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Activity Link: https://sheg.stanford.edu/history-assessments/first-thanksgiving
Essential Question: What does the painting tell us about the first Thanksgiving?
(Re)sources: The First Thanksgiving 1621 by J.L.G. Ferris (1932)
Assessments: Short Answer Question
The painting The First Thanksgiving 1621 helps historians understand the relationship between the Wampanoag Indians and the Pilgrim settlers in 1621. Do you agree or disagree? (Circle one.) Briefly support your answer:

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Activity Link: https://www.inquirygroup.org/history-lessons/shays-rebellion?_ga=2.197669807.1276443039.1757188748-1688565257.1757188748

Essential Question: After analyzing Thomas Jefferson's letter and the textbook account, what's your understanding of how Americans reacted to Shays' Rebellion?

(Re)sources: Thomas Jefferson Letter to James Madison, January 1787. Textbook account of Shays' Rebellion.

Assessments: Analyzing primary sources to respond to a short-answer question. Jefferson's letter along with the textbook account helps historians try to understand how Americans reacted to Shays' Rebellion. What's your understanding of how Americans reacted to Shays' Rebellion? Explain your answer.

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Activity Link: https://thinktv.pbslearningmedia.org/resource/civ25-soc-the-electoral-college/civics-made-easy/

Essential Question: How can a candidate win the popular vote, but not become president?

Resources: Civics Made Easy video (PBS Link)

Assessments: Short Answer question

Example:

1. How did the history of slavery influence the design of the Electoral College? What does this tell us about the historical context of voting rights in the United States?

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Activity Link: https://www.inquirygroup.org/history-lessons/cleopatra

Essential Question: Did Cleopatra VII die by snakebite?

(Re)Sources: Several articles written by scholars of the past and present.

Assessment: A document graphic organizer to determine whether or not Cleopatra died of a snakebite. And then a short persuasive essay taking a stand.

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Much of history is chronicled and understood in terms of myth and legend. Such “historiography” certainly applies to Cleopatra, whose supposed beauty and tragic death have been immortalized in art and media across centuries. In this lesson, students consider whether or not Cleopatra actually died from a self-inflicted snakebite through evaluating the reliability of various types of secondary, historical sources.

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Activity Link: Stamp Act | Digital Inquiry Group

Essential Question: Why were colonists upset about the Stamp Act?

(Re)sources: B.W.'s Public Letter, From a London Newspaper, A Stamp Act Collector’s Letter.

Assessments: Students will respond to a set of reading response guided questions that go with the sources listed above.

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The passage of the Stamp Act in 1765 outraged American colonists and fueled discontent with British rule that led to the outbreak of the American Revolution. Why was a rather small tax so fiercely resented? In this lesson, students engage in key aspects of historical thinking as they explore this question. [Lesson Plan and Original Documents updated on 9/29/14.]

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Activity Link: https://www.inquirygroup.org/history-lessons/louisiana-purchase

Essential Question: Why were the federalists opposed to the Louisiana Purchase?

Resources: Letters from Alexander Hamilton, and Federalists.

Assessment: Students will share their reasoning for why federalists oppose the Louisiana Purchase, giving evidence to support their claims.

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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.

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Louisiana Purchase | Digital Inquiry Group

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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.

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Activity Link:https://www.inquirygroup.org/history-lessons/farmworker-movement

Essential question: What causes the formation of organized labour?

Resources: Original images and document from the time.

Assessment: Students share their understandings of how California farmworkers achieved better pay and working conditions by reading and analyzing three documents, them participate in a class discussion.

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Farmworker Movement | Digital Inquiry Group

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This lesson focuses on farmworker activism of the 1960s and 1970s. Students analyze a historical photograph, newspaper article, and interview with Larry Itliong to investigate how Filipino American and Mexican American farmworkers organized to improve their working conditions.

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Essential Question: What were the motivations and ideals of the Puritans who settled the Massachusetts Bay Colony?

The sources used: Document A: ‘City upon a Hill’ (Source: John Winthrop (1588–1649), lawyer and leader of the 1630 migration of English Puritans to Massachusetts Bay Colony, delivered this famous sermon aboard the Arbella to settlers traveling to New England.), Document B: ‘The Divine Right to Occupy the Land’ (Source: Puritan leader John Cotton gave the following sermon to members of his congregation who were immigrating to America in 1630. Cotton became a respected and influential clergyman in the Massachusetts Bay Colony.)

Assessments of students learing: students source, corroborate, and contextualize

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What were the motivations and ideals of the Puritans who settled the Massachusetts Bay Colony? In this lesson, students source, corroborate, and contextualize speeches from John Winthrop and John Cotton to explore the Puritans’ motivations. Students also practice using historical evidence to construct a written answer to the question: Were the Puritans selfish or selfless?

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Brandon Amador-Federalist v. Anti Federalist

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Brandon Amador-Federalist v. Anti Federalist

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Essential Question: How did the struggle between the Federalists and Anti-Federalists affect our modern system of government?

Sources used:

Melancton Smith, Speech, June 21, 1788. http://teachers.sduhsd.k12.ca.us/tpsocialsciences/american_govt/antipapers/msmith.htm

Alexander Hamilton, Speech, June 21, 1788. http://presspubs.uchicago.edu/founders/documents/v1ch13s38.html

Assessment of student learning:  Via Discussion, primarily asking questions like: based on these arguments, what type of people would you guess tended to be Federalists? Anti-Federalists?  Or If you could have chosen, what side would you have supported? And Do you see versions of these issues being debated today?

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Federalists and Anti-Federalists | Digital Inquiry Group

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The ratification of the Constitution was hotly debated across the country but nowhere as fiercely as in New York. Students read Federalist and Anti-Federalist positions from the New York State Convention to explore the different sides of the debate and to understand who stood on each side.

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Essential Question: Was the main goal of the Committee of Public Safety to protect the French Revolution from its enemies?

(Re)sources: Decree Against Profiteers. Accounts about the Committee of Public Safety.

Assessment: Completing guided questions on primary sources.

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Reign of Terror of the French Revolution | Digital Inquiry Group

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The Committee of Public Safety’s assumption of political power and rule between 1793 and 1794 marked what was arguably the most radical phase of the French Revolution. The Committee justified its excesses as necessary to protect against domestic and foreign counter-revolutionaries. In this lesson, students question the motives of the Committee through analyzing excerpts from the “Decree Against Profiteers” and the “Law of Suspects.”