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  • WI.SS.Inq3.c.h - Analyze the extent to which evidence supports or does not support a cl...
  • WI.SS.Inq3.c.h - Analyze the extent to which evidence supports or does not support a cl...
Abraham Lincoln: Man versus Legend
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In this lesson, students interrogate their own assumptions about Abraham Lincoln in order to arrive at a deeper understanding of who Lincoln was. They investigate primary source documents in order to analyze the elements of Lincoln's life that have become legend and those that have been forgotten by history.

Subject:
Civics and Government
English Language Arts
Reading Informational Text
Social Studies
U.S. History
Material Type:
Activity/Lab
Author:
PBS Learning Media
Date Added:
07/31/2022
African American History: Lunch Counter Closed
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In this lesson, students watch a clip from the episode Woolworth Sign in which they learn about the use of sit-ins and nonviolence in the Civil Rights Movement. They then examine period images and news footage in order to analyze the strategies of the Civil Rights Movement and their effectiveness, and create a newspaper article about the events of the time period.

Subject:
Social Studies
U.S. History
Material Type:
Activity/Lab
Lesson Plan
Primary Source
Author:
PBS Learning Media
Date Added:
08/06/2023
Assessment: Kathleen Cleaver Interview
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This assessment from the Stanford History Education Group gauges whether students can source and contextualize a document. Students must first examine an interview excerpt on a race riot in Nashville during the Civil Rights Movement, then determine which facts can help them evaluate the interview's reliability. Strong students will be able to explain how the the gap in time between the riot and the interview (Fact 2) and that Cleaver was not present for the riot (Fact 3) make the account less reliable.

Subject:
Social Studies
U.S. History
Material Type:
Homework/Assignment
Lesson Plan
Primary Source
Rubric/Scoring Guide
Author:
Stanford History Education Group
Date Added:
08/05/2023
Center for History Education Online Lessons:Speaking Up and Speaking Out: Exploring the Lives of Black Women During the 19th Century
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This lesson introduces students to the complexity of history by focusing on the diverse activities of Black women in the nineteenth century. Historians have traditionally ignored free black women during this period, and furthermore oversimplified the lives of slave women. Using a variety of sources and documents, students will learn that many Black women, whether born slaves, free, or freed in later life, resisted the system that oppressed them, earned degrees, and became politically active before, during, and after the Civil War.
Students will learn how to read and interpret various primary and secondary sources and how to use them to draw conclusions about the issues that the authors faced during the nineteenth century.
Students will read historical narratives imaginatively and in their proper context.
Students will view evidence of historical perspectives and draw upon visual and literary sources while studying the lives of nineteenth-century black feminists, the issues they faced, and their methods for solving them.

Subject:
Gender Studies
Social Studies
U.S. History
Material Type:
Activity/Lab
Lesson Plan
Author:
Teaching American History in Maryland Program 2001-2005 Making American History Master Teachers in Baltimore County Program 2005-2009
Date Added:
09/28/2023
Chicago Race Riots of 1919 Lesson Plan
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The summer of 1919 saw over 20 race riots break out across the United States. Chicago was the site of particularly high violence. In this lesson, students deliberate the origins of the Chicago race riots by exploring five documents (both primary and secondary) that reflect different social, cultural, and economic causes.

Subject:
Ethnic Studies
Social Studies
U.S. History
Material Type:
Lesson Plan
Primary Source
Author:
Stanford History Education Group
Date Added:
08/05/2023
Choice Board - US Presidents and the Press
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Throughout history, U.S. presidents have carved out their relationships with the press. In this lesson, students will hear from author and historian Harold Holzer as he discusses how several presidents, from George Washington to Donald Trump, navigated their interactions with the media and implemented strategies to communicate with the press, some of which are still used today.

Subject:
Civics and Government
Social Studies
Material Type:
Assessment
Formative Assessment
Homework/Assignment
Learning Task
Lesson
Lesson Plan
Date Added:
06/14/2023
Civic Action Project Curriculum
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CAP is a free project-based learning program for civics and government. Think of it as a culmination of students’ social studies education, a chance for them to apply what they have learned to the real world and impact an issue that matters to them.

