Indian Policy Docs From: Digital History Grade Level: (HS), College Remote Ready: With Modifications Time: 1-2 class periods Length of Reading: Pages Link: Indian Removal This lesson features several excellent, short primary sources. Docs include excerpts regarding the Indian policies of: TJ, Monroe, and Jackson, in their own words. Maps and political cartoons about removal are also included. Read what those on the Trail of Tears and Indian leaders said about removal. There is an overarching question about how Indian Policy changed over time (under the "teacher resources" tab) but no recommended activity. Teachers might have students read the docs, fill out a standard Document Analysis Worksheet from the National Archives and discuss. Or each group can tackle a few docs; then groups can jigsaw to explain their docs to each other. Several links are no longer working, but these are non-essential and there are many other primary sources. The broke links include links to: the Cherokee alphabet, Indian Affairs laws and treaties, the Cherokee newspaper, speech against removal, and speech in favor of removal. < Back Next > More Information: Grade Level: (HS), College: This lesson is meant for college students; however, we think it would be excellent for high school students too This Activity Involves: Primary Source: This activity utilizes primary sources. Historical caricature of the Cherokee nation . [Place not identified: Publisher not identified] Photograph. Retrieved from the Library of Congress, .

Teaching Hard History: The Changing Face of Slavery From: SPLC Learning for Justice Grade Level: MS, HS, (College) Remote Ready: With Modifications Time: Depends Upon Lesson Length of Reading: Pages Link: Teaching Hard History Framework After clicking on the link above, scroll to the "The Changing Face of Slavery (1808-1848)" Heading. And then choose the Summary Objective that most interest you. You will be linked to a short list of wonderful online resources and their descriptions. < Back Next > More Information: Grade Level: MS, HS, (College): This lesson is meant for middle school and high school students; however, we think it would be well suited for college too This Activity Involves: Primary Source: This activity utilizes primary sources. Movie: This activity involves a clip, film, or documentary. Secondary Source: This activity utilizes secondary sources.

Loyalists From: Digital Inquiry Group Grade Level: (MS), (HS) Remote Ready: With Modifications Time: 1 Class Period or Less Length of Reading: Paragraphs Link: Loyalists Students check out 2 primary source snippets from loyalists and fill out a graphic organizer. < Back Next > More Information: Grade Level: (MS), (HS): There is no specified age group for this activity; however, we think it would be well suited for middle school and high school students This Activity Involves: Primary Source: This activity utilizes primary sources. The Bostonians Paying the Excise-Man or Tarring & Feathering; Copied on stone by D. C. Johnston from a print published in London in 1774. Lithograph David Claypoole Johnston after political cartoon by Philip Dawe. https://www.masshist.org/object-of-the-month/objects/january-2024

Who's a Salem Witch? From: Unknown Grade Level: MS, HS Remote Ready: No Time: 30 min or less Length of Reading: None Link: None The teacher hands out slips of paper (or goes around the room and whispers) indicating whether each individual student is a witch or not. Students won't know which of their classmates are witches, but they are tasked with guessing. They must develop a method for deciding if classmates are witches and, to the best of their abilities, form the largest group possible that does not consist of any witches. The biggest group wins, but if a witch is ultimately found in a group, that group will lose the game. The irony is, of course, that the teacher has not made anyone a witch. < Back Next > More Information: Grade Level: MS, HS: This lesson is meant for middle school and high school students This Activity Involves: Game: When this icon is present, students play a game (video, board, puzzle, strategy, etc). Witchcraft at Salem Village. Pioneers in the settlement of America: from Florida in 1510 to California in 1849 . Wikimedia Commons, 19 August 2025, https://commons.wikimedia.org/wiki/File:Witchcraft_at_Salem_Village.jpg .

