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Encounters &
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in U.S. History
Introduction

 
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U.S. History Classroom Lesson Plans
Here you will find U.S. History content based lesson plans that utilize Internet resources and/or a variety of software applications including Microsoft Word and PowerPoint in addition to Inspiration.  These lesson plans guide students in utilizing the Historical Thinking Benchmarks of the American Historical Association. 

Beginnings to 1607

Colonization, Settlement, and
Communities (1607-1763)

The Revolution and the New Nation (1763-1815)

Expansion and Reform (1801-1861)

Crisis and the Union: Civil War and Reconstruction (1850-1877)

The Development of Modern America (1865-1920)

Modern America and the World Wars (1914-1945)

Contemporary America (1945-present)



Lesson Plan Title
Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed
Grade
Level

Should the United States Celebrate Columbus Day?  A WebQuest

By Steve McCarthy

Columbus PPT
Letter Guidelines DOC
Table DOC

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5.3  Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below.  Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers.
E.  Christopher Columbus

HTB:  Analysis of primary and secondary sources.  Understanding bias and point of view.  An understanding of historical debate and controversy.
 
8-11

Lesson Plan Title
 
Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed
 
Grade
Level

The Harvest Celebration of 1621:  A WebQuest

Handout DOC


By Nicole Jackson

 

3.2  Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life.

3.3  Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony.

C.  events leading to the first Thanksgiving

HTB:  Analysis of primary and secondary sources
 
3.

The Lost Colony of Roanoke, Can You Unlock this Mystery of History


By John Laracy

 

4.15  Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
C.  major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g. English)

5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them

HTB:  Analysis of primary and secondary sources.  Formulation of questions through inquiry and determining their importance.  Analysis of how historians use evidence.
 
3-5

Introduction to the Native American People in North America Prior to 1620

By Pamela Barry and Valerie Daneau

Native American People
 

3.2 Identify the Wampanoag and their leaders at the time the Pilgrims arrived, and describe their way of life. 

4.15  Describe the diverse nature of the America people by identifying the distinctive contributions to American culture of at least three indigenous peoples in different areas of the country.
5.6 Explain the early relationship of the English settlers to the indigenous peoples or Indians, in North America. . .  

HTB:  Analysis of primary and secondary sources
Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time. 

 
3-5

Colonial and Native American Children - A Critical Comparison

By Meaghan Johnson
 

3.2  Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life.

3.3  Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony.

 

 
3

The Mayflower
By Bethany Keohane and Cathy Devlin

Keohane Devlin The Mayflower
 

3.3 Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in Plymouth Colony
B. Challenges in settling in America

HTB:  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time; Analysis of primary and secondary sources.
 
3

Reading Guide for A Journey to the New World:  The Journey of Remember Patience Whipple, Mayflower, 1620  

By Kimberly Coppinger, Ellen Leahy, & Virginia Marshall

Reading Guide Journey
to New World

 

3.3 Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in Plymouth Colony
B. Challenges in settling in America

HTB:  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time; Analysis of primary and secondary sources.
 
5

Captives in the Colonies

By Genevieve T. Dodge
 

5.5 Describe the goals and extent of the Dutch settlement in New York, French settlements in Canada, and the Spanish settlements in Florida, the Southwest, and California.

5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, of North America including the different views on ownership or use of land and the conflicts between them.

HTB: Analysis of primary and secondary sources.  An understanding of historical debate and controversy.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.
 
5

Town of North Reading Scavenger Hunt

By Joanne Coughlin
 

3.8 On a map of Massachusetts, locate the class’s home town or city and its local geographic features and landmarks. 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.

3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding.

HTB: Determination of the significance of different kinds of historical change
 
3

Slavery as Forced Immigration

By Helen Sellers

Slavery as Forced Immigration
 

5.11 Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using the services of historical societies and museums as needed. (H, E)

5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.

HTB:  Analysis of primary and secondary sources

Determination of the significance of different kinds of historical change.  Sophisticated examination of how causation relates to continuity and change.  Understanding of the interrelationship among themes, regions, and periodization.
 