From the CAP curriculum, you will first teach three lessons that are tied to government/civics content. These lessons provide content that students will need to start their own CAP projects. Once students start working on their own CAP issues, you will teach two more lessons that focus on policy analysis.

A CAP project is an issue or problem students select, research and then identify propose and submit a solution for.

CAP provides a bundle of additional lessons for you to choose from, based on the needs and interests of your students.

Students could select issues related to school, community, or even national or global issues. CAP students identify an issue or problem that matters to them, connect it to public policy, then take “civic actions” to try to impact their selected issue/problem. It is up to you, the teacher, if you want to limit the scale of the issues they choose.

In any case, it is key that you require students to make the connection to public policy if you are integrating CAP into your government course.

Subject:
Civics and Government
Social Studies
Material Type:
Activity/Lab
Curriculum Map
Full Course
Lesson
Teaching/Learning Strategy
Author:
Civic Action Project
Date Added:
06/16/2023
Civic Online Reasoning: Evaluating Evidence
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The Problem: When evidence is attractively presented, convincingly stated, or aligns with our beliefs, it can be tempting to accept it without stopping to ask whether the evidence comes from a trustworthy source or directly supports the claims being made. When evidence takes the form of statistics or infographics, it can be particularly tempting to accept it without fully evaluating it.
This lesson gives students a chance to practice evaluating evidence based on its reliability and relevance. Students work in groups to evaluate several examples of online evidence and engage in class discussions about the strength of the evidence.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.

Subject:
Civics and Government
Information and Technology Literacy
Social Studies
Material Type:
Activity/Lab
Assessment
Lesson
Author:
Stanford History Education Group
Date Added:
06/13/2023
Civic Online Reasoning: Intro to What Do Other Sources Say?
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The Problem: Claims and evidence flow rapidly online. We aid in the spread of misinformation if we don’t ensure that a claim or evidence is accurate before we share it. Luckily, the internet also allows us to check claims and evidence by consulting other sources. Although verification takes time, it helps to ensure that the information we read, use, and share is trustworthy.

This short lesson will introduce students to the importance of checking what other sources say through a relatively straightforward example. Students practice evaluating a claim made on social media by clicking on the provided link to see if the argument in that source matches the claim in the post.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.

Subject:
Civics and Government
Information and Technology Literacy
Social Studies
Material Type:
Activity/Lab
Lesson
Author:
Stanford History Education Group
Date Added:
06/13/2023
Civic Online Reasoning: What is the Evidence: Evaluating Evidence on Wikipedia
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The Problem: Wikipedia contains a vast supply of information and is the 5th most trafficked website in the world. Still, many teachers advise students against using it. If students learn to use Wikipedia wisely, it can be a powerful resource for lateral reading, verifying claims, and a starting point for research.

This lesson introduces students to Wikipedia’s standard of verifiability, which requires article authors to provide reliable citations to support claims they make. By following these citations, students can verify the claims in Wikipedia and locate a variety of reliable resources. Students practice verifying claims on Wikipedia by following its citations.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.

Subject:
Civics and Government
Information and Technology Literacy
Social Studies
Material Type:
Activity/Lab
Assessment
Author:
Stanford History Education Group
Date Added:
06/13/2023
Civic Online Reasoning: What is the Evidence: Evaluating Videos
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The Problem: Online videos are easy to create and distribute. Evidence presented via video is becoming an increasingly popular way to support claims online. However, videos can be especially challenging to evaluate effectively. Too often, we are convinced by what we see (or think we see) and do not carefully consider how the video could misrepresent its subject.

This short lesson helps students practice analyzing video evidence. Students complete a task that asks them to evaluate a video that makes a claim and supports it with selectively edited video evidence. They then read and discuss an article about the video. Then they watch an unedited version of the video to practice skills for analyzing video evidence.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.

