Found 29 bookmarks
Custom sorting
Hamilton/Jefferson Lesson Plan
Hamilton/Jefferson Lesson Plan
This quick comparison of letters written to George Washington by Hamilton and Jefferson provide a glimpse of the degree of animosity between the two and the tension that Washington had to navigate in order to make it possible for the young nation to survive. This is an effective activity because of the questions Stanford provides and the excellent editing of the excerpts from the letters
#lesson plan#US History I#primary source
·sheg.stanford.edu·
Hamilton/Jefferson Lesson Plan
Living the Revolution: America, 1789-1820, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
Living the Revolution: America, 1789-1820, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
A collection of primary resources-historical documents, literary texts,and works of art-thematically organized with notes and discussion questions from National Humanities Center from National Humanities Center
#US History#US History I#US I Unit 3 Constitution and New Nation#lesson plan#lesson plans#primary source#US I Unit 2: Market Revolution
·nationalhumanitiescenter.org·
Living the Revolution: America, 1789-1820, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
The Election Is in the House: 1824: The Candidates and the Issues | EDSITEment
The Election Is in the House: 1824: The Candidates and the Issues | EDSITEment
Four crucial elements of our election system were highlighted in the election of 1824: the nomination of candidates, the popular election of electors, the Electoral College, and the election of the president in the House when no candidate receives a majority in the Electoral College.
#lesson plan#US History I#US I Unit 3 Constitution and New Nation#US I Unit 2: Market Revolution
·edsitement.neh.gov·
The Election Is in the House: 1824: The Candidates and the Issues | EDSITEment
Revolution and Early America | Stanford History Education Group
Revolution and Early America | Stanford History Education Group
he Revolution and Early America Unit covers the standard eighteenth century topics that would appear in any textbook. These lessons, however, will push students to dig deeper as they read the documents and develop historical arguments about topics ranging from the Great Awakening (why was George Whitefield so popular?) to the Stamp Act (why were Colonists upset about the Stamp Act?) to the Constitution (why did the Founding Fathers keep slavery in the Constitution?). Each lesson offers primary documents that promote conflicting interpretations. The unit will introduce students to historiography, as they contrast Bernard Bailyn's interpretaton of the Declaration of Independence to Howard Zinn's account. These lessons will emphasize the historical reading skills students will practice all year.
#lesson plan#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation
·sheg.stanford.edu·
Revolution and Early America | Stanford History Education Group
Anti-federalist Arguments Against "A Complete Consolidation" | EDSITEment
Anti-federalist Arguments Against "A Complete Consolidation" | EDSITEment
This lesson will focus on the chief objections of the Anti-federalists, especially The Federal Farmer (Richard Henry Lee), Centinel, and Brutus, regarding the extended republic. Students will become familiar with the larger issues surrounding this debate, including the nature of the American Union, the difficulties of uniting such a vast territory with a diverse multitude of regional interests, and the challenges of maintaining a free republic as the American people moved toward becoming a nation rather than a mere confederation of individual states.
#lesson plan#US History I#US I Unit 3 Constitution and New Nation#primary source
·edsitement.neh.gov·
Anti-federalist Arguments Against "A Complete Consolidation" | EDSITEment
Slavery in the United States - (Library of Congress)
Slavery in the United States - (Library of Congress)
This lesson introduces students to primary sources -- what they are, their great variety, and how they can be analyzed. The lesson begins with an activity that helps students understand the historical record. Students then learn techniques for analyzing primary sources. Finally, students apply these techniques to analyze documents about slavery in the United States.
#lesson plan#US I Unit 3 Constitution and New Nation
·loc.gov·
Slavery in the United States - (Library of Congress)
No, the Founders Were Not Tea Partiers -- NYMag
No, the Founders Were Not Tea Partiers -- NYMag
This article gives us a more valuable way to teach the balance of the House and Senate. We can use a current political debate over what the founders intended and use it to explore the manner in which geographic and demographic size were bartered in the compromises of the Constitution. Better to work students through some of the challenge in this article than have them write definitions of the New Jersey and Virginia Plans for homework!
#lesson plan#secondary sources#US I Unit 3 Constitution and New Nation#8th Grade Social Studies
·nymag.com·
No, the Founders Were Not Tea Partiers -- NYMag
Drafting, Debating and Ratifying the Constitution
Drafting, Debating and Ratifying the Constitution
Based in primary documents, this lesson is designed to be implemented with an online instructional component. High school teachers will not be able to take these college lessons wholesale, but rather pick through the individual exercises and documents to find the elements around which they could build their own lessons
#US I Unit 3 Constitution and New Nation#lesson plan#primary source
·investigatinghistory.ashp.cuny.edu·
Drafting, Debating and Ratifying the Constitution
Abolition Petition and Mail Campaigns - Teaching the Journal of American History
Abolition Petition and Mail Campaigns - Teaching the Journal of American History

This primary document analysis comes with links documents already edited for use in the classroom or for homework. Questions include asking student to compare the reaction of some southerners to northern abolitionists campaigns to 9/11 and the war on terror.