5

Reading Guides:  Sybil Ludington's Midnight Ride and Katie's Trunk

By the Lowell Third Grade History Book Discussion Study Group

Sybil Ludington’s Midnight Ride Reading Guide

Katie’s Trunk Reading Guide
 

3.5  Explain important political, economic, and military developments leading to and during the American Revolution.

History and Geography Standard 4:  Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, Massachusetts, and the local community. History and Geography Standard 5: Describe the difference between a contemporary map of their city or town and the map of their city or town in the 18th, 19th, or early 20th century.  Finally, they are both for grade 3.

HTB:  Analysis of primary and secondary sources

Determination of the significance of different kinds of historical change.  Sophisticated examination of how causation relates to continuity and change.  Understanding bias and point of view.  Understanding of the interrelationship among themes, regions, and periodization.
 
3

English Colonists’ Use of Natural Resources

By Nancy Bentley
 

Grade 4, Economics, 6. Define and give examples of natural resources in the United States.  7. Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things.  5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them.

HTB: Analysis of primary and secondary sources.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time
 
3-4

What is an American?  Using Letters From an American Farmer to Examine American National Identify

By James DeBenedictis

 

 

 

 

 

 

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USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America.
B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s

USII. 2 Explain the important consequences of the Industrial Revolution
A. the growth of big business
C. the expansion of cities

USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries and describe the major roles of these immigrants in the industrialization of America.

HTB: Analysis of primary sources.  Determination of the significance of different kinds of historical change.  Sophisticated examination of how causation refers to continuity and change.  Understanding of the interrelationship among themes, regions and periodization.
 
5

Lesson Plan Title
 
Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed
 
Grade
Level

Paul Revere’s Ride:  Fact or Fiction?

By Lisa Treacy

 

 

3.5 e. Explain important political, economic, and military developments leading to and during the American Revolution. Revolutionary leaders such as . . . Paul Revere

 
3

Massachusetts – From Puritans to Patriots: A Study of Key Events for Grade 3

By Jo-Ellen McGinnity & Lisa Treacy
 

3.1 On a map of … Massachusetts, locate major cities and towns …

3.4 Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education and work of the Puritans in the Massachusetts Bay Colony.

3.5 Explain important political, economic and military developments leading to and during the American Revolution.

A. the growth of towns and cities in Massachusetts before the Revolution
B. the Boston Tea Party
C. the beginning of the Revolution at Lexington and Concord
D. the Battle of Bunker Hill
E. Revolutionary leaders such as … Paul Revere

HTB: Analysis of primary and secondary sources.  An understanding of bias and points of view. 
 
3

Fact or Fiction: The Midnight Ride of Paul Revere

By Meaghan Johnson
 

3.5 Explain important political, economic, and military developments during the American Revolution.
E. Revolutionary leaders such as John Adams, Samuel Adams, and Paul Revere

HTB: An understanding of historical debate and controversy.  An understanding of bias and points of view.  Analysis of primary and secondary sources.
 
3

Life in Colonial Boston, 1700-1750

By Liz Kosturko
 

Grade 3, History & Geography 2. Observe visual sources such as historic paintings, photographs or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action.

3.1 On a map of Massachusetts, locate major cities and towns.

3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.

HTB: Analysis of primary and secondary sources.
 
3

Benjamin Franklin in Boston and Philadelphia

By Liz Kosturko
 

3.7 After reading a biography of a person from Massachusetts, summarize the person’s life and achievements.
E. Political leadership (e.g. Benjamin Franklin)

HTB: Analysis of primary and secondary sources.
 
3

Biography Books:  Setting the World Ablaze: Washington, Adams, Jefferson, and the American Revolution and Revolutionary Mothers: Women in the Struggle for America’s Independence

By Alison Currier and Ann Sweeney

Setting the World Ablaze Bio

Revolutionary Mothers Bio
 

3.5 Explain important political and military developments leading to and during the American Revolution.

3.7 After reading a biography of a person from Massachusetts summarize the person’s life and achievements.

5.18 Describe the life and achievements of important leaders during the revolution and in the early years of the United States.
A.  John Adams
E.  Thomas Jefferson
G.  George Washington

HTB:  Analyzing primary and secondary sources.  Formulation of questions through inquiry and determining their importance.
 
