Primary source lesson plan
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1) In this lesson, students will analyze primary sources about how slaves communicated secretly to escape slavery via the Underground Railroad. 2) Students will learn that slaves used constellations, quilt patterns, coded song lyrics, and lanterns in windows to signal safe houses along the journey North. 3) In groups, students will create a newscast to inform others about the creative ways slaves communicated escape plans and routes on the Underground Railroad without knowing how to read or write.
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![Lesson Plan Template <br />based on Understanding by Design by Jay McTighe and Grant Wiggins<br />Title of Lesson: Escape Through the Underground RailroadAuthor: Jennifer BronsonGrade Level: 4/5School: Race Brook SchoolTime Estimated: <br />,[object Object]](https://image.slidesharecdn.com/primarysourcelessonplan-110511005747-phpapp01/85/Primary-source-lesson-plan-1-320.jpg)
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Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
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This document summarizes the African Elephant Anti-Poaching Act of 1988, which made it illegal to import African elephant ivory from certain countries and outlined penalties for poaching elephants. The Act prohibited ivory imports from countries not party to an international wildlife treaty, without elephant populations, or not located in Africa. It established civil penalties up to $10,000 per violation and criminal penalties of fines from $5,000-$20,000 and/or up to 1 year in prison. The Act also described enforcement powers and forfeiture provisions for those found violating the anti-poaching laws.
Should a US President always be honest? SAC by James Ferrara
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
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The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
Dust Bowl SAC by Andrew Spears
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
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This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
Indian Wars SAC by William Walton
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
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The document is a letter from Charles Dana to William Seward discussing Lincoln's announcement of the Emancipation Proclamation in September 1862. Dana suggests that Lincoln may have a personal interest in freeing slaves and restoring the Union. He expresses distaste for slaves and believes they are "right" as cotton cultivating slaves in the South. The letter contains Dana's opinion on one part of the Proclamation that bothers him regarding efforts to repress freed slaves.
Christopher Columbus SAC by June Cavanaugh
The document provides background and instructions for a classroom activity exploring whether Christopher Columbus should be viewed as a hero or villain. The activity involves students being assigned into groups and arguing different positions using evidence from six primary source documents related to Columbus' voyages. The documents present various perspectives on Columbus that could support either view of him. The activity is designed to have students practice debate skills and work towards building consensus rather than strictly arguing opposing views.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
Structured academic controversy capture sheet king george
This document provides instructions for a structured academic controversy activity where students debate whether King George III treated the colonists fairly. It outlines steps for the activity including preparing arguments from documents, presenting positions to opposing partners, listening to the other side, and building consensus as a group to answer the essential question.
Marganski dust bowl opening the textbook lesson plan
The document provides a lesson plan for teaching 8th grade students about the Dust Bowl and its impact on American farmers during the Great Depression. The plan calls for examining primary sources to supplement the textbook, which gives little detail about how agriculture issues and the Depression affected people's lives. Students will analyze sources about migrant farmers to rewrite a textbook excerpt about farmer hardships and New Deal policies. The goal is for students to understand the Dust Bowl's effects and citizens' reactions to FDR's programs.
Joanne hermes loc lesson
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides possibilities for differentiation.
Deborah macdonald lesson
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what they've learned by writing a journal entry comparing a child laborer's life to their own. The lesson involves a warm-up activity showing an image of child laborers, reading handouts in groups with discussion, and applying their new understanding through reflective writing assessed with a rubric. Differentiation suggestions include oral presentation of materials and adjusting length for different learner needs.
Slavery rubric keeping it real
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
Deborah macdonald lesson
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what it was like to be a child worker and compare it to their own lives today. As an application activity, students will write a journal entry answering how the life of a child laborer is the same or different from their own life based on the sources provided. The lesson allows for differentiation based on student needs.
Immigration lesson hozebin
This lesson plan outlines a multi-day activity for 7th grade students to learn about and debate the issue of illegal immigration to the United States. Students will conduct research into the perspectives of different groups (illegal immigrants, US citizens against immigration, employers hiring immigrants), role play these viewpoints, and write a letter arguing their own position on potential policy solutions. The lesson aims to help students understand varying viewpoints, support opinions with evidence, and address the issue from multiple perspectives.
Greta kennedy lesson
This lesson plan aims to have high school students examine the causes and effects of the Vietnam War through analyzing primary source documents representing different perspectives on the war. Students will break into groups to read documents from the viewpoint of an anti-war protester, pro-war soldier, anti-war soldier, or government official. After discussing in their groups, students will present arguments justifying their stance on whether U.S. involvement in Vietnam was justified. The lesson intends to improve students' analytical thinking and ability to participate in discourse through evaluating historical interpretations of the controversial war.
Olga rodriguez tenement house
This lesson plan introduces students to life in tenement houses during 1800-1900 immigration to the United States. Students will research tenement houses using primary sources and describe rooms and families living conditions. They will explore perspectives of immigrants through images and develop understanding of challenges faced. To demonstrate their knowledge, students will create a research project selecting and describing images that convey their understanding of immigrant life in tenement houses during this period. The lesson aims to help students comprehend the complexity of immigrant experiences through historical inquiry.
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