Alabama Department of Archives and History
Alabama's Secession in 1861: Embraced with Joy and Great Confidence. Why?
From December 20, 1860 to June 8, 1861, eleven states seceded from the Union. Alabama seceded on January 11, 1861. Why did so many white Alabamians want to secede? Why did they believe the South could win the war? These are the essential...
Alabama Department of Archives and History
Cells for Sale - Convict Leasing in Alabama
The benefits and drawbacks of convict leasing following the Civil War are the focus of a lesson that asks groups to examine primary source materials to gain an understanding of the program before individuals decide whether they...
Alabama Department of Archives and History
Montgomery Bus Boycott: We Would Rather Walk!
Have historians use primary sources to learn about the circumstances and implementation of the Montgomery Bus Boycott, and think about the issue of boycotts as a means of effecting social change. Wrap it up with a...
Alabama Department of Archives and History
The Wrong Side of History: How One Group Justified Its Opposition on the Freedom Riders and Civil Rights for African Americans
Designed as a supplement to the study of the Freedom Riders, this resource uses primary sources to reveal the views of those who opposed the Freedom Riders. After careful study of the arguments presented by the members of the Montgomery...
Curated OER
From George to Martha: Writing a Sonnet Using Primary Sources
What was the relationship like between George and Martha Washington? To protect their privacy, Martha Washington destroyed all her husband’s letters after his death so historians have little evidence of their lives together. Two letters...
Curated OER
Introduction to Age of Absolutism
Who were the absolute monarchs of Europe and what effect did they have on their countries? Young historians begin by naming qualities they believe are important for a monarch to possess. They then take notes on four key factors...
Student Handouts
Examining Primary Sources: Rudyard Kipling, “The White Man’s Burden” (1899)
Combine literature and history with the poem "The White Man's Burden" by Rudyard Kipling. Pupils read the poem and answer four questions about the text.
Green Hope High School
Close Readings from The Tempest + New World Readings
What was Shakespeare's intent? That is the question at the heart of a summer assignment designed for AP English Literature. Class members focus on five scenes from The Tempest and compare the interactions of Prospero, Caliban,...
City University of New York
Jim Crow and Voting Rights
Class groups examine primary source documents to determine how the voting rights of African Americans were restricted after the failure of Reconstruction, and how African American participation in World War II lead to change.
National Endowment for the Humanities
A Journalist’s Report: The Better Vision for Black Americans
After reading a series of primary source documents detailing the teachings of Martin Luther King, Jr. and Malcolm X, class members craft newspaper columns assessing the strengths and weaknesses of each man's vision, and present their...
City University of New York
The 15th and 19th Amendments to the U.S. Constitution
Who gets to vote? Learn more about struggles for suffrage throughout United States history with a lesson based on primary source documents. Middle schoolers debate the importance of women's suffrage and African American...
Annenberg Foundation
Postwar Tension and Triumph
Go get the American Dream lifestyle! The 19th lesson in a 22-part series exploring American history shows learners the post-WWII economic boom. Using primary sources, photographs, and cartoons, groups discuss their findings and present...
Ashbrook Center at Ashland University
The Constitutional Convention
Imagine sitting down with representatives of your school to write a new student handbook. What arguments would ensue? How would compromises be made to finish the project? Scholars research the Constitutional Convention using a directory...
National Endowment for the Humanities
Lesson 4 James Madison: Internal Improvements Balancing Act—Federal/State and Executive/Legislative
Who has the power? The founding fathers asked the same question when the United States was formed. Learners explore issues that arose during Madison’s presidency that raised constitutional questions. Through discovery, discussion, and...
National Endowment for the Humanities
Lesson 2 James Madison: The Second National Bank—Powers Not Specified in the Constitution
How much power is too much power for the federal government? Scholars use primary documents and constitutional research in groups to analyze the creation of the Second National Bank under James Madison. This is the second instructional...
National Endowment for the Humanities
Lesson 1: The First Great Awakening
High schoolers examine the First Great Awakening and how it affected religious belief in colonial America. They read and analyze primary source documents, explore various websites, and write a five-paragraph essay examining the beliefs...
National Endowment for the Humanities
Lesson 2: Religion and the Argument for American Independence
Young scholars examine how religion affected arguments justifying American independence. They read and analyze primary source documents, and write an essay analyzing how Americans used religious arguments to justify revolution against a...
National Endowment for the Humanities
The Rise and Fall of Joseph McCarthy
"I have here in my hand . . ." The war against Communism and Joseph McCarthy’s place in it are the focus of a series of lessons examining postwar America from 1945-1954. Joseph McCarthy takes center stage in this, the final lesson...
Via Sapientiae at DePaul University
The Great Depression of the 1930s
A 10-lesson unit takes young historians through a study of The Great Depression and life in the 1930s. The crash of the stock market, the Dust Bowl, unemployment, and mass migration west are all addressed through the analysis of primary...
North Carolina Civic Education Consortium
The Nineteenth Amendment
Beginning with an exercise of favoritism to engage learners, progressing through image and primary source analysis of the Nineteenth Amendment and the Seneca Falls Declaration, and culminating in a look at a political cartoon called...
Humanities Texas
Primary Source Worksheet: Abraham Lincoln, Letter to General William T. Sherman
A brief letter can speak volumes. Your young historians will analyze a letter written by Abraham Lincoln to General Sherman, and discover the significance of the capture of Savannah, as well as gain insight into Lincoln's role as...
Humanities Texas
Primary Source Worksheet: Lyndon B. Johnson, Excerpt from “The Great Society”
Young historians examine Lyndon Johnson's vision for a rich, powerful, and upward society as detailed in this excerpt from his famous "Great Society" speech presented at the University of Michigan in 1964.
Humanities Texas
Primary Source Worksheet: Clark Clifford, Letter to Lyndon B. Johnson
Vietnam War did indeed turn into a quagmire. Students of history will gain much from a close reading of this 1965 prophetic letter from the Secretary of Defense, Clark Clifford to President Lyndon B. Johnson, advising the president...
Humanities Texas
Primary Source Worksheet: Tip O'Neill, "Epilogue: What I Believe" from Man of the House
The epilogue to former Speaker of the House Tip O'Neill's memoir provides readers with an opportunity to practice their informational text reading comprehension skills.
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