This textbook examines U.S. History from before European Contact through Reconstruction, while focusing on the people and their history.

Prior to its publication, History in the Making underwent a rigorous double blind peer review, a process that involved over thirty scholars who reviewed the materially carefully, objectively, and candidly in order to ensure not only its scholarly integrity but also its high standard of quality.

This book provides a strong emphasis on critical thinking about US History by providing several key features in each chapter. Learning Objectives at the beginning of each chapter help students to understand what they will learn in each chapter. Before You Move On sections at the end of each main section are designed to encourage students to reflect on important concepts and test their knowledge as they read. In addition, each chapter includes Critical Thinking Exercises that ask the student to deeply explore chapter content, Key Terms, and a Chronology of events.

----------------
Authors: Tamara Spike, Sarah Mergel, Catherine Locks, Pamela Roseman

In 2023, Washington State passed legislation designating January as Americans of Chinese Descent History Month, the first-ever in the U.S. Public schools are encouraged to designate time in January for appropriate activities in commemoration of the lives, history, achievements, and contributions of Americans of Chinese descent. Students have created posters specifically intended for use in schools and classrooms. These posters serve the purpose of acknowledging and illustrating the historical timeline of Americans of Chinese descent in the United States, including highlighting significant events in that history.The posters are available in 11"x17" or in 24"x36". Districts can upload their own logo in the corners. 

This text discusses modern U.S. history (1865-1990), with a lean toward foreign policy and international relations. It is written for a 100-level college course.This text can be used to supplement and support lectures, especially for instructions who have a foreign relations focus. It can be used as a textbook, a reader or both.

Between 1840 and 1860, fur trappers used to say there was no law west of Leavenworth, Kansas. So how did more than 300,000 people avoid bloodshed and chaos when they crossed the American plains on the Oregon Trail? In this video, professor and cattle rancher P.J. Hill explains how the pioneers used contracts resolve disputes and keep the peace.

The Students Will learn about Colonial Times. They will learn about the people, their jobs, housing, food etc. After they read out the text book and watch some supplimental videos, They will write a paragraph in their own perspective if they were a colonist in the 1700's. They will answer questions like:-How would you feel?-What would be your Job? Where would you sleep?-How would your everyday routine go?And these questions do not limit them. They can be more ellabrate if they wish to be. The writing need to be detailed and well thought out. They should use what they learned in the classroom  to help shape a fictional version of themselves in the 1700's as colonists.

This compilation of secondary sources gives an account for how the Transatlantic slave trade became a key economic feature of the Western coast of Africa, as well as an important economic feature of the "New World" colonies. This is a guided reading with questions throughout for the purpose of assessing students' understanding. Student's are prompted to mark the text for key details as they follow along. An excellent source to print or to use digitally. 

This google doc assignment asks students to identify the invention, inventor, impact, and find a picture 

Is Native American culture Nebraska culture? This inquiry lesson will educate fourth graders about the Native American culture that still exists in Nebraska, with a focus on the Umóⁿhoⁿ (Omaha) Tribe of Nebraska since the writer is familiar with the culture and they are the only Nebraska Tribe not relocated. Resource created by Brent Wojcik, Omaha Nation High School, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

It is important for students to understand the steps leading up to the war with Great Britain. This interactive video and assignment helps students understand all that took place in our fight for independence. 

The “Own It!”Handbook for Ages 11-16 is the guide book for a transformative after-school, trauma-informed enrichment program. It provides a series of lessons & activities that nurture academic skills, personal growth and leadership. It uses history to connect our past to our future, as part of the Own Your History® (OYH) Collection.Our inheritances from family history and from living in the United States provide the starting point for our personal journeys.  Our individual stories are part of a complex American history. We each can choose consciously to write our life story and work for a greater future.  But Own It! is not “school” and it differs from traditional approaches to history. Own It! helps students learn more about themselves, as well as their community and the country. Own It! enhances students’ engagement in being creative, making things happen, and  achieving goals. Its mission is to help them step up and enrich their lives, especially by understanding that they live in history.

This syllabus explains the goal of the course which is to provide students with a comprehensive and critical coverage of U.S. foreign policy since(and before)  World War II. Through a coherent chronological narrative, the course traces the evolution of U.S. foreign policy, centered on whiteness which, by default, institutionalizes racism.

The goal of this course is to provide students with comprehensive and critical coverage of U.S. foreign policy since(and before)  World War II. Through a coherent chronological narrative, the course traces the evolution of U.S. foreign policy from its assumption of world leadership during and after World War II to its present concerns with sprouting democracies, a militarized policy, and global economic and political interdependence.

Students will identify the purposes of government contained in the Preamble of the United States Constitution.

In this unit, students will explore the different forms of transportation over time—from the New World and early America, to present day—and their impact on society and the environment (Change and Continuity). They will explore the impact of the different forms of transportation on economics, migration, and geography (where people live and how they adapt their environment to their transportation need), as well as how to become critical readers by gathering information from a variety of primary and secondary sources to understand the impact of transportation on history.

Through a study of the moon, students will be guided through an inquiry process using primary sources to learn how we shape our understanding of the past (history). They will also learn how new discoveries and observations change our perceptions over time, as each succeeding generation creates knowledge and adds new technology. Students will then pose their own questions to wonder how future discoveries or new technology might change our understanding of the world and our universe.

This document describes a series of lessons in the Social Sciences, all of which are tied to the exploration of the United Nations Universal Declaration of Human Rights (UDHR) as a Primary Source Document. They are designed to be given to 9th or 10th grade students in a World History, Cultural Geography, or similar social science class. They are specifically designed to teach the Common Core Standards for Literacy in the Social Sciences, and to engage higher order thinking skills.

How do you create a successful colony in the New World? Well, you gotta have faith, Puritan faith.

Did the advent of the railroad positively shape Nebraska? This lesson plan helps students understand the mixed impact of the railroad in Nebraska, encouraging critical thinking about both the positive developments and the challenges that arose.  Resource created by Ann Marie Weber, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This Remote Learning Plan was created by Eliza Crim in collaboration with Lori Broady as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school American History students. Students will develop a claim addressing the question "What event from the Civil Rights Movement had the biggest impact on the future of the movement?" This Remote Learning Plan addresses the following NDE Standard: HS.4.1 (US).It is expected that this Remote Learning Plan will take students 120 minutes to complete.Here is the direct link to the Google Doc: https://docs.google.com/document/d/1v356vxUVjG52nw_10oLeJZ0A-p_itM6kFis8GBlLS7Q/edit?usp=sharing