3-5

Abdul Rahman-Prince Among Slaves and the Middle Passage

By Melissa Hotchkiss

 

5.12-Explain the causes of the establishment of slavery in North America.  Describe the harsh conditions of the Middle Passage and slave life, and their response of slaves to their condition. 

HTB:  Analysis of primary and secondary sources.  An understanding of historical debate and controversy.  An understanding of bias and points of view.
 
5

Benjamin Franklin

By Lisa Kapnis
 

5.18 Describe the life and achievements of important leaders during the Revolution and the early years of the United States.

HTB: Analysis of primary and secondary sources.
 
5

“It Ain’t Over Till It’s Over” Was the Final Battle at Yorktown the End of the Revolutionary War?

By Cheri Marquart
 

5.17 Describe the major battles of the Revolution and explain the reasons for American victory and British defeat.
E. Yorktown

5.18 Describe the life and achievements of important leaders during the early years of the United States.
G. George Washington

HTB: Analysis of primary and secondary sources.  An understanding of bias and points of view. 
 
5

The Boston Tea Party Gazette:  A WebQuest


By Tricia Harbour

 

5.15 Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies.

D.  Tea Act (1773)

F.  the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773)

HTB:  Analysis of primary and secondary sources.  Understanding bias and point of view.
 
5

Immigrants in Chains:  Slave Narratives Lesson

By Kathryn Jones

Slave Narratives Lesson

 

5.12 Explain the causes of the establishment of slavery in North America.  Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. WHI.20 Describe the development and effects of the trans-African slave trade to the Middle East from the 8th century on, and the trans-Atlantic slave

HTB:  Analysis of primary sources.  An understanding of historical debate and controversy.  Sophisticated examination of how causation relates to continuity and change.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.  Understanding bias and point of view. 
 
5-11

The Culture of the Dine

By Caroline Allison

 

Culture of the Dine
 

USI.26  Explain the causes, course, and consequences of America’s westward expansion and its growing assertiveness.
F.  the concept of Manifest Destiny
H.  the territorial acquisitions resulting from the Mexican War

USII. 4 Analyze the causes of the continuing Westward expansion of the American people after the Civil War and the impact of this migration on the Indians.

HTB:  Analysis of primary sources.  An understanding of historical debate and controversy.  Sophisticated examination of how causation relates to continuity and change.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.  Understanding bias and point of view. 
 
8-11

The Slave Experience:  Harriet Jacobs and Abdul Rahman

By Jim DeBenedictis

The Slave Experience

 

 

USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism.

USI.29  Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture.

HTB:  Analysis of primary and secondary sources.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.  Understanding bias and point of view. 
 
8-11

Irish Immigration to America

By Debbie Costello

Irish Immigration to America
 

USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America.

A. the technological improvements and inventions that contributed to industrial growth

B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840’s and 1850’s   

HTB:  Analysis of primary and secondary sources.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.  Understanding bias and point of view
 
8-11

The American Revolution Boston, Massachusetts: The Man, The Myth, and the Milestone

By Pamela DeAngelo
 

US1.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat in the Revolutionary war.

US1.5 Explain the role of Massachusetts in the Revolution, including important events that took place in Massachusetts and important leaders from Massachusetts.

HTB: Analysis of primary and secondary sources.  An understanding of bias and points of view.  Appreciation of recent historiography through an examination of how historians develop differing opinions.  Analysis of how historians use evidence.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.
 
8-11

The American Declaration of Independence . . . Its Inspiration and Legacy

By Kathryn Jones
 

US1.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government.
A. the legacy of ancient Greece and Rome
B. the political theories of such European philosophers as Locke and Montesquieu

USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson

HTB: Analysis of primary and secondary sources.  An understanding of bias and points of view.  Determination of the significance of different kinds of historical change. Sophisticated examination of how causation relates to continuity and change.
 