This lesson can provide great insight to the abolitionist movement, the growth of communications/transportation and the manner in which free speech is held in the balance. Yet another collateral effect of this lesson is dispel the myth of "Jacksonian Democracy"

#US I Unit 3 Constitution and New Nation#lesson plan#African Americans#US I Unit 2: Market Revolution
·journalofamericanhistory.org·
Abolition Petition and Mail Campaigns - Teaching the Journal of American History
The United States Constitution: Federalists v. Anti-Federalists | The Gilder Lehrman Institute of American History
The United States Constitution: Federalists v. Anti-Federalists | The Gilder Lehrman Institute of American History
Accessible through a Gilder Lehrman account, this lesson guides students through the Federalist and Anti-Federalist arguments for and against the Constitution. There are dozens of versions of this lesson, teachers have been having students do this for years, but to make it work you need just the right excerpts from just the right documents; leave it to Gilder to get them right
#US I Unit 3 Constitution and New Nation#lesson plan#primary source
·gilderlehrman.org·
The United States Constitution: Federalists v. Anti-Federalists | The Gilder Lehrman Institute of American History
Louisiana Purchase | Stanford History Education Group
Louisiana Purchase | Stanford History Education Group
The purchase of the Louisiana Territory from France in October 1803 doubled the size of the United States and foreshadowed its emergence as a global power. The purchase marked an unprecedented use of executive power by President Thomas Jefferson and evoked strong resistance from Federalists. In this lesson, a timeline of the purchase along with letters by Federalist leaders help students decide whether practical concerns or political agendas motivated the opposition.
#lesson plan#US I Unit 3 Constitution and New Nation#primary source
·sheg.stanford.edu·
Louisiana Purchase | Stanford History Education Group
Lewis and Clark | Stanford History Education Group
Lewis and Clark | Stanford History Education Group
In this Structured Academic Controversy (SAC), students read five documents that give different accounts of how Lewis and Clark treated the Native Americans they met on their expedition. Students are assigned to teams to locate evidence to support or refute the claim that Lewis and Clark were respectful to Native Americans. Students present their evidence to the opposing side and then come to a consensus on an answer to the central historical question.
#lesson plan#US I Unit 3 Constitution and New Nation#primary source
·sheg.stanford.edu·
Lewis and Clark | Stanford History Education Group
Shays' Rebellion | Stanford History Education Group
Shays' Rebellion | Stanford History Education Group
Shays' Rebellion is often regarded as the event that led Americans to want a stronger central government, but the story is not so simple. Opinions on the rebellion and the power of government varied, often along class lines. In this lesson, students will gain a more nuanced understanding of how Americans reacted to Shays' Rebellion by analyzing a textbook account and a letter by Thomas Jefferson
#lesson plan#US I Unit 3 Constitution and New Nation#8th Grade Unit 3: The Constitution#primary source
·sheg.stanford.edu·
Shays' Rebellion | Stanford History Education Group
Emory president sets off uproar with statements on three-fifths compromise and then apologizes
Emory president sets off uproar with statements on three-fifths compromise and then apologizes
Another approach to teaching history is to show students debates over it in the present. Instead of copying bullets off a slide, have them read this article to see what questions they have themselves. What was the 3/5ths compromise? Was the president of Emory wrong? Essentially, this gives teachers the chance to expose the an important element of slavery history, that it was tolerated in the north. Even 80 years later, people who opposed slavery had to ask themselves if their opposition was important enough to them that they would sacrifice the country for it.
"Some might suggest that the constitutional compromise reached for the lowest common denominator -- for the barest minimum value on which both sides could agree. I rather think something different happened. Both sides found a way to temper ideology and continue working toward the highest aspiration they both shared -- the aspiration to form a more perfect union. They set their sights higher, not lower, in order to identify their common goal and keep moving toward it." He also cited the three-fifths compromise as one of the "pragmatic half-victories" that led to the solidifying of the United States.
"In retrospect we can fairly ask ourselves, would we have voted for the Constitution -- for a new nation, for 'a more perfect union' -- if it meant including the three-fifths compromise? Or would we have voted no -- that is, voted not to undertake what I hope we see as a noble experiment, however flawed and imperfect it has been. Would the alternative have been a fractured continent, a portion of which might have continued far longer as an economy built on the enslavement of human beings? We don’t know; nor could our founders know."
#US I Unit 3 Constitution and New Nation#slavery#lesson plan
·insidehighered.com·
Emory president sets off uproar with statements on three-fifths compromise and then apologizes
Quelling the Whiskey Rebellion and taking a stand for the future
Quelling the Whiskey Rebellion and taking a stand for the future
Using letters, historical drawings, and presidential proclamations, students will determine the process by which the federal government ended the Whiskey Rebellion. After reviewing a drawing of the Famous whiskey insurrection in Pennsylvania, students will read excerpts of letters and proclamations from President George Washington, Secretary of the Treasury Alexander Hamilton, and Secretary of State Thomas Jefferson. Students will discuss which course of action recommended by the letters best suited the national government and its goal to create a stronger union in perpetuity
#US I Unit 3 Constitution and New Nation#lesson plan#primary source
·nhd.org·
Quelling the Whiskey Rebellion and taking a stand for the future
Balance Sheet of the United States - 1784-1786
Balance Sheet of the United States - 1784-1786
This is a spreadsheet of the monies requested of the states and a record of what they have paid. Worthwhile to share with students for a "think" and "wonder" activity to launch to a little research. Some of the money requested by the federal government were its own bonds - that is what they will find when they look up "indentures" - what is "specie"?
#lesson plan#primary source#US I Unit 3 Constitution and New Nation
·loc.gov·
Balance Sheet of the United States - 1784-1786
Database of Mount Vernon's Enslaved Community · George Washington's Mount Vernon
Database of Mount Vernon's Enslaved Community · George Washington's Mount Vernon
With drop-down menus to search by event type, person, skill, location, and more, this database can be used for a "free-range" primary source exercise. Have students search through the data base for five minutes, and after coming up with a hypothesis, spend a half hour looking for evidence to prove it
#George Washington#slavery#lesson plan#primary source#US I Unit 3 Constitution and New Nation#Free Range Lesson
·mountvernon.org·
Database of Mount Vernon's Enslaved Community · George Washington's Mount Vernon