This resource was created by Lonnie Lierman in collaboration with James Dalrymple as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 9-12 Social Studies.
Material Type: Unit of Study
Students compile information to examine hypotheses explaining why the first nine states to grant full voting rights for women were located in the West.
Material Type: Lesson Plan
By the end of this section, you will be able to:Explain the key features of Theodore Roosevelt’s “Square Deal”Explain the key features of William Howard Taft’s Progressive agendaIdentify the main pieces of legislation that Woodrow Wilson’s “New Freedom” agenda comprised
Material Type: Module
This lesson is part of Module 7. The module is about American Imperialism. This particular lesson has the students looking at four political cartoons that illustrate America's attitude towards imperialism. Students will also read various quotes from various American dignitaires that expresses their opinon on the matter. Students will work individually and within groups to examine the images and quoutes.
Material Type: Lesson Plan
In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did the U.S invade Cuba? The teacher streams a short film (link included) while students take notes as to possible reasons for the invasion. Students then read the following: 1) song lyrics of an anti-Spanish propaganda a song written after the Maine sinking, 2) a telegram sent by Fitzhugh Lee, U.S. Consul-General in Cuba, and 3) a Senate campaign speech from Albert Beveridge. For each, students complete a graphic organizer and guiding questions. A final class discussion goes back to the original class hypotheses and determines which ones are most supported by the evidence.
Material Type: Lesson
Amidst tensions over European political and territorial boundaries, the assassination of Archduke Franz Ferdinand by a Serbian terrorist in 1914 derailed peace in the western world by sparking World War Ione of the highest-casualty conflicts in modern times. While European nations quickly engaged, the United States immediately declared neutrality. By 1917, however, remaining neutral was no longer an option. The Great War would bring the United States out of isolationism and onto the world stage. It would also change life on the American home front forever. A centralized government took control of American life in an unprecedented fashion by instating a mandatory military draft, controlling industries, initiating food and ration restrictions, and launching elaborate campaigns to encourage patriotism. One of the most important, if temporary, changes brought by the war at home came from the stifled flow of labor, as men were pulled away by the draft and immigration slowed. The need for American labor provided second-class citizens, such as women and African Americans, a brief opportunity for better jobs. This glimpse would help foment in them a desire for more and equal opportunities after they were pulled away once more at wars end. This exhibition was created as part of the DPLAs Public Library Partnerships Project by collaborators from Digital Commonwealth. Exhibition organizer: Anna Fahey-Flynn.
Material Type: Diagram/Illustration, Primary Source, Unit of Study
The World War I and 1920s unit explores political, social, and cultural tensions that gripped a rapidly modernizing America. Lessons ask historical questions about key events: Why did the U.S. enter the First World War? Why did Congress reject the League of Nations? What caused the Palmer Raids? Were those who criticized U.S. involvement in World War I anti-American? Why was Marcus Garvey a controversial figure? What was life like for Mexican and Mexican-American laborers during the 1920s? Why was the Butler Act controversial? What led to the 18th Amendment? Included is an Opening Up the Textbook lesson on the causes of the 1919 Chicago Race Riots.
Material Type: Lesson
Late in 1917, the War Department created two all-black infantry divisions. The 93rd Infantry Division received unanimous praise for its performance in combat, fighting as part of France's 4th Army. In this lesson, students combine their research in a variety of sources, including firsthand accounts, to develop a hypothesis evaluating contradictory statements about the performance of the 92nd Infantry Division in World War I.
Material Type: Lesson Plan
In this project, students research a current or past instance of ethnic or religious conflict from around the world such as ethnic cleansing and genocide. Following research, students present and reflect on causes and effects of the conflict. The project was designed for AP Human Geography but can be adapted to any global studies or issues courses.
Material Type: Activity/Lab, Assessment, Case Study
This is a module that implores students to think from an historical perspective about the Cuban Missile Crisis and create a memo of advice for President Kennedy on which action he should take. Lesson Objectives or what you should be able to do after you have completed the module: I can understand how the Cuban Missile Crisis lead to the brink of nuclear war between the United States and the Soviet Union. I can analyze how Kennedy, Khrushchev and Castro's background led to their actions during the Cuban Missile Crisis. I can create a memo giving my advice to Kennedy in how to deal with the Cuban Missile Crisis scenarios while using 5 vocab words and referring back to 2 pieces of evidence from two of the leader's past experiences.