8-11

The Writings of Benjamin Franklin and How They Apply to Literature and Life

By Susan Robertson
 

USI.7 Explain the roles of various founders at the Constitutional Convention. 
A. Benjamin Franklin

HTB: Analysis of primary and secondary sources.  An understanding of bias and points of view. 
 
8-11

The Power of Poetry: Studying Paul Revere’s Ride

By Suzanne Keefe

 

 

 

 

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USI.5 Explain the role of Massachusetts in the Revolution, including events that took place in Massachusetts and important leaders from Massachusetts.

English Language Arts Curriculum Framework Learning Standards:  Language Stand, Standard 2. Questioning, Listening, and Contributing, Standard 4. Vocabulary Concept Development; Reading and Literature Strand:
Standard 8: Understanding a Text,
Standard 14. Poetry,
Standard 15. Style and Language; Composition Strand:
Standard 20. Consideration of Audience and Purpose,
Standard 24. Research

HTB: Analysis of primary and secondary sources.  An understanding of bias and points of view. 
 
8-11

Lesson Plan Title
 
Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed
 
Grade
Level

Massachusetts Biographies:  A Grade Three Research Project

By Pam Barry and Valerie Daneau

Mass Biog Lessons
Pages 1- 14


Massachusetts Biographies Photographs Pages 15 -27

Mass Biog Lessons
Thinking Call Out Page 28


Mass Biog Lessons
Speech Call Out Page 29


Mass Biog Lessons
Page30


Mass Biog Lessons
Page 31


Mass Biography
Note taking Page 32

Mass Body Biography
Rubric Page 34

 

3.7 After reading a biography of a person from Massachusetts summarize the person’s life and achievements.
A.  the arts (Louisa May Alcott)

English Language Arts Framework:
Standard 3:  Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.
Standard 8:  Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation.
Standard 23:  Students will organize ideas in writing in a way that makes sense for their purpose.
Standard 24:  Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions. 

HTB:  Analysis of primary and secondary sources.

 
3

Louisa May Alcott:  Looking at Life in Concord, MA through the Eyes of the Alcott and March Sisters, 1840 – 1870

By Karen Ghirardi and Lisa Treacy

Louisa May Alcott:  Looking at Life in Concord
 

3.7 After reading a biography of a person from Massachusetts summarize the person’s life and achievements.
A.  the arts (Louisa May Alcott)

3.9 Identify historic buildings, monuments, or sites in the area (Concord, MA) and explain their purpose or significance

3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. 

HTB:  Analysis of primary and secondary sources.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.
 
3

Louisa May Alcott:  Charismatic Character or Amazing Author?  A WebQuest

By Tricia Harbour and Meaghan Johnson

Louisa May Alcott
A Fresh Pond Web Site

Louisa May Alcott WebQuest Worksheets

 

3.7 After reading a biography of a person from Massachusetts summarize the person’s life and achievements.
A.  the arts (Louisa May Alcott)

3.9 Identify historic buildings, monuments, or sites in the area (Concord, MA) and explain their purpose or significance.

HTB:  Analysis of primary and secondary sources.
 
3

Preparation for a Journey Westward

By Kristina Young & Lindsey Perkins
 
5.34 Explain the reasons that pioneers moved west from the beginning to the middle of the 19th century, and describe their lives on the frontier.

 

 
3-5

Trails of Tears: Native American Experiences with Forced Migration

By Joanne King

 

4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture.

HTB:  Analysis of primary and secondary sources.  An understanding of point of view
 
4

From the Mills to the Sweatshops: Lives of Women in Industry

By Barbara Fauvel and Kristen Sullivan

 

USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America.

  1. the technological improvements and inventions that contributed to industrial growth
  2. the roles of women in New England textile factories

USII.30  Describe some of the major economic and social trends of the late 20th century
C. major immigration and demographic changes such as the rise in Asian and Hispanic immigration.

