George Alvarez's Lesson Plan
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Suzanna Long's Lesson Plan
Matt Sassali's Lesson Plan
Diane Munson's Lesson Plan
Bill Jeffers' Lesson Plan
Hi Karen you should be able to login and see everything without having to purchase anything. If you are having trouble feel free to email me at pereira at gilderlehrman dot org. I'm happy to help!
Is there anywhere to access the sources without having to purchase them?
Here are a few links regarding a case in which a student initiated a lawsuit against her school district for using an internet filter which blocked LGBT sites. The student's cause was picked up by the ACLU and PFLAG, the latter of whom is the named plaintiff.
Mike is this working for you now? Can you let me know what browser you are using- you can email me at firstname.lastname@example.org so that i can help. Thanks! Sasha
This is my lesson plan in 3 parts for Instrumental Music Ensemble at the High School Level. It is broken into three parts, and will explore the sound and the historical context of the syncopation rhythm of the Second Line groove. It moves students from understanding what a second line is, using You-tube video of "Uncle" Lionel Batise, to having students move with the second line feel, to students collectively improvising and hearing how the syncopations can be traced from Africa to modern Hip-Hop. Enjoy!
Ok, for real this time.
So I tried to send this on Wednesday, but someone at Gilder said the site was down. So here's my lesson plan in all of its glory. It deals with the criticisms of early 20th century music where students must respond. Besides working with primary sources, and developing writing skills, this is a good lesson in the cyclical nature of history as well- very important for students to understand.
Do essential questions mirror DBQ questions? For example -- Was Columbus a Hero or a Villain?
This is a document activity that can be used to review the status and culture of African Americans from the 1920’s to the Civil Rights Movement and beyond.
This lesson uses photographs and the song (recording & lyrics) to look at issues of race and representation at the start of the Civil Rights movement. It was designed for my English/Language Arts class but I may modify it for my History class as well.
Grammar check - after importing this into word to print it off I noticed the second line had a repeating word (to) ...no biggie
I added the lesson plan from the seminar that I made. It is based on the letters from John Adams on July 3 about the meaning of "July 2nd." It talks about the meaning of the day and what parts of the Declaration of Independence that was the most meaningful to the members of the Continental Congress. It also talks about life in a war zone.
Here's a short lesson looking at Shay's Rebellion and the period between Yorktown and the Continental Congress. It is probably best for 9th and up (I use it in 10th). It was wonderful to spend the week with such a kind and talented group!
Looking at tone and inference in poetry, song, and art.
Why is it that the version or interpretation of United States history is so tainted with racism. What we call rock and roll,is really the majority population attempt to cover and imitate working class African American popular music forms of late forties and early sixties.This trend has continued from the black minstrel shows to the current Hip Hop.
White teenagers interest in rhythm and blues would eventually lead to white artist tempting to copy or emulate the style. You can't separate black music from it roots the church. As you can't truly separate the spirituals from slavery and African traits: work song, field hollers, ring shouts, etc..
When white teenagers started buying black R&B Sam Philips knew if he could get a white boy to sound black he could gain access to the whole white teenager market ($). Elvis Presley. In the South they call it Jungle music, in the North they call it Juvenile delinquency and count the money. It is the similar thing that happened in the beat generation with the so-called White Negro, in New York they called it Be- Bop.The original becomes copied so much that eventually to the (economic) coveted out of touch masses it becomes the original. Mediocrity rules. But there are some still living that play the song for personal satisfaction and not to entertain the majority.
Isn't it about time the sheep tells his version of the story.
This lesson plan is primarily meant for those who teach instrumental or vocal music students. Enjoy!
thanks for continuing the discussion!
John and Abigail Adams corresponded about the major events of the Revolutionary Period and the founding of our nation. This lesson allows students to appreciate the importance of this time through the letters they exchanged on the eve of his presidency. This transfer of power from one president to another was an important event that tested the effectiveness of the electoral process and our Constitution.
I have attached the lesson plans we explored at the seminar in Amherst. I hope you find them helpful in approaching the subject of women's rights and changes in the status of women as a result of the American Revolution.
Thanks...much appreciated...I'm currently typing from Fortville, Indiana and was near Speedway earlier this week. As it turns out my sister's new home is on the west side of Indy real close to Avon. I even went to the State Fair!
Thanks Chris~ Much appreciated~ I hope to have some of my photos of the week posted with a link to where they are housed later this week.
Finally, I came, I saw, and enjoyed, hehehe, but wait, I did learn gazillion of things about the US Constitution, the people responsible, and from the great people like you guys. Thanks for these pictures and websites Dan and Chris.
I truly enjoyed learning from and with each of you!
My video clip, with advice for students from George Washington (the actor from Mt. Vernon) citing two of his Rules of Civility, will be ready soon.
Meanwhile, attached is the lesson plan that I wrote before we left. I believe that it can be used/adapted for grades 5-12.
Students will understand the rationale behind the decision George Washington made, in 1765, to focus on growing wheat instead of tobacco as a cash crop.
Reflecting: What a great week!
Great jumping-off points. Thanks for a terrific resource!