Material Type: Assessment, Homework/Assignment
The Civilian Conservation Corps (CCC) was one of the most popular of Franklin Delano Roosevelts New Deal programs. The CCCs mission was to conserve the natural resources of the United States while providing relief to the poor and encouraging the recovery of the economy. The program provided employment to enrolllees and financial support to their families during the Great Depression, while developing much needed conservation and infrastructure projects for a country that had been devastated by over logging and farming practices that contributed to soil erosion. Known as "Roosevelt's Tree Army," the program improved national and state parks, prevented erosion, controlled flooding, and assisted with natural disaster recovery. The unemployment rate during the Great Depression was estimated at twenty-five percent, which left a generation of young men without employment or opportunities. During its operation from 1933 to 1938, the CCC employed close to three million previously unemployed young men, although it disproportionately assisted whites. This exhibition tells the stories of the CCCs administration and controversial policies, the men who joined, and the contributions its projects made to the history of conservation in the United States. This exhibition was created as part of the DPLA's Public Library Partnerships Project by collaborators from Mountain West Digital Library. Exhibition organizer: Anna Neatrour.
Material Type: Diagram/Illustration, Primary Source, Unit of Study
December 2013 marks the 80th anniversary of the end of Prohibition, the period between 1920 1933 when the manufacture, transport and sale of intoxicating liquors was illegal in the United States. The 18th Amendment to the Constitution, ratified in 1919, was the crowning achievement of a temperance movement that had been building in this country since the late 1700s. Alcohol consumption had peaked to a high of about 7 gallons per person in the early 1800s (compared to less than 3 gallons today), with recognized health and societal consequences. But the new laws were difficult to enforce, due to general unpopularity and the profits that could be made through circumventing the law. Demand for alcohol remained high, and organized crime and corruption flourished. Loopholes and exemptions also allowed home wine production, and prescriptions for medical alcohol rose dramatically. Enforcement difficulties, popular resistance, and economic pressures associated with the Great Depression all contributed to efforts to repeal Prohibition. In 1933, the 21st Amendment ended national prohibition and returned responsibility for alcohol regulation to the states. The Kentucky Digital Library and DPLA would like to thank the contributing institutions for providing the unique content and metadata featured in Indomitable Spirits: Prohibition in the United States. Texts, research, and compilation by University of Kentucky Libraries employees Sarah Dorpinghaus, Beth Kraemer, Kathryn Lybarger, Mary Molinaro, Judy Sackett, and Stacy Yelton. Repository and curation support provided by Tom Blake, Kate Boyd, Crystal Heis, Shelia McAlister, Sandra McIntyre, Danielle Pucci, Jason Roy, and Christopher Vinson.
Material Type: Diagram/Illustration, Primary Source, Unit of Study
On behalf of the Council on Foreign Relations (CFR), take this quiz to test your knowledge of the major events of World War II, from Normandy to Nagasaki.
Material Type: Activity/Lab, Homework/Assignment, Interactive, Module
Docs Teach is the online tool for teaching with documents, from the National Archives. * Choose from thousands of primary sources for use in classroom activities. * Find and use activities crafted by educators using documents from the National Archives. * Create your own interactive learning activities.
Material Type: Interactive, Lesson, Primary Source
The following unit offers multiple entry points into developing an understanding of media literacy. The unit framework and primary sources can be integrated into classrooms of grades 4-12. Each lesson has student objectives that can be accomplished within 40 minute periods over the course of several weeks. A midpoint writing assessment, whole class capstone debate, and final independent writing assessment are included. Support materials are integrated into the lessons, and the primary source document pages can be found at the end of the unit guide.
Material Type: Activity/Lab, Case Study, Diagram/Illustration, Interactive, Lesson, Lesson Plan, Primary Source, Reading, Teaching/Learning Strategy, Unit of Study
This lesson guides students to learn how to differentiate between primary and secondary sources. The lesson defines primary and secondary sources for students and then gives them the opportunity to look at examples of each and determine which category each falls into. At the end, students get to define what a primary and a secondary source are in their own words.
Material Type: Homework/Assignment, Interactive, Lecture Notes, Lesson Plan
The following training videos are dedicated to helping child welfare workers learn practical skills to cope with the emotional tolls of their very important work. Throughout this series, child welfare workers will learn about the dynamics of secondary traumatic stress, self-care strategies, and a framework for coping with secondary trauma.
Material Type: Lecture, Reading
Life Skills Ties is a series of short activities designed in 2006 to accompany Utah's Life Skills Document. Activities are categorized into 7 domains: (1) Thinking and Reasoning, (2) Social and Civic Responsibility, (3) Character, (4) Aesthetics, (5) Communication, (6) Systems Thinking, (7) Employability. The activities are designed to be used in any curriculum area.
Material Type: Lesson Plan
A compilation of brief video clips in which native speakers of Spanish from various locations throughout Latin America and Spain demonstrate various language tasks.
Material Type: Activity/Lab, Homework/Assignment
In this activity, students will take a fun quiz to find out what kind of traveller they are. Students will also respond to a multitude of questions regarding their likes/dislikes in a group conversation setting. Students will learn more about traveling and how to answer questions regarding likes/dislikes. Students will also learn to answer questions about places.
Material Type: Activity/Lab