HTB:  Analysis of primary and secondary sources.  An understanding of point of view
 
6-11

The Culture of the Dine

By Caroline Allison

Culture of the Dine

 

USI.26  Explain the causes, course, and consequences of America’s westward expansion and its growing assertiveness.

F.  the concept of Manifest Destiny

H.  the territorial acquisitions resulting from the Mexican War

USII. 4 Analyze the causes of the continuing Westward expansion of the American people after the Civil War and the impact of this migration on the Indians.

HTB:  Analysis of primary sources.  An understanding of historical debate and controversy.  Sophisticated examination of how causation relates to continuity and change.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.  Understanding bias and point of view. 
 
8-11

The Slave Experience:  Harriet Jacobs and Abdul Rahman

By Jim DeBenedictis

The Slave Experience

Google Earth: Prince Among Slaves
Download file, will need
google earth to view.

 

USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism.

USI.29  Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture.

HTB:  Analysis of primary and secondary sources.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.  Understanding bias and point of view. 
 
8-11

Irish Immigration to America

By Debbie Costello

Irish Immigration to America
 

USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America.

A. the technological improvements and inventions that contributed to industrial growth

B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840’s and 1850’s   

HTB:  Analysis of primary and secondary sources.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.  Understanding bias and point of view
 
8-11

The Fairer Sex?
The International Women’s Movement

By Caroline Allison

The Fairer Sex

International Womens Rights (ppt)
 

USI.33  Analyze the goals and effect of the antebellum women’s suffrage movement.
WHII.9 Explain the impact of various social and political reforms and reform movements in Europe.

HTB:  Analysis of primary and secondary sources.  An understanding bias and point of view.
 
8-11

Teaching with Blood and Thunder:  An Epic of the American West

By Jim DeBenedictis

DeBenedictis Blood and Thunder

American Progress PPT
 

USI.26  Explain the causes, course, and consequences of America’s westward expansion and its growing assertiveness.
F.  the concept of Manifest Destiny

HTB:  Analysis of primary sources.  An understanding of historical debate and controversy.  Sophisticated examination of how causation relates to continuity and change.  Understanding of the interrelationship among themes, regions, and periodization.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of the values of that time.
 
8-11

Rethinking Race in the American West

By Kathryn Jones

Jones Rethinking Race

Jones American West
Images PPT
 

USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails.

HTB:  Analysis of primary and secondary sources.  An understanding of historical debate and controversy.  An understanding of bias and points of view.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time.

 
8-11

U.S. Expansionism and Nationalism


By Scott Ouellet, David Casey, & Michael DeVincenzi

 

.USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness.  Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon Trails.

 
8-11

Andrew Jackson and Indian Removal:  A WebQuest


By Kerry Gallagher

 

USI.24  Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President.

C.  Jackson’s policy of Indian Removal

USI.26  Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. 

D.  the Cherokees’ Trail of Tears

HTB:  Analysis of primary and secondary sources.  Understanding bias and point of view.
 
8-11

Witness the War of 1812:  A WebQuest


By Kerry Gallagher

 

USI.26  Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. 

A.  the War of 1812

HTB:  Analysis of primary and secondary sources.  Understanding bias and point of view.
 
8-11

A Day in the Life of a Pioneer:  A WebQuest


By Brenda Miles and Meaghan Johnson

 

Back to Top

 

5.35  Explain the reasons that pioneers moved west from the beginning to the middle of the 19th century, and describe their lives on the frontier.

A.  wagon train journeys on the Oregon and Santa Fe Trails

B.  their settlements on the western territories

HTB:  Analysis of primary and secondary sources.  Understanding bias and point of view. 
 
3-5

Lesson Plan Title
 
Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed
 
Grade
Level

Teaching with Primary Documents:  The Fugitive Slave Act

By Caroline Allison

Allison Fugitive Slave Law
 

USI.31  Describe the formation of the abolitionism movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism.

USI.36  Summarize the critical developments leading up to the Civil War.
D.  the Compromise of 1850

HTB:  Analysis of primary and secondary sources.  Understanding bias and point of view. 
 
