Freedmen's Bureau From: Docsteach.org Grade Level: HS, (College) Remote Ready: Yes! Time: 1 Class Period or Less Length of Reading: Paragraphs Link: How Effective were the Efforts of the Freedmen's Bureau? Students "weigh the evidence." Seven primary sources on the Freedmen's Bureau are available. Students read them and then drag and drop their icons on a scale. One side of the scale is evidence that the Freedmen's Bureau was effective the other side is evidence that the Bureau was not effective. Evidence can be dropped in between the two sides as well. Many of the hand written docs have been transcribed. Be sure to click on "View Document Details," and then click on the orange "Show/Hide Transcript" button near the bottom of the page Students answer questions. They can email the answers to their teacher directly from the page. We recommend paraphrasing the questions in your LMS. That way teachers won't have to open an email from each student and click through each answer. < 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. Waud, Alfred R. , Artist. The Freedmen's Bureau / Drawn by A.R. Waud . Photograph. Retrieved from the Library of Congress, .

Remembering the Alamo From: Digital History Grade Level: MS, HS Remote Ready: With modifications Time: 1 class period Length of Reading: Pages Link: Remembering the Alamo Eight interesting, short primary sources (a couple of paragraphs to a page long each) are available about preparations for battle and the actual battle at the Alamo.There's just 2 simple overarching questions about these documents for students to answer (see the Teacher Resources tab). So you can structure the activity however you'd like. You could have students answer the questions individually or divide the documents up and Jigsaw . < Back Next > More Information: Grade Level: MS, HS: This lesson is meant for middle school and high school students This Activity Involves: Primary Source: This activity utilizes primary sources. Highsmith, Carol M, photographer. The Alamo, San Antonio, Texas . [Between 1980 and 2006] Photograph. Retrieved from the Library of Congress, .

How Free Were Former Slaves During Reconstruction From: Stanford History Education Group (SHEG) Grade Level: MS, HS Remote Ready: With Modifications Time: 1 Class Period Length of Reading: Pages Link: Reconstruction SAC (Structured Academic Controversy) One of our faves! According to SHEG, "In this structured academic controversy, students examine constitutional amendments, a Black Code, a personal account of a former slave, and other documents to answer the question: 'Were African Americans free during Reconstruction?'" Our summary: Students work in groups of 4. Everybody reads 5 very short docs. Teams of 4 are divided in half with 2 students making the case that African Americans were free during Reconstruction and the other 2 arguing the opposite. Each pair explains their arguments to the other pair. Then students try to reach consensus. Questions and graphic organizers provided. < Back Next > More Information: Grade Level: MS, HS: This lesson is meant for middle school and high school students This Activity Involves: Primary Source: This activity utilizes primary sources. Convention of former slaves, Wash., D.C. Photograph. Retrieved from the Library of Congress, .

Play Oregon Trail BUT Read This First From: Zinn Education Project Grade Level: (HS), (College) Remote Ready: Yes! Time: 1 class period or more Length of Reading: Pages Link: Oregon Trail Computer Game but read this first: On the Road to Cultural Bias: A Critique of Oregon Trail Play the Oregon Trail computer game BUT read this article first: On the Road to Cultural Bias: A Critique of Oregon Trail . It's a 12-page article giving you historical context for the game. < 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: Game: When this icon is present, students play a game (video, board, puzzle, strategy, etc). Secondary Source: This activity utilizes secondary sources. "Screenshot: The Oregon Trail." Forbes, 18 August, 2025, https://www.forbes.com/sites/sethporges/2017/11/27/the-surprising-story-behind-how-the-oregon-trail-was-built-without-access-to-a-computer/ .

Emancipation Proclamation From: EDSITEment! Grade Level: HS, (College) Remote Ready: With Modifications Time: 1-2 Class Periods for All Activities Length of Reading: Pages Link: The Emancipation Proclamation: Freedom's First Steps 3 Activities. Students watch 2 short film clips about the Emancipation Proclamation, read several docs, including the Proclamation itself, and answer questions. Activity 1: Students watch a 2 min video embedded History Channel, which is mostly about the telegraph but also details what was happening just before the Emancipation Proclamation was issued. They read an intro to the Emancipation Proclamation and the text of the doc and answer questions. Please note: there is a link to the transcribed Proclamation at the bottom of the page. The doc itself is hand written and very difficult to read. Activity 2: Students watch a 2 min Nat Geo vid (again on the Emancipation Proclamation), read docs, and answer questions. Please note: the link to "Preliminary Emancipation Proclamation of 1862" goes to the LOC collection; you can search for it there. Activity 3: Read letter from mother of black soldier and letter from black corporal and answer 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: Movie: This activity involves a clip, film, or documentary. Primary Source: This activity utilizes primary sources. Image: “Emancipation Proclamation.” Library of Congress, LC-DIG-pga-01105 (digital file from original print) LC-USZ62-2356 (b&w film copy neg.)

Battle of Lexington From: Digital Inquiry Group Grade Level: (MS), (HS) Remote Ready: With Modifications Time: 1 Class Period or Less Length of Reading: Paragraphs Link: Battle of Lexington Notes and slides for a mini-lecture are included. Then students view 2 images and read 2 short primary sources (1 paragraph each). With that information, they complete 3 Graphic organizers. < 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. Image: The battle of Lexington. Boston: Published by John H. Daniels & Son, Jan. 15. Photograph. Retrieved from the Library of Congress, < www.loc.gov/item/2004669976/ >.

