Boston Massacre (Advanced) From: Gilder Lerhman Grade Level: HS, (College) Remote Ready: With Modifications Time: 1 Class Period Length of Reading: Pages Link: Boston Massacre This activity utilizes the Jigsaw method. Put students in groups of 5 (this number is modified from the original lesson). All students read the secondary source and view the engraving of the Boston Massacre. But each student in the group reads a different primary document. Students can re-group and discuss the primary source with others who read the same source, if necessary. Then each student goes back to their original group and explains their primary source to others who did not read it. The groups and/or the class then discuss what happened in the Boston Massacre based on the differing perspectives expressed in the sources. Gilder Lehrman resources are free but you must log in. < 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. Secondary Source: This activity utilizes secondary sources. Group Work: This activity calls for working in pairs or groups or having a group discussion. Image: Paul Revere, The bloody massacre perpetrated in King Street Boston on March 5th 1770 by a party of the 29th Regt., Engraving, Library of Congress, 5/23/25, https://www.loc.gov/pictures/item/2008661777/.

Declaration of Independence From: Digital Inquiry Group Grade Level: (MS), (HS), (College) Remote Ready: With Modifications Time: 1 Class Period or Less Length of Reading : Paragraphs Link: Declaration of Independence First, students read 2 historian's (Bailyn and Zinn) interpretations on the question of weather colonial leaders were motivated by selfish or ideological reasons (this totals 4 short paragraphs). Students fill-out a worksheet. Secondly, students re-write the preamble of the Declaration of Independence in their own words. Finally, students go through the grievances listed in Declaration and categorize them as grievances that would affect only the rich and powerful or all the colonists. < Back Next > More Information: Grade Level: (MS), (HS), (College): We put these in parentheses because there is no specified age group for the activity; however, we think it would be well suited for middle school, high school, and college students This Activity Involves: Primary Source: This activity utilizes primary sources. Secondary Source: This activity utilizes secondary sources. Writing Exercise: This activity requires a writing assignment such as a discussion post, journal entry, or lengthy response to a prompt. Almost all of our activities require students to answer questions with short responses, but this icon refers to a slightly longer writing assignments. Image: Trumbull, John (painter). Illman Brothers (engravers). “The Declaration of Independence.” Library of Congress, 1876, https://lccn.loc.gov/2018645792.print. Accessed: 7.18.2020.

Was Robert E. Lee All That? From: The Atlantic Grade Level: (HS), (College) Remote Ready: Yes! Time: 1 Class Period or Less Length of Reading: Pages Link: The Myth of the Kindly General Lee Check out this article from The Atlantic debunking Lee's awesomeness and describing the Lost Cause (3 printed pages). Everyone gets 5 free articles from The Atlantic each month without a subscription. < 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. Vannerson, Julian. Portrait of Gen. Robert E. Lee, officer of the Confederate Army, The Library of Congress Prints & Photographs Online Catalog. Wikimedia Commons, 22 August 2025, https://commons.wikimedia.org/wiki/File:Robert_Edward_Lee.jpg .

The Constitutional Convention of 1787, Lesson 2 From: EDSITEment! Grade Level: HS, (College) Remote Ready: With Modifications Time: Depends on which activity you choose, up to 5 short class periods Length of Reading: Pages Link: Lesson 2: The Question of Representation at the 1787 Convention The Constitutional Convention is the focus of this lesson. 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. If you're looking for lesson 1, it's up under the Articles of Confederation heading; lesson 3 is in the next box. 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: All students read snippets from: the Articles of Confederation, the New Jersey Plan, The Virginia Plan, the Hamilton Plan and the Constitution (1 paragraph each, 2 pages total). They then answer questions in a graphic organizer. For homework, each of 3 groups then gets additional primary source snippets of transcripts from the Constitutional Convention debate (1-2 pages each). Students answer questions on their respective documents. The following day, groups meet to compare answers and then jigsaw out to explain their documents to their classmates. Activity 2: Students are divided into 3 groups. Each group gets gets a primary source set with more snippets of transcripts from the Constitutional Convention debate (2 pages each). Each group fills in a graphic organizer with the reasons particular delegates supported or opposed a particular element of the proposed Constitution (a bicameral legislature, who votes in elections, and proportional representation). Teachers can elect to jigsaw or have each group present to the class. Next, in a role-playing activity, each student is given a biography card of a particular Convention delegate (a paragraph each). 2-3 students will likely have the same bio; these students meet to discuss. Then students debate, taking on the persona of their delegate. The student-delegates debate a bicameral legislature, who votes in elections, and proportional representation. Activity 3: each group of 2-3 students is assigned a primary source (paragraphs) on an event "during the Constitutional Convention that led to the Connecticut Compromise." 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. < 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 .

Mock Trial: Was Columbus Guilty of Genocide? From: Zinn Education Project Grade Level: MS, HS, (College) Remote Ready: With Modifications Time: Depends Upon Which Parts You Choose Length of Reading: Depends on which method you choose for imparting background material Link: The People vs. Columbus, et al. Each of 5 student groups represent one of the following in a mock trial: Columbus, the system of empire, Queen Isabella and King Ferdinand, Columbus's men, or the Tainos. The teacher is the prosecutor. Each Group must defend themselves against charges of genocide and indicate who they believe to be guilty. An excellent discussion ensues. You might try some combination of the following add-ons (recommended by Anti-textbook.org , not Zinn Education Project). Chapter 1 from A People's History of the United States: "Columbus, The Indians, and Human Progress" (free online from History is a Weapon) Watch at least the first 30 min of Columbus in America , an online documentary (free with Prime or buy for $8 on Amazon) Lies My Teacher Told Me, Chapter 2: "1493: The True Importance of Christopher Columbus." You'll have to go to the library for this one. Primary Source: A letter from Columbus to Ferdinand and Isabella's treasurer Primary Source: A letter from King Ferdinand to the Taino Indians < 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. Secondary Source: This activity utilizes secondary sources. Group Work: This activity calls for working in pairs or groups or having a group discussion. del Piombo, Sebastiano. Edited Portrait of a Man, Said to be Christopher Columbus (born about 1446, died 1506). Wikimedia Commons, 22 August 2025, https://commons.wikimedia.org/wiki/File:CristobalColon.jpg .