8-11

Slavery and the Fugitive Slave Law Using Opposing Viewpoints

By Kathryn Jones

Jones Fugitive Slave Law
 

USI.31  Describe the formation of the abolitionism movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism.

USI.35  Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century.

HTB:  Analysis of primary and secondary sources.  An understanding of historical debate and controversy.  An understanding of bias and points of view.  Understanding that although the past tends to be viewed in terms of present values a proper perception of the past requires a serious examination of the values of that time.

 
8-11

The Great Debates:  William Lloyd Garrison, George Fitzhugh, Stephen Douglas, and Abraham Lincoln

By Mike Maday

Mayday The Great Debates
 

USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of Southerners and Northerners to abolitionism.

HTB:  Analysis of primary and secondary sources.  An understanding of historical debate and controversy.
 
8-11

The Legacy of Slavery Revealed through Personal Narrative and Poetry

By Susan Robertson

Robertson Legacy of Slavery
 

USI.29  Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South.

HTB:  Analysis of primary and secondary sources.  Understanding of bias and point of view.
 
8-11

The Declaration of Independence and Slavery in Antebellum America

By Pamela DeAngelo Foss

DeAngelo Declaration of Independence and Slavery

DeAngelo Essential Questions

DeAngelo Socratic Seminar Instructions

DeAngelo Socratic Questions
 

USI.3  Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson.

USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century.

HTB:  Analysis of primary and secondary sources.  An understanding of historical debate and controversy.  Formation of questions through inquiry and determining their importance.
 
8-11

Voices of the Storm:  The Coming of the Civil War, A WebQuest

By Darrin Berard and Paul Francoeur

Web Quest

Back to Top

 

USI.36 Summarize the critical developments leading to the Civil War.

USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events.

USI.40 Provide examples of the various effects of the Civil War.

 
8-11

 

Lesson Plan Title

 

Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed

 
Grade
Level

Coming to America - An Immigration Scrapbook (Word)
(Lesson - pdf)

By Patty DeVries

 

 

 

 

4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:

C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers

D. major Spanish-speaking and Asian immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers

HTB: Analysis of primary and secondary sources.
 
4

Comparing the Working Conditions of Immigrants Past and Present

By Erin Burchill

Comparing the Working Conditions of Immigrants Past and Present

 

4.  Give examples of the major rights that immigrants have acquired as citizens of the United States (e.g., the right to vote, and freedom of religion, speech, assembly, and petition.

4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to the American culture of…
D.  Major Spanish-speaking (e.g., Cubans and Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers.

4.16 Identify major immigrant groups that live in Massachusetts and where they now live in large numbers (e.g., English, Irish, Italians, French Canadians, Armenians, Greeks, Portuguese, Haitians, and Vietnamese).

HTB:  Analysis of primary and secondary sources

Determination of the significance of different kinds of historical change.  Sophisticated examination of how causation relates to continuity and change.  Understanding of the interrelationship among themes, regions, and periodization.
 
4

A Nation of Immigrants

By Kristen Eschmann and Estelle Chaput

A Nation of Immigrants

 

 

4.  Give examples of the major rights that immigrants have acquired as citizens of the United States (e.g., the right to vote, and freedom of religion, speech, assembly, and petition.

4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to the American culture of…
D.  Major Spanish-speaking (e.g., Cubans and Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers.

4.16 Identify major immigrant groups that live in Massachusetts and where they now live in large numbers (e.g., English, Irish, Italians, French Canadians, Armenians, Greeks, Portuguese, Haitians, and Vietnamese).

 

5-6

(ELL)


Examining Immigration Through the Ages

By Karen Kane

Examining Immigration Through the Ages

 

 

 

 

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7.18  Identify the Phoenicians as the successors to the Minoans in dominating maritime trade in the Mediterranean from c. 1000-300 BCE.

USII.3 Describe the causes of immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.

USII.30  Describe some of the major economic and social trends of the late 20th century.
C. major immigration and demographic changes such as the rise in Asian and Hispanic immigration.

