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Teaching American History Lesson Plan Notebooks

Available for checkout from SCEE

 Master List – TAH Notebooks
1. Pathways to the Past: Historical Field Trips - Rhonda Wyrsch
elementary/middle time variable
Adaptable lesson plans for tying field trips to curriculum. This one used a Lewis and Clark reenactment in St. Charles, Missouri.
2. A Journey Through the Journals of Lewis and Clark: A Primary Source Enrichment Unit - Glenn Oney jr/sr. high - time variable 
36 examples of primary source worksheets with questions for students to analyze
3. The Expedition West - Jeanette Carpenter (2 notebooks)
fourth-sixth grade 8 class periods   A.Who Knew? Beginning Formulating What is Known and Unknown About the Lewis and Clark Expedition  B.here Did Lewis & Clark Stay in Missouri?  C. Plants & Animals Along the Lewis and Clark Expedition
4. The Lewis and Clark Expedition: The Amazing Race - Renee Cebula   high school
Unit Introduction  Task 1: Race Preparations Task 2: What’s On the Menu? Task 3: Extreme Challenge
5. Exploring the Adventures of Lewis & Clark Through Research and Activities - Jeanne Sneddon  jr. high six hours  A.  We’re Looking for a Few Good Men  B. What will the Corps of Discovery Need on Their Expedition? C.  Indian Discovery on the Lewis & Clark Trail
6. The Mission, Men & Materials of the Lewis & Clark Expedition - Daniel Lewis
high school seven hours  A. Analyze the Mission and Create a List B. Read Excerpts from the Journal and Create a Newspaper Page  C. Brainstorm Possible Problems and Prepare for Success
7. Lewis and Clark: Missouri History, Geography, then Westward - Ted Johnson
high school 14-16 class periods A. The student will identify the answers to a worksheet concerning Lewis and Clark by implementing the ideas or facts presented in a video and recall information for a Jeopardy game. B. The student will organize a presentation about one of the Missouri cities on the Lewis and Clark Trail by employing the research tools. C. The student will create a historical site for a particular location on the Lewis and Clark Trail by investigating the cultural and geographic features. D. The student will create a map of an area of interest in Missouri by using the principles of map making. E. The student will create a traveling trunk or a time capsule for Southwest Missouri for future viewing by investigating the cultural and geographic aspects of Lewis and Clark traveling trunks.
8. The Great Journey West, A Legacy to Remember - Jane Trosper
eighth grade 15-17 hours  A. Louisiana Purchase and Onward (includes power point)
B. Join the Corps of Discovery  C. Sacajawea, a Historical Figure
9. Lewis and Clark and the Corps of Discovery - Andy Ritter  junior high
A. Lewis & Clark: The Multiple Intelligences of the Corps of Discovery
B. Lewis & Clark: By the Numbers C. A Lewis & Clark Simulation Game
10. It’s A Mystery: Lewis & Clark, Adventurers & 1800’s Medicine – Jean Wernel
fifth-eighth grade 18 + hours A.. Mysteries of the Lewis and Clark Expedition
B. Men and Women Who Confront the Unknown
C. Confronting the Unknown: Medical Practices in the 1800’s
11. Lewis and Clark - Sue Davis
elementary/middle school eight hours
A. A Daring Challenge  B. Accepting the Challenge  C. A Journey of Discovery
12. Beam Me Up the Missouri, Lewis and Clark: Let The Journey Begin - Belinda Herndon  fourth grade - Missouri History 17 hours
A. Missouri Was Not Empty  B. You Bought, What?  C. Who’s Going To Carry All of That?
13. Introduction to the Louisiana Purchase - Nicole Boone  eighth grade
A. The Louisiana Purchase  B. Mapping the Lewis & Clark Trail
C. Members of the Corps of Discovery
14. Eleanor Roosevelt: Champion of Human Rights - Jean Wernel jr/sr high four to five class periods.  Information given about Mrs. Roosevelt and examples of human rights documents for students to write their own Bill of Rights for a specific group, such as the homeless, elderly, etc. Worksheet to fill out on Mrs. Roosevelt.
