Lesson Plans
This Is Not a Small Voice
Students analyze photographs from the 1963 March on Washington for Jobs and Freedom and read the poem, This Is Not a Small Voice by Sonia Sanchez to consider the power of using one's voice. After, students consider how they could use their voices and create a poem inspired by the one they just read.
Whiskey Rebels: Champions of the Common Man or Treasonous Traitors?
Students will analyze primary sources to investigate the causes of the Whiskey Rebellion in 1791-1794 and consider if the protest actions of the rebels were protected by the 1st amendment as well as if the federal government treated the rebels justly according to the 6th and 8th amendments. Next, students will rewrite a textbook description of this historical event to more accurately reflect multiple perspectives that they learned about through their analyses of primary sources. Then students will select a person from their neighborhood, city, or state that they think deserves a historic monument and create a persuasive proposal advocating for that.
Did We Overcome?
Students analyze primary sources to deepen understanding of Jim Crow laws and the discrimination they perpetuated, how civil rights protests helped secure civil rights, and make connections between the past and recent events. After, students will create a pamphlet, modeled after the historical document they analyzed, that illustrates, defines, and discusses an instance where they took action to make change.
Champions of Change
Students analyze a variety of primary sources to explore how African American song took root as a means of spreading the message of equality and as a critical part in unifying America in the struggle. After, students investigate the influence of contemporary music and musicians on memorializing the successes of the past and emphasizing the continuing need for equality today.
In Service of a Cause?
Students analyze images in conjunction with historical and contemporary texts, comparing and contrasting point of view, details, claims, evidence, and reasoning as they learn about the purpose of the 1859 raid on Harpers Ferry led by John Brown and consider whether or not his actions were justified in the historical context. After, students debate whether the use of force or violence in service of a cause can ever be justified.
Stonewall: A Building. An Uprising. A Revolution.
Pair the picture book, Stonewall: A Building. An Uprising. A Revolution., with primary sources to have students consider multiple perspectives as they build knowledge of this historic event in LGBTQ+ rights movement. After students can read the summary of the Equality Act, which passed in the House but has not moved out of committee in the Senate, and one or more comments on it published in the Congressional Record. Encourage students who feel passionately about the Equality Act to write to their Senators to share their thoughts.
Bonus Veterans
Students analyze primary sources to learn about the Bonus Army and to consider the question, How does informing ourselves about the past guide us in the future?
Civil Rights and Civic Action
Students deepen their understanding and personal integration of the concept of commitment to civic service by examining the historic contribution of young people in shaping positive changes in America using primary sources from the Library of Congress. Students explore the civic service accomplishments of young people to help bring about social change and identify the potential of young people in creating positive change through civic service. Students then identify characteristics of civic activists as well as current problems or causes about which they are passionate and draft an action plan to affect change.
Data Analysis to Drive Civic Action
Students consider civic action through primary source analysis, then examine and interpret data and use knowledge of civic life, politics, and government to discuss potential civic engagement.