Boston Massacre (Medium Difficulty) From: Digital Inquiry Group Grade Level: (MS), (HS), (College) Remote Ready: With Modifications Time: 1 Class Period or Less Length of Reading: Paragraphs Link: Boston Massacre Students view 2 primary source images of the Boston Massacre. They read 2 short primary source descriptions of the Boston Massacre. And they answer questions in 2 excellent graphic organizers, which have important questions about perspective and reliability. This lesson is available translated into Spanish as well. < 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. 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/.

Compare Patriot and Loyalist Songs from the Revolution From : Digital History Grade Level: (MS), (HS), (College) Remote Ready: With Modifications Time: 1 Class Period Length of Reading: Paragraphs Link: Music and the American Revolution Students read lyrics from patriot and loyalist songs. They choose 2 from a list of 17. Then they analyze the songs' different arguments and ideologies. < 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. Image: Listen. , ca. 1901. Photograph. https://www.loc.gov/item/2012648364/.

Women and the Civil War From: Gilder Lehrman Grade Level: HS, (College) Remote Ready: With Modifications Time: 5-6 Class Period For All Activities Length of Reading: Pages Link: Women and the Civil War 3 activities here. In each, students are divided into groups. Each group researches an assigned topic via provided links to secondary sources. The first activity deals with women BEFORE the Civil War; groups share what they learned. The second activity deals with women DURING the Civil War; it involves a panel discussion. And the third activity deals with women--you guessed it--AFTER the Civil War; it involves a class discussion. Activity 1: Each of 5 groups is assigned a particular topic involving women BEFORE the Civil War. Links to helpful websites are provided. Each group presents or shares with the class. Activity 2: Similar to the previous activity, each of 3 groups is assigned a particular topic about Women DURING the Civil War. Links to helpful websites are provided. This time one person from each group is selected to be a panelist and present the findings of the group. Activity 3: Much like the previous activities, each of 5 groups is assigned a particular topic about women AFTER the Civil War. Links to helpful websites are provided. And the Class discusses. < 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. Group Work: This activity calls for working in pairs or groups or having a group discussion. Clara Barton - from portrait taken in Civil War and authorized by her as the one she wished to be remembered by . [Between and 1910] Photograph. Retrieved from the Library of Congress, .

Marie's Dictionary From: Global Oneness Project Grade Level: (MS), (HS), (College) Remote Ready: Yes! Time: 9 min Length of Reading: None Link: Marie's Dictionary Watch this film from the Global Oneness Project, which showcases Marie Wilcox's efforts to ensure that her native Wukchumni Language lives on in California, despite fewer than 200 Wukchumni people remaining. < 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. Marie Wilcox in Marie's Dictionary film poster. IMDB, 22 August 2025, https://www.imdb.com/title/tt4079806/ .

Democracy in Early America: Servitude and the Treatment of Native Americans and Africans From: Gilder Lehrman Grade Level: HS, College Remote Ready: With Modifications Time: At least 3 class periods if you assign readings as Homework. More if you don't. Length of Reading: Chapters Link: Democracy in Early America: Servitude and the Treatment of Native Americans and Africans prior to 1740 3 Day Activity. Students are divided into 5 groups. Each group is assigned one of the following topics: Indentured Servants, Native Americans, African Americans, Religion, or Early Signs of Democracy. Students read a number of lengthy, predetermined primary and secondary sources on their topics (mostly secondary sources). Each group discuss a the most important facts in their readings in order to create a museum exhibit on their subject. Each group presents to classmates. Finally, each students writes an essay or op-ed answering the 2 overarching questions. Gilder Lehrman resources are free but you must log in. On the first day, each group gets a hefty list of secondary source readings unique to their topic. There are a couple of issues here, but we still recommend this lesson. First, while most of these are web-based readings, in a couple of cases, sections of books, textbooks, or textbook-affiliated readers are recommended. Teachers may find a couple of those books at the library, buy them, or choose to eliminate the sources as there are plenty of others. Also, a few of the links are broken; you may be able to track these down on the internet or eliminate them (again there are many other sources). Teachers may also elect to assign readings as homework to save class time. After reading the, each group discusses their 20 most important key points that answer the 2 key questions. On the second day, students create a museum exhibit based on stated specifications. On the third day, students visit each other's museum exhibits. Each group gives a 5-minute presentation. And audience members write down answers for the 2 overarching questions. Finally, students write an essay or editorial in answer to the 2 overarching questions. < Back Next > More Information: Grade Level: HS, College: This lesson is meant 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. 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. "The indenture of Henry Mayer to Abraham Hestant of Bucks County, Pennsylvania, on 29 September 1738. The document states that Hestant paid for Mayer's passage from Rotterdam with "Six Pistoles" [sic]. The text also includes the following: "Henry Mayer ... by these Presents doth bind ... him self Servant to the said Abraham Hestant .... [or] his Executors and Assigns, from ... the Date hereof, for ... the full Term of Three Years... During all which Term, the said Servant ... faithfully shall serve ... honestly, and obediently in all Things, as a good and dutiful Servant ought to do. AND the said Abraham Hestant [or] his Executors and Assigns, during the said Term, shall find and provide for the said Henry Mayer sufficient Meat, Drink, Apparrell [sic], Washing and Lodging, and at he Expiration of the said term ... Henry Mayer [is] to be Made free and [to] Recieve [sic] from the said Abraham Hestant two suits of Apparrell [sic] one whereof to be new..." Wikimedia Commons, 19 August 2025, https://commons.wikimedia.org/wiki/File:Indenturecertificate.jpg .

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/ .