Jackson Vetoes the National Bank From: Teaching American History Grade Level: HS, (College) Remote Ready: With Modifications Time: 3-4 class periods Length of Reading: Pages Link: Jackson Vetoes the National Bank This is a 4 day activity. Students debate whether Congress had the authority to create the Bank of the United States. They then read speeches from prominent folks on Jackson's veto of the Bank of the United States, summarize them, and share their summaries. Day 1: Students read Article II, Section 8 of the Constitution and answer questions about whether it gives Congress the authority to create a Bank of the US. Please note that the recommended link does not include this section. Try this link to Constitution Annotated instead. Day 2: Students are each given one of three speeches on the veto of the bank bill--Jackson's (7 pages printed), Henry Clay's (6 pages), or Daniel Webster's (2 pages). Be sure to look for the links to the excerpts of the speeches on the bottom of page 2; don't have students read the speeches in their entirety. Student writes a summary of their speech. Day 3: Students who read the same speech are grouped together. They read their summaries to each other, and groups vote on the best summaries. An alternative might be for students to be grouped with students who read the other speeches and read them to each other. Then 4th day activities would be shortened. Day 4: The best summaries are read to the entire class. Students then vote again on whether the Constitution gives Congress the authority to create a Bank of the United States. < Back Next > More Information: Grade Level: HS, (College): This lesson is meant for high school students; however we think it would be well suited for college students too This Activity Involves: Primary Source: This activity utilizes primary sources. Group Work: This activity calls for working in pairs or groups or having a group discussion. Imbert, Anthony, 1794 Or. The doctors puzzled or the desperate case of Mother U.S. Bank . New York: Published and for sale wholesale and retail by Anthony Imbert at his Caricature Store. Photograph. Retrieved from the Library of Congress, .

Virginia Colony From: Gilder Lehrman Grade Level: HS, (College) Remote Ready: With Modifications Time: 1 Class Period or Less Length of Reading: Pages Link: The Virginia Colony Students read 3 primary sources on the starving time, the Virginia Company's instructions to settlers, and the supplies the settlers were encouraged to bring (1-4 pages each). Students then answer 3 overarching questions about the colony. Gilder Lehrman resources are free but you must log in. < Back Next > More Information: Grade Level: (HS), College: This lesson is meant for college students; however, we think it would be excellent for high school students too This Activity Involves: Primary Source: This activity utilizes primary sources. Image: J. Omar Hansen, Jamestown rifleman firing , File #284983353, Photo, Adobe Stock, 5/23/25, stock.adobe.com .

Constitutional Creation From: National Archives Grade Level: (HS), (College) Remote Ready: Yes! Time: 1 Class Period or Less Length of Reading: Chapter Link: Constitution of the United States-A History How about assigning this article to give your students a little background on the making of the Constitution before tackling any of these assignments. < Back Next > More Information: Grade Level: (HS), (College): There is no specified age group for this activity; however, we think it would be well suited for high school and college students This Activity Involves: Secondary Source: This activity utilizes secondary sources. Image: Howard Chandler Christy, Signing of the Constitution, Oil on Canvas, Architect of the Capitol, 5/23/25, https://www.aoc.gov/explore-capitol-campus/art/signing-constitution .

Perspectives on Trail of Tears From: Gilder Lehrman Grade Level: HS, (College) Remote Ready: With Modifications Time: 1-2 class periods Length of Reading: Pages Link: Perspectives on the Trail of Tears Students check out maps, a painting, primary sources (three 1-2 page docs) and secondary sources. The teacher provides a short introduction to the Trail of Tears. On day 2 of the activity, students make posters which answer provided questions. < Back Next > More Information: Grade Level: HS, (College): This lesson is meant for high school students; however we think it would be well suited for college students too This Activity Involves: Map Activity: This activity asks students to examine map(s) (interactive or standard). Primary Source: This activity utilizes primary sources. Secondary Source: This activity utilizes secondary sources. Gene Thorp/Cartographic Concepts, Inc. © Smithsonian Institution, National Museum of the American Indian.

Kids' Perspectives on the Trail Westward From: Digital History Grade Level: (HS), College Remote Ready: With minimal modifications Time: 1 class period or less Length of Reading: Pages Link: Children and the Westward Movement Students read bite-sized docs from children headed to Oregon, California, Utah and the West from the 1840s through 1860s. Students answer 2 overarching questions. You could divide the documents up and Jigsaw. < Back Next > More Information: Grade Level: (HS), College: This lesson is meant for college students; however, we think it would be excellent for high school students too This Activity Involves: Primary Source: This activity utilizes primary sources. Emigrant party on the road to California . Photograph. Retrieved from the Library of Congress, .