Subject:
Civics and Government
Information and Technology Literacy
Social Studies
Material Type:
Activity/Lab
Formative Assessment
Lesson
Author:
Stanford History Education Group
Date Added:
06/13/2023
Civic Participation in the Justice System How Individuals Shape Major Cases- Lessons & Mock Trial
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"Teach students about civic participation and the role it has played in our judicial history with this two-part lesson comprising historic cases, a classroom mock trial, and a research project. Objective: Your students will analyze the impact of historic cases and the role of civic participation in these cases. Students will also demonstrate their understanding of the basic elements of a trial through a mock trial proceeding.
Time: Two class periods
Materials: Student Worksheets #1 and #2, access to online resources, paper, pencil or pen"

Subject:
Civics and Government
Social Studies
U.S. History
Material Type:
Activity/Lab
Assessment Item
Homework/Assignment
Learning Task
Lesson
Primary Source
Simulation
Author:
Scholastic
ABOTA Foundation
Date Added:
06/13/2023
Creating Columbus Day
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Using primary sources related to the official proclamation of Columbus Day as a holiday at the national level, this activity asks students to analyze the documents (official proclamation and a newspaper advertisement) to determine why President Harrison chose to declare it as a holiday. Accessing the lesson/document does require setting up free account.

Subject:
Social Studies
U.S. History
Material Type:
Activity/Lab
Formative Assessment
Homework/Assignment
Author:
Benjamin Harrison
Stanford History Education Group
Date Added:
08/15/2022
A Day for the Constitution
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CC BY-NC-SA
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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.

Subject:
Civics and Government
Education
English Language Arts
Reading Informational Text
Social Studies
U.S. History
Material Type:
Activity/Lab
Author:
NeH Edsitement
Date Added:
07/06/2022
Docs Teach: Women's Rights
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CC BY-NC-SA
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When our Constitution was written, it was silent on women. Excluded from most of the rights and privileges of citizenship, women operated in limited and rigid roles while enslaved women were excluded from all. Yet women have actively participated as citizens—organizing, marching, petitioning—since the founding of our country. Sometimes quietly, and sometimes with a roar, women’s roles have been redefined.

Use this page to find primary sources and document-based teaching activities related to women's rights and changing roles in American history. Many of the documents, photographs, and other sources are also featured in the exhibits Rightfully Hers: American Women and the Vote, at the National Archives Museum in Washington, DC, and One-Half of the People: Advancing Equality for Women, traveling the Country.

Subject:
Gender Studies
Social Studies
U.S. History
Material Type:
Activity/Lab
Homework/Assignment
Lesson
Author:
National Archives Education Team
Date Added:
09/28/2023
Educator Resources for American Creed
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CC BY-NC-SA
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Support your students to embrace the larger questions featured in American Creed that ask:

What ideals unite us as a nation?
Where does a nation’s identity come from?
These lesson plans bring together teaching strategies, videos, and activities that will help you explore themes such as common ideals and national identity.

Subject:
Civics and Government
English Language Arts
Reading Informational Text
Social Studies
Speaking and Listening
U.S. History
Material Type:
Activity/Lab
Author:
Facing History and Ourselves
Date Added:
08/04/2022
Finding Mango Street
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CC BY-NC-SA
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Explore the ethnic diversity of U.S. states and neighborhoods. Book: The House on Mango Street by Sandra Cisneros.
*Students will explain how scale (the granularity of information) changes our understanding of a place.
*Students will identify how the ethnically diverse neighborhoods of suburban Chicago influenced Cisneros’ childhood and her writing.

Subject:
English Language Arts
Ethnic Studies
Geography
Literature
Social Studies
Material Type:
Activity/Lab
Author:
Esri Geoinquiries
Date Added:
06/25/2023
First Amendment: Assembly and Petition
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CC BY-NC-ND
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Students explore the Founding Era legacies of assembly and petition and how those legacies informed the creation of
these often-overlooked aspects of the First Amendment. They will complete a close reading activity to compare and
contrast ideas presented in the Interactive Constitution and describe the ways these rights have been interpreted by
the Court and used by citizens at various points throughout U.S. history. They will evaluate the constitutionality of
assembly and petition rights in the modern era through an in-class, civil dialogue addressing questions about time,
place, and manner restrictions; counter-protests; protests on college campuses; and other relevant assembly and
petition questions

Subject:
Civics and Government
Social Studies
Material Type:
Lesson Plan
Author:
National Constitution Center
Date Added:
06/03/2023