HTB:  Analysis of primary and secondary sources
Determination of the significance of different kinds of historical change.  Sophisticated examination of how causation relates to continuity and change.  Understanding of the interrelationship among themes, regions, and periodization.

 
7-11

Coming to America through Ellis Island Versus Angel Island

By Karen Kane

Kane Book group lesson
 

USII.3 Describe the causes of immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.

HTB:  Analysis of primary and secondary sources.  Understanding of bias and points of view.
 
6-8

Teaching With Hollywood: 
Strategies for Working with Feature Film in the U.S. History Classroom

By Pamela Foss

Teaching With Hollywood

Teaching With Hollywood Bibliography

 

USII.3 Describe the causes of immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.

HTB:  Analysis of primary and secondary sources.
 
8-11

Connecting the Graphic Novel American Born Chinese to the Chinese-American Experience as Described in Driven Out

By Miriam Morgenstern

Morgenstern drivenout
(Word)
 

USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, (H) Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.

HTB:  Analysis of primary and secondary sources.  Understanding bias and point of view
 
9 - 12

Is America Living Up to What It Says It Stands For?
By Michael Maday

Mayday America Lesson and Mayday America Documents
 

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights.

HTB:  Analysis of primary and secondary sources.  Understanding of bias and point of view.
   

Through an Immigrant’s Eyes: Considering the Second Great Wave of American Immigration from the Perspective of a Young Jewish Girl

By Jeffrey Ryan

Through an immigrants eyes

Through an immigirants eyes.ppt
 

USII.3  Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.

HTB:  Analysis of primary and secondary sources.  Understanding of historical debate and controversy.  Understanding of bias and points of view.
 
9-12

Freedom?  Equality?  For All? The Reconstruction Amendments and the Rise of Jim Crow Laws

Foss Jim Crow (Word)
 

USI.41 Explain the policies and consequences of Reconstruction.
C. the 13th, 14th, and 15th Amendments
D. the opposition of Southern whites to Reconstruction
E. the accomplishments and failures of Radical Reconstruction
G. the rise of Jim Crow laws
USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights.

HTB:  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time; Analysis of primary and secondary sources.

 
9 - 12

The Triangle Shirtwaist Factory Fire

By Kara Pigeon

 

 

USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era.

HTB:  Analysis of primary and secondary sources.  Analysis of how historians use evidence.  Formulation of questions through inquiry and determining their importance.
 
9-12

Immigration Mini-Unit: 
Ellis Island, Jacob Riis, and the Tenement Museum

By Caroline Allison

Immigration Mini Unit

Blank shipmanifest.pdf

Lesson 1, 2, 3, 4 slides
 

USII.3  Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.

HTB:  Analysis of primary and secondary sources.  Understanding of bias and points of view.
 
9-12

Lesson Plan Title
 
Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed
 
Grade
Level

“Yes, I am an American:” Four Lesson Plans on Japanese-American Internment Camps

By Mary Anne Cuscuna

Cuscuna book group lesson
(Word)

 

USII.17 Explain important domestic events that took place during the war.
D. the internment of West Coast Japanese-Americans in the U.S. and Canada
WHII.24 Summarize key battles and events of WWII
C. Pearl Harbor

HTB:  Analysis of primary and secondary sources; Formulation of questions through inquiry and determining their importance; An understanding of historical debate and controversy.
 
7 - 11

World War I Propaganda Posters

By Mariann Illingworth
 

USII. 6  Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I

J.  America’s entry into World War I
 
8-11

Mob Mentality and the Bystander: Detroit and Washington D.C., 1925, Strasbourg, 1348, Boston, 1974

By Kathryn Jones

Mob Mentality
 

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights.

HTB:  Analysis of primary and secondary sources.

 
8-11

Japanese-American Internment Research

By Susan Robertson

 

 

 

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English Language Arts Learning Standards 19) Students will write with a clear focus, coherent organization, and sufficient detail 20) Students will write for different audiences and purposes 24) Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions

USII.17 Explain important domestic events that took place during World War II.

