This primary source is the speech given by Francis Willard, President of the World's Women's Temperance Union, at the organization's 20th annual convention. In it, she details women's roles in the Temperance Movement and how the Temperance Movement intersected with other social movements.
5th Grade Historical Literacy Curriculum outlines the content of social-studies integrated units taught within the readers' and writers' workshop framework and taught daily for 90 minutes. Each six week unit contains standards, teaching points, vocabulary, and assessments. Readers' and writers' workshop naturally differentiates for all learners. By June of 2020, each unit will have a slide deck associated with it that contains the teaching points, integrated grammar work, vocabulary, and strategies for partner practice. Our district places careful emphasis on vocabulary, as we have a high percentage of English Language Learners.
Overview: 7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.
8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion. Standards reflect CCSS ELA, Reading, and Social Studies Standards for History.
Children benefit from seeing and talking to individuals from different ethnic and racial backgrounds. This list of volunteer guest speakers supports an individual teacher or school in their efforts to showcase African-Americans, young and old, in WI . The guest speakers list have a variety of different backgrounds and represent a multitude of professions. School personnel should contact the Education Committee guest speaker liaison, Gerald Sternberg, to obtain information on how best to contact the volunteer guest speaker and topics of interest.< email@example.com>
Students will read an article online about the first four presidents. The online article provides scaffolds for vocabulary and reading. Students can use the online quiz to check for understanding. Students will then perform a close reading of the article following six text dependent questions. The lesson describes the activities along with the language to use for each of the questions.
- English Language Arts
- Information and Technology Literacy
- Language Education (ESL)
- Language, Grammar and Vocabulary
- Reading Informational Text
- Social Studies
- U.S. History
- Material Type:
- Formative Assessment
- Learning Task
- Lesson Plan
- Primary Source
- Teaching/Learning Strategy
- Date Added:
Website with different lessons focusing on:
1.Analyze primary and secondary sources representing conflicting points of view to determine the proper role of government regarding the rights of individuals.
2.Analyze primary and secondary sources representing conflicting points of view to determine the Constitutionality of an issue.
3.Assess the short and long-term consequences of decisions made during the writing of the U.S. Constitution and the Bill of Rights.
4.Compare the components of the U.S. Constitution and Bill of Rights with the Constitutions of other nations.
5.Evaluate contemporary and personal connections to the U.S. Constitution and the Bill of Rights.
6.Compose a reflection and assessment of the significance of Constitution Day and the U.S. Constitution.
This mini-lesson looks at the variety of roles that George Washington played in America's early years. From commanding the Continental Army, to presiding over the Constitutional Convention, to setting the standard for the American presidency, Washington led the way.
This collection of essays includes the biographies of many different people from different backgrounds who made major contributions to Wisconsin History. Each grade-level essay below is designed for a single class period. When reading, students should consider the following questions:
Who (or what) are the main subjects and where did they live (or originate)?
How did they respond to the challenges they faced?
What role do each play in our shared story?
How have their actions or stories affected present-day Wisconsin? How have they affected your life?
STUDENTS INVESTIGATING PRIMARY SOURCES Forward to the Future: The Declaration of Independence in Our Lives Celebrate Freedom Week Series: Part IV How are the ideas from the Declaration of Independence connected to our government today? A Short Gallery Walk Activity for High School and Middle School.
Students will engage in a primary source analysis of the Bill of Rights, The US Constitution, and the Declaration of Independence and analyze the documents to see connections between documents and how these documents connect to their lives today.
Field trips offer opportunities to explore our exhibitions that address the history of the Holocaust, genocide, human and civil rights, as well as local and global social justice issues.
Student Leadership Days (SLD) offer opportunities to share the universal lessons of the Holocaust and are integral to the Museum’s ability to connect directly with students who are ready to take on a positive leadership role in their communities. The SLD program engages students in a variety of age-appropriate activities that inspire them to build leadership skills, explore their roles as citizens, and develop a deeper awareness and understanding of the Holocaust, genocide, and other human rights issues.
In a full-day session that includes guest speakers, group activities, presentations and discussions about perspectives other than their own, SLD offers participants an opportunity to engage with diverse peers, increasing their self-efficacy, and potential for learning. Participants return to their communities equipped to promote greater acceptance and understanding. Students leave with increased knowledge and tools and resources to stand up against injustice and bigotry.
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.
This lesson from Facing History and Ourselves asks students to analyze and storyboard Dr. King's "Mountaintop Speech" and discuss how humans can respond to injustice. It also challenges students to reflect on the world in which they would like to live.
This six-minute video takes students “behind the stage” at political party conventions by interviewing the convention manager and speechwriting team who launched Barack Obama’s national political career by choosing him to make the keynote speech at the 2004 Democratic National Convention. Deconstructing how conventions function as a complex messaging operations involving the coordination of hundreds of speakers, the video provides students with insight into one of the most important moments in modern American politics, and would be useful in any sequence of lessons focused on the election of presidents or modern campaigning methods.
This 12-minute video and lesson plan explore the September 11 terrorist attacks, which occurred 20 years ago, before any of today’s K-12 students were born. How can we examine the events of that day and the aftermath as historians would? This activity asks students to examine primary sources, pose questions for investigation and gather additional narratives from this time period.
After the 2000 election night ended with no clear winner and exposed flaws in our voting system, there was a push for reforms to make elections run more smoothly. This 12-minute video introduces students to the turmoil and confusion of the Bush v. Gore election recount and illustrates the surprising and unintended aftermath of that event: Instead of reforms, there was a change toward an even more politicized electoral process. Useful as an introduction to the Bush v. Gore election controversy, the video can also be used to set up a conversation about the past and future of voting rights and voter suppression.
This four-minute video explores the causes and consequences of the Democratic Party’s division into two parties following the Democratic national convention of 1860. After rejecting Stephen A. Douglas’s failed attempt to reconcile the Northern and Southern factions of the party with his doctrine of “popular sovereignty,” the Southern delegates walked out of the convention. That decision led to the election of Abraham Lincoln, the Civil War, and 50 years of Republican dominance in national politics. A concise summary of the unusual events that allowed Abraham Lincoln to win the election of 1860, the video fits into any sequence of lessons on the factors leading to secession and the Civil War.
Is the justice system in the United States responding to increased extremism appropriately? What is at stake? Who should address increasing violence? Students will engage in the inquiry process by developing questions related to extremism, building contextual knowledge, and assessing the effectiveness of interventions to address extremism.
This film and accompanying resources deal with sensitive topics that may be triggering for some students. The exploration of hate groups, white supremacy, and violence are topics that should receive great care in the classroom. Some school districts may employ YouTube content filters that block the material. If you need access, please email David Olson at firstname.lastname@example.org.
This seven-minute video and accompanying lesson plan looks at how throughout the 1960’s and 70’s the second wave feminism movement worked to address gender inequality across the United States. While the movement had several important victories, the Equal Rights Amendment was not passed. Was the second wave feminist movement a success nonetheless?