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

Desperate Crossing: The untold Story of the Mayflower From: History Channel Grade Level: (MS), (HS), (College) Remote Ready: No Time: 3 hrs (see shorter clip recommended below) Length of Reading: None Link: None Desperate Crossing: The Untold Story of the Mayflower provides an overview of the Pilgrim's voyage and settlement. It uses historical re-enactors and commentary from historical experts to tell its story. At 3 hours long, the film has time to examine in depth the religious situation in England. I usually skip that part and start at the segment where the Pilgrims land ("Scouts on Land" at the 1 hr 29 min mark). < Back Next > More Information: Grade Level: (MS), (HS), (College): We put these in parentheses because there is no specified age group for the activity; however, we think it would be well suited for middle school, high school, and college students This Activity Involves: Movie: This activity involves a clip, film, or documentary. sailn1. "Plimouth Plantation." Flickr, 19 August 2025, https://www.flickr.com/photos/moondance38/7810295894/in/photolist-cUaNS3-cUaNNh-cUaNso-cUaNoS-cUaNj3-3qgNaz-3qgZtp-3qmrEj-3qmvnq-3qmja3-3qmhJb-3qgPYi-3qgS1g-Aecs1T-3qgVHV-z3Czdz-z3wtom-yogz2g-z3Csrt-7bc34B-4cGKgT-4cGHz6-cUaMYS-2d9te7e-8FbTKJ-8FbRG1-8F8D36-8F8CPZ-34TXrU-8F8DSH-8F8Cpz-8FbScA-8F8HEn-8F8DpZ-8FbNuu-2pDuBFE-8F8Fie-8FbUgb-8F8Hre-8F8Ekk-8FbPvs-8F8BZF-8FbU95-8F8GKD-8FbQzC-8F8BED-8FbQ8m-2oHczeC-8FbSqd-8F8Dg2/ .

Drawing the Color Line: How was the Idea of Race Constructed? From: A People's History of the United States, History is a Weapon, and Zinn Education Project Grade Level: (HS), (College) Remote Ready: With Modifications Time: 1 Class Period if reading is done for homework Length of Reading: Chapter Link: The Color Line Colonial elites created laws to keep poor white indentured servants, blacks, and Indians apart. Read about it in Chapter 2: "Drawing the Color Line" from A People's History of the United States. This chapter from Howard Zinn's book is made available for free online by History is a Weapon. The Color Line activity at Zinn Education Project goes with this chapter. Using a list of questions (see last page of download), students first predict laws that would keep these parties apart. Then they check their answers by reading the chapter mentioned in the previous paragraph. < 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. Group Work: This activity calls for working in pairs or groups or having a group discussion. Image: Blake, W. O. 1860. “Decks of a Slave Ship” in The History of Slavery and the Slave Trade, Ancient and Modern : the Forms of Slavery that Prevailed in Ancient Nations, Particularly in Greece and Rome : the African Slave Trade and the Political History of Slavery in the United States, Columbus.Ohio : H. Miller. Smithsonian Libraries, https://library.si.edu/image-gallery/68463. Accessed: 7.1.2020.

Inventing Black and White: Bacon's Rebellion From: Facing History and Ourselves Grade Level: HS, (College) Remote Ready: Yes! Time: 1-2 Class Periods Length of Reading: Page Link: Inventing Black and White Check out this short reading and questions surrounding race and Bacon's Rebellion. If you log-in, there's a link to a 1-hour documentary on the right side of the screen that you can pair with the reading. The film is called Race: The Power of an Illusion (Episode 2: "The Story We Tell"). < 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: Secondary Source: This activity utilizes secondary sources. Movie: This activity involves a clip, film, or documentary. Pyle, Howard, The Burning of Jamestown . Wikimedia Commons, 19 August 2025, https://commons.wikimedia.org/wiki/File:Howard_Pyle_-_The_Burning_of_Jamestown.jpg .

"Remember the Ladies" From: Gilder Lehrman Grade Level: (HS), (College) Remote Ready: With Modifications Time: 1 Class Period Length of Reading: Pages Link: "Contagious Liberty": Women in the Revolutionary Age Meets Common Core standards. Break your class into groups of 3. Ideally, you should have 8 groups though you can have more groups. Give EACH group ONE of the 8 provided primary sources (1-2 pages each). These docs are written by women. Each group seeks to answer the 2 essential questions and the questions unique to each document. Each student in the group is tasked with searching for a particular aspect of the document (the link will tell you more about these). Finally, the groups explain their docs to the class. Gilder Lehrman resources are free but you must log in. < 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: Primary Source: This activity utilizes primary sources. Group Work: This activity calls for working in pairs or groups or having a group discussion. Image: Copley, John Singleton. “Mrs. James Warren (Mercy Otis) oil on canvas.” Wikipedia, derived from Museum of Fine Arts, Boston, 1763, https://en.wikipedia.org/wiki/Mercy_Otis_Warren#/media/File:Mrs_James_Warren_(Mercy_Otis),_by_John_Singleton_Copley.jpg. Accessed: 7.16.2020.