sort the due process rights in the 4th-8th Amendments into the categories before, during and after trial. The will end the mystery by learning about the history of due process including the Magna Carta and due process rights in colonial America.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

In this mystery, students will learn about three due process champions through the History Mystery questions “Why and how do people fight for due process rights?” The mystery begins by helping students understand what it means to fight for rights and how a person might petition for their rights. Then the mystery takes students through three due process champion stories of John Peter Zenger, Fred Korematsu, and Clarence Gideon. Each story starts with an introduction reading and video. Then students work in groups to investigate a primary source or sources related to each story with the guidance of an investigation packet. Each story helps students answer the history mystery question.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

In this mystery, students will learn about what due process rights young people have in and out of school. They will start by learning some background information and then specifically learn about the Reasonable Suspicion Standard for conducting student searches in schools. Students will then have two activities to practice applying the standard. The lesson will culminate with students analyzing real court cases and using their knowledge to apply the Reasonable Suspicion Standard.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

This inquiry embeds an Academic and Career Planning concept into historical inquiry, allowing students to make connections between historic accident analysis and the type of accident chain analysis a business might do today. By investigating the compelling question “Can the Accident Chain be disrupted?” students evaluate secondary sources about the Great Molasses Flood and address the issue of whether there are points along the accident chain when alternate decisions can avoid a calamity. The formative performance tasks help students build knowledge and practice skills so they can answer the supporting questions. Students create an evidence-based argument to answer the compelling question.

This series of lessons introduces students to the expectations of members of different groups. In the first lesson, students explore what it means to be members of their closest groups like the family, classroom, and a team. Towards, the end of the lesson students move on to discussions about more abstract groups such as a neighborhood or a town. In the second lesson, students learn the difference between the rights and responsibilities of US citizens outlined in the US Constitution. Finally, the accumulating activity asks classrooms to stage a mock election where students are asked to choose a fun class activity. Students are asked to use their knowledge of rights and responsibilities to make a choice that serves the common good of the class.

This lesson is the first part of the History's Mysteries Unit, "What Makes a Good Leader?" In this introductory lesson, students what qualities a good leader possesses. They also explore how different leaders in different situations such as a classroom, neighborhood, or local government are likely to have different skill sets.
Other lessons in this unit include:
-History's Mysteries: Grade 1, Unit 2, Mystery #2-Why Did People Think George Washington was a Good Leader?
History's Mysteries: Grade 1 Unit 2, Mystery #3-Do Good Leaders Always Do Good Things?

This inquiry focuses on examining a painting from a Holocaust survivor, a quote from a survivor, and an excerpt from an interview from a liberator to explore how art can express the pain of the Holocaust and how using a combination of first-hand sources can provide a better understanding of specific events of the Holocaust. The questions, tasks, and sources in this inquiry asks student to examine one piece of art using visual thinking strategies then use their observations on the painting in combination with a survivor quote and a liberator interview to construct a claim that using a combination of sources provides a better/more comprehensive understanding of the final days of the Holocaust and liberation.

This 2016 Inquiry Challenge winner leads students through an investigation of the actions made by ordinary people during the Holocaust: to participate, to help, or to stand by. By investigating the compelling question “Are bystanders guilty too?” students evaluate the different routes of action/inaction, as well as the associated risks. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students recognize different perspectives in order to better understand the ways in which everyday people had choices to either help or be complicit in persecution. Students create an evidence-based argument about whether bystanders should be seen as guilty after considering the actions of persecutors and rescuers, and assessing viewpoints concerning bystander responsibility in a totalitarian regime.

How do faked photos on postcards poke fun at the reality of life in the Midwest over 100 years ago?

Tall-tale postcards—photographic postcards showing greatly exaggerated produce and animals–emerged as part of the “postcard mania” in the United States in the late 1800s to the 1920s. Life on the plains and prairies at that time was tough. Droughts, storms, swarms of insects, and other disasters plagued places like Wisconsin and made growing food far from easy. The tall-tale postcard emerged as a humorous response–with supersized fruits and vegetables making the Midwest seem like the land of plenty and problem-free.

This episode is part of The Look Back, a series made for learners in grades 4-6 that explores eras from Wisconsin’s history through artifacts. The collection is hosted by historians who model an inquiry process: sharing artifacts, asking questions, visiting archives and museums to learn more, telling the story of their findings as they go, and making connections to our lives today.

This unit is one of the Gilder Lehrman Institute’s Teaching Literacy through History resources, designed to align with the Common Core State Standards. These units were developed to enable students to understand, summarize, and evaluate original materials of historical significance. Through a step-by-step process, students will acquire the skills to analyze, assess, and develop knowledgeable and well-reasoned viewpoints on primary and secondary sources.
After completing this lesson, students will understand how the Electoral College system was established and how it functions in determining who will be the President and Vice President of the United States. The students will demonstrate their understanding by responding in writing to questions that are designed to make them use textual evidence to support their answers.

This lesson is an introduction to a strategy that helps students evaluate where web baed information come from and whether it is trustworthy.

Lateral Reading is a strategy for investigating a website or post by going outside the site to determine who is behind a website and its information and deciding if it can be trusted.

Teacher and Student materials are included in this lesson.

This is Lesson Three in the Introduction to the Civic Online Reasoning method of evaluating online resources.

Students will be introduced to the important of verifying and supporting information with multiple information sources. This lesson is to be taught after Who's Behind the Information Saturday School and What's the Evidence lessons. Students will use the fictional scenario and resources to support claims and evidence presented in the information sources.

Teacher and Student materials are included in this lesson.

This is Lesson Two in the Introduction to the Civic Online Reasoning method of evaluating online resources.

Students will practice anaylzing evidence to be able to evaluate online information. This lesson is to be taught after Who's Behind the Information Saturday School lesson. Students will use the fictional scenario and resources to analyze and evaluate the strengths and weaknesses of the information source and the evidence itself.

Teacher and Student materials are included in this lesson.

This is Lesson One in the Introduction to the Civic Online Reasoning method of evaluating online resources.

Students will practice examining three sources around a fictional scenario, mandatory Saturday school, in this lesson to determine who is behind the information and how their motivation could affect their information.

Teacher and Student materials are included in this lesson.

This packet provides an explanation of Ireland’s Great Hunger and provides ideas for primary source materials to use to describe the event A variety of discussion questions, writing activities, and other activities are provided that allow students to explore the facts and how different Irish artists used art and other media forms to depict the effects of the famine.