Reconstruction Video Series From: Facing History and Ourselves Grade Level: HS Remote Ready: Videos: Yes! Activities: With Modifications Time: Depends Upon Chosen Activities Length of Reading: Pages if Choose Activities Link: The Reconstruction Era and the Fragility of Democracy Watch this documentary video series where the experts walk your students through Reconstruction with the aid of photographs. There are 6 videos. They are 12-16 minutes each. There are activities to accompany a few of the videos. Activity for Part 1 in the video series: Students reflect on power structures in their own lives. Then they watch part one in the Reconstruction video series (12 min). They answer questions. Teachers have the option to assign up to 4 primary sources and the class discusses. Activity for Part 3 in the video series: Students analyze 2 political cartoons and answer provided questions. Then they watch 9 min of streaming video (The Political Struggle, part 3 in the series) and answer provided questions. Next, Students read a loyalty oath created by President Andrew Johnson during Presidential Reconstruction. Teachers can set up a "Big Paper" discussion on this doc (students answer questions and respond to other comments on large pieces of paper). Thereafter, students watch the second part (7 min) of the Reconstruction video; this part is on Radical Reconstruction. And students answer questions. Finally, students read about the Reconstruction Acts of 1867 and do another Big Paper Discussion. Activity for Part 6 in the video series: Students watch a 13 min video (part 6 in the series) and read a primary source. Students answer questions about each and then discuss what they will do to about race relations moving forward. < Back Next > More Information: Grade Level: HS: This lesson is meant for high school students This Activity Involves: Movie: This activity involves a clip, film, or documentary. Group Work: This activity calls for working in pairs or groups or having a group discussion. Primary Source: This activity utilizes primary sources. Juneteenth Emancipation Day Celebration, June 19, 1900, Texas by Mrs. Charles Stephenson via Wikimedia Commons

1860 Election From: Zinn Education Project Grade Level: HS, (College) Remote Ready: No Time: 1-2 Class Periods Length of Reading: Pages Link: The Election of 1860 Role Play Role Play. Each of 5 groups is assigned a role: Abraham Lincoln, Western Farmers, Northern Factory Owners and Merchants, Southern Plantation Owners, or Northern Workers. Each role has a one page description group members read. Then each group discusses and answers provided questions about what their group's issues are going into the 1860 election. Next, half of each group travels to another group to discuss common issues and differences. The Lincoln group will weigh their campaign strategy then all members will go to different groups to campaign and listen to groups concerns. In the next class period, the teacher (or a volunteer) gives a speech for each 1860 election candidates Douglas, Bell, and Breckinridge based on a provided outline. Anti-textbook suggests handing out the provided platform outline of each candidate instead of the speeches. The Lincoln group gives a speech that they have prepared. Finally, each group votes for the candidate that most aligns to their wants and needs. After the votes are tallied, the class discusses the outcome in character. < Back Next > More Information: Grade Level: HS, (College): This lesson is meant for high school students; however we think it would be well suited for college students too This Activity Involves: Group Work: This activity calls for working in pairs or groups or having a group discussion. J. Sage & Sons. Lincoln & Douglas in a presidential footrace . No. 1. Buffalo, N.Y.: Published by J. Sage & Sons. Photograph. Retrieved from the Library of Congress, .

The Constitutional Convention of 1787, Lesson 1 From: EDSITEment! Grade Level: HS, (College) Remote Ready: With Modifications Time: Depends on which activity you choose Length of Reading: Pages Link: Lesson 1: The Road to the Constitutional Convention This lesson focuses on the Articles of Confederation and its problems. All 3 activities within this lesson use primary sources. The second activity involves a short role-playing activity. And the third involves creating a timeline. Though long, this lesson is definitely worthwhile. So let's see if we can help break it down so you can pick the parts you like. Activity 1: Each of 7 groups gets 1 primary source on the issues colonists had with the Articles of Confederation (1 page each). Students answer written questions and then groups present to the class on their document. The class fills out a graphic organizer with info from the presentations. Activity 2: Students read the Articles of Confederation (2 pages). Each of 7 groups answers a discussion question. Groups then present their answers to the class. Then, as part of a role playing game on the issues Congress had under the Articles of Confederation, each group is assigned a state. The state representatives debate a resolution. Each state gives a 1 minute speech on their support or dissention to the resolution. Each state (group) gets one vote. The teacher reads the potential consequences of each vote outcome (provided). Activity 3: All students read Federalist No 15 (2 printed pages with small print). Then each group of 2-3 students is assigned a primary source (1-2 pages each) on an event leading up to the Constitutional Convention. Groups each make a 5x7" card with essential info on their event and present on that material to the class. Then the teacher creates a timeline with the cards. Lesson 2 in the same series is under the "Constitution" heading. < Back Next > More Information: Grade Level: HS, (College): This lesson is meant for high school students; however we think it would be well suited for college students too This Activity Involves: Primary Source: This activity utilizes primary sources. Group Work: This activity calls for working in pairs or groups or having a group discussion. Image: Howard Chandler Christy, Signing of the Constitution, Oil on Canvas, Architect of the Capitol, 5/23/25, https://www.aoc.gov/explore-capitol-campus/art/signing-constitution .