 D. The interment of West Coast Japanese-Americans in the U.S. and Canada.

HTB: Analysis of primary and secondary sources. 
 
9-11

Dark Images of the Invisible Empire: A Study of the Ku Klux Klan as View into the Heart of American Racism

By Jeffrey Ryan

Lesson Plan

lesson plan.ppt
 

USI.41  Explain the policies and consequences of Reconstruction
G.  the rise of Jim Crow laws

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights.

USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s.
C. racial and ethnic tensions

HTB:  Analysis of primary and secondary sources.  Understanding of bias and points of view.

 
10-12

“A Challenge to Democracy:” The Internment of Japanese Americans During World War II

By Darrin Berard and Paul Francoeur

A Challenge to
Democracy
 

USII.17 Explain important domestic events that took place during the war.
D. the internment of West Coast Japanese-Americans in the U.S. and Canada

HTB:  An understanding of historical debate and controversy. Analysis of primary and secondary sources. Analysis of how historians use evidence. An understanding of bias and points of view.

 
9 - 12

Japanese American Internment:  What Did We Do Wrong? A Webquest

By Alan Beausoleil

 

 

USII.17 Explain important domestic events that took place during the war.
D. the internment of West Coast Japanese-Americans in the U.S. and Canada

HTB:  Analysis of primary and secondary sources.  Understanding of historical debate and controversy.  Understanding of bias and points of view.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time.
 
9 - 12

Lesson Plan Title
 
Massachusetts Curriculum Frameworks
Learning Standard(s) Addressed
 
Grade
Leve

Leaders of the Civil Rights Movement

By David Blanchard
  USII.25  Analyze the origins, goals, and key events of the Civil Rights movement.  
8-11

Red, White, and Blues:
Is America the “Dream the Dreamers Dreamed”?

By Stefanie Lowe

Lowe red white and blues
(Word)
 

USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s.

USII.25 Analyze the origins, goals, and key events of the Civil Rights movement

USII.26 Describe the accomplishments of the civil rights movement.

HTB:  Analysis of primary and secondary sources. An understanding of historical debate and controversy.  An understanding of bias and point of view.
   

Modern Day Slavery

By Rebecca Mandell
  USI.29  Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture.  
8-11

Senate Committee Report on an Environmental Issue

By Tom Darrin

 

 

 

 

 

 

USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon.
F. the creation of the Environmental Protection Agency (EPA) in 1970.

USII.29 Analyze the presidency of Ronal Reagan.

USII.31 Analyze the important domestic policies and events of the Clinton presidency.

HTB: Determination of the significance of different kinds of historical change.  Understanding that although the past tends to be viewed in terms of present values, a proper perception of the past requires a serious examination of values of that time.
 
9-12

Cuba and Communism:  Is It Time to Turn the Page?

By Alan Beausoleil

Cuba and Communism

Gordon Chase memo

 

USII.18  Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies.

USII.19  Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union

USII.22  Analyze the causes and consequences of important domestic Cold War trends

HTB:  Analysis of primary and secondary sources; an understanding of historical debate and controversy; an understanding of bias and points of view.
 
10-11

Global Perspectives on the Cuban Missile Crisis

By Kathleen Murphy

Cuban Missile Crisis
Lesson Plan

 

USII.19  Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union

HTB:  Analysis of primary and secondary sources; an understanding of historical debate and controversy; an understanding of bias and points of view.
 
10-11

The Cold War and Its Impact on Guatemala

By Lisa Menasian

Cold War and Guatemala
 

USII.19  Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union

HTB:  Analysis of primary and secondary sources; an understanding of historical debate and controversy; an understanding of bias and points of view.
 
10-12

The Cold War Begins, 1945 -1952

By Thomas Sangermano

The Cold War Begins
 

USII.18  Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies.

USII.19  Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union

USII.22  Analyze the causes and consequences of important domestic Cold War trends

HTB:  Analysis of primary and secondary sources; an understanding of historical debate and controversy; an understanding of bias and points of view.
 
10-11

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