I thought that you all might be interested in an American Literature-U.S. History collaboration that has been ongoing in my school for 30+ years. We continue to meet to adapt material, update rubrics, and work on making the questions as clear as possible.
Three times a year, our students prepare outlines for up to three questions. The history teachers work with the kids on content and the English teachers work on the writing skills needed (thesis statements, organization, etc.). On the day of the test, students meet in the cafeteria, and with no notes, write an essay in one hour. Then the English teachers and history teachers meet together to evaluate the essays according to two rubrics. These scores count toward their history grades, although theoretically they could go into both history and English grades. (We have an A.P. history teacher whose requirements are too different from the English requirements, so we don't score his tests. His students, too, complete three bluebook exams on the same day as the academic-level students.)
Let me know if you have questions. To me, the benefits of this program are huge--practice writing under pressure relates to their high-stake state tests and SAT writing tests. The students are held accountable for material and the nature of the questions forces them to take a side and defend it.
I am attaching sample practice forms that I give to my students to use after they outline and master the material. I seem to be unable to attach a rubric or PowerPoint. Sorry. Please let me know if you would like a copy and I will happily email it to you!
intro for APUSH -primary docs
Attached is a lesson that will work in google earth and uses websites, videos, and primary documents to show the causes of the Civil War.
Here is the website version:
Email me at email@example.com for the file to use with google earth.
Thanks to Gilder Lehrman for hosting such a fantastic seminar. I learned TONS about the revolutionary and constitutional eras that will help me be a more effective teacher this year.
I am posting two lessons: The one I presented on the Colonial Ads (with rubric and student direction sheet), and a second lesson on Design of a new monument for the Mall in DC.
I'm attaching two group photos: One on the steps, and one in the carriageway.
Thank you for helping to make my Gilder Lehrman week at the fabulous New York Historical Society Museum so valuable and memorable.
While my photostory is somewhat lacking in sophistication, my research is quite interesting. I am attaching my Works Cited pages.
Best of luck to all for a successful 2012-2013 school year.
Here's the list of all the books and websites mentioned during our week at Montpelier. Enjoy! =-)
Content: Constitutional Convention
"The Pen, The Tongue, and The Sword"
While we were wending our way towards Lawrence, President Obama issued an executive order designed to improve outcomes and advance educational opportunities for African Americans.
While there are few details on exactly how this will be done from day to day, here is the link to the White House press release.
Sure seems like the antithesis of "with all deliberate speed."
On the same topic, an article about this Execute Order in the Huffington Post alludes to riots occurring in black communities when the Supreme Court issued that "all deliberate speed" order. Really?
This is a press release by someone about Woodrow Wilson's work on the Treaty of Versailles. This person is an admirer of Wilson who believes that his motives were right and that the treaty cannot be viewed as a failure simply because it did not achieve all of Wilson's goals (namely the League of Nations). However, according to this person, it did lay the foundation for world peace, which was Wilson's ultimate goal.
I could use this in conjunction with the actual Treaty of Versailles. I could have students evaluate the treaty. I might actually have them write their own press release addressing the question of whether or not the treaty was a failure for Wilson, then I could have them read this guys assessment and compare his evaluation to their own.
Wilson grants clemency to someone who has been convicted of violating the Espionage Act of 1914.
This could actually be a good document to introduce the tensions that led to WWI. It can also help introduce students to the ways that foreign affairs affects domestic policy. Fear of foreign threats led to the creation of the Espionage Act.
Question that the neither the document, nor the summary answer: Why did Wilson let this guy go free after he was convicted? Was he a friend? What was their relationship before or after? Did new evidence surface? Was he appeasing some foreign leader?
See the attached document for a very incomplete and continually in-process list of secondary sources on 9/11 with its aftermath and echoes, the Holocaust, and memory issues in general. A few of the dates may be off a bit. A longer list of documentaries from me should be viewable soon in another attachment on our 9/11 teacher's list.
I have shared this PDF with a few of you already:
Since I am a big fan of teaching with clips from the John Adams HBO miniseries (David McCullough), I have made some index card notes to myself of the timing of the scenes that are relevant to my curriculum (8th grade U.S. history in CA). Most of the events are in scenes where you can show a clip that is just a few minutes long, and it provides an excellent introduction to the topic, or a video follow-up after letting the students picture the moment themselves before you let HBO picture it for them.
There are some gaps where I stopped taking notes, or episodes that I have no notes on at all. That either means that there was nothing in that episode that would be useful for my 8th grade class, OR that I viewed the episode but didn’t take good notes. Sorry that that isn’t more helpful.
Episode 2 is the one I use almost all of (in bits and pieces related to the Revolution and lead-up), so I have very detailed notes of that episode.
However, I do have good notes of where to avoid nudity (Episode 1 tarring and feathering and Episode 7 Nabby’s mastectomy) and sex (Episode 4). There may be other scenes to avoid showing, but I didn't think any were so egregious as to note on my index cards not to show them.
Excellent Lessons - "Reading Like a Historian"
These are some prepared lessons that encourage students to look at primary docs to answer questions. The link below leads to a JFK vs. John Lewis lesson. It's got it all pulled together including original docs and - BONUS BONUS - the lessons also seek to help students with reading strategies.