15. The Causes of the American Revolution, Told with Special Attention to the Plight of the Loyalists, Especially Thomas Hutchinson of Boston - Jason Navarro
high school - eight hours  Lecture notes, study guide and three primary source documents to compare and analyze.
16. Operation Deep Freeze - Brenda R. Durbin  sixth grade five hours
Cross-curricular unit (geography, science, art). Includes web sites and oral history transcript of temporary resident of Antarctica.
17. Declaration of Independence, and the Events Leading Up to That Event - Ginger Baugh  fifth grade - seven hours
Geography activity on mileage traveled by Continental Congress, diorama and TV commercial activities and section of worksheets
18. Maria Mitchell: Lighting the Way - Jennifer James  eighth grade - ten class periods
Information about her, political cartoons to analyze. Worksheets charts and strategies for group work in selecting and presenting a Women’s “Hall of Fame” to class
19. Alexander Hamilton: Architect of the American Nation - Jason Navarro
high school - eight hours  Lecture notes and primary source documents to analyze.
20. John Muir: Politics, Philosophy and History - Kathleen Swift
8th grade gifted - 1 week to 2 weeks  Students access primary source documents and learn to construct a FAQ booklet, power point or web page on John Muir.
21. Abigail Adams, Founding Mother- Jerri J. Bollig  fifth grade - five class periods
Students create an illustrated timeline and research using suggested web sites, analyzing pictures and documents.
22. The Escape of Henry ‘Box’ Brown From Slavery: A Lesson from his Personal Account - Marti Pittman  jr/sr high two class periods
His primary source account is featured and students write a news story featuring the viewpoint of a Southerner or a Northerner.
23. The Founding Fathers, Founding Mothers, and the American Constitution– Dawn Toler  Fifth grade - 10 class periods  Unit on researching a colonial person. Includes her own web page and Constitution worksheets.
24. Are We Our Brothers’ Keeper?; The United States and the Holocaust- Glenda Brown  junior high - 4 hours
Human needs analysis worksheet and study guide to be completed using the Internet.
25. Necessity is the Mother of all Inventions- Sue Holzrichter  junior high - 3 hours
Economics lesson on creating a new product, history of M & M’s and Robert Fulton scavenger hunt on Internet.
26. Missouri’s Culture Changes as Seen Through the Eyes of a Childhood - Missy DeLozier  elementary 2 hours
Oral history lesson with transcript. Students use Venn diagrams and 4-square model of paragraph writing to compare the 1930’s-1980’s with their lives today.
27. Were the Good ‘Ol Days Really That Different? An Oral History Lesson for 6th Grade- Kim Gilmore  sixth grade - 7 hours   “Were the Good ‘Ol Days Really That Different?”   “Poster Promotions for New Deal Programs”   “WWII Collage”
28. What is Patriotism? - Becky Simpson  high school three 50-minute class periods
Students develop a working definition of patriotism, read oral history transcript of Vietnam War veteran, contrast Vietnam War with the American Revolution and develop questions for an interview from someone from that era.
29. What Is In a Life? Oral History Tells A Story- Marti Pittman
sixth/seventh grade three hours  Information and oral history transcript included about a “Rosie the Riveter.” Primary source documents and sample interview questions.
30. Great American Lives Through Oral History- Jeanne Sneddon  jr/sr high three hours
Information on how to conduct a oral history, many web sites, Civil War letters to compare to today’s soldiers and a complete oral history transcript of a veteran.
31. We Didn’t Start the Fire- Marti Pittman  jr/sr high - 4 hours
Cassette tape and master list for students to learn what the lyrics of the song refer to in 20th century history.
32. Take A Trip Through Times with Oral History During the 1930’s and 1940’s Crista Bobski  grades four- twelve four hours
Web sites given to listen to oral histories and an oral history transcript from a man who was a local moonshiner. 
33. Recovering American Lives Through Oral History- Donna Marshall
fourth grade - four class periods
Students read “The Town Mouse and The Country Mouse,” learn vocabulary and how to write interview questions. They practice listening skills during hearing student interviews.
34. If These Walls Could Talk: American History Through Madison Square Garden- Cheryl Butterfield  high school - seven to 10 hours  “Garden of Dreams”   “These Walls are Talking”   “Outside These Walls”
35. New York City Capital of the World - Nancy Ohmart  junior high eleven class periods
Notebook includes DVD, Island of Hope, Island of Tears
‘Coming to America: Who, Why, Where From, Where to, When, and How Did They Come?”   “Famous New Yorkers”   “Great American Landmarks in New York City
36. Strangers in a Strange Land- Kristen Williams  5th- 9th grades eleven hours
“Who Were They & Where Did They Come From?”   “Ellis Island, Processing Immigrants”   “Home Sweet Home, Tenement Housing”
37. Passage or Not?- Crista Bobski  6th grade - six to seven hours
“Research and Overview of Immigrants”   “Immigration Process of Ellis Island”
“Cultural Diffusion”
38. The New, The Poor, The Rich: Life in America (1880-1920)- Darrin Griffin
high school - seven hours   “Coming to America”   “Living Poor in America” (scavenger hunt included)   “Living Rich in America” (power point included)
39. New York City and the American Dream- Phyllis McCully
elementary K-6 one week unit
Entire school activity to coordinate with National Children’s Book Week. Includes music. books. guests. decorations. dress-up days, multiculturalism, role-playing and many worksheets.
40. Western Expansion into Native American Land- Kurt Stumpff  ninth grade 4-5 hours
“Western Expansion: Farmers Tame the Frontier”  ”Native American Land Area Map 1890”  “Homesteader v. Native American – Performance Event”
41. A Changing Culture: Exploration, Encounter and Exchange in the Louisiana Territory, 1700-1840- Kathleen Swift  seventh-eighth grade gifted 14- 23 hours
“Cultural Encounters”   “Perceptions of Authority”  “Trappers, Traders, Explorers, and the Osage”
42. A Walk in The Past: Whose Shoes Will You Wear?- Ann Odenbrett and Charlotte Wilson  fourth grade eight weeks “Join Our Wagon Train – Westward Bound”
“Famous Missourians”   “2020 – Where Are We?”   “Osage People: Before the Paleface”
"Native Americans Made An Impact in History”  “Bartering With Friends”
43. Missouri is Ours – We Stole it Fair and Square: The Rise and Fall of the Osage Indians in Missouri- Darrin Griffin  high school - six hours   “Recalling Missouri’s Early History”   “Analyzing the Louisiana Purchase”   “Evaluating the 1808 & 1825 Osage Treaties”
Unit includes a “Who Wants to be a Millionaire” game CD on Osage
44. The Evolution of the Native American Economy from Fur-trading to Present Day- Dustin Craft  high school nine hours
“Reenacting the Osage Traditional Economy in a Historical Role Play”
“Researching the Factors of the Evolution of the Native American Economy”
“Debating the Issue: Native American Gaming Through the Research of Newspapers”
45. A Patchwork of Names- Melody A. Young  high school 14 hours
“In Search of Americans”   “Distribution Map”   “American Historical Journeys Brochure”
46. Joplin: Who’s Your Daddy?- Rocky Biggers  Junior high - 6-7 class periods
Local history handout for students to read. Five Themes of Geography used. Study guide and student activity on the growth of towns.
47. Primary Sources and Missouri History- Paula Brous  fourth grade 15 class periods
Lessons on how to read a primary source and interpret it, how to write a bibliography, gather information for a report, suggested Missouri topics and how to make a power point.
48. The Civil War in Missouri With Emphasis on Barry County and Surrounding Areas– Jason Navarro  high school  Lecture notes on Missouri’s Civil War and many primary source documents to compare and contrast. Casualty lists included.
49. A Cross-Curricular Look at Missouri’s Civil War- Sue Davis  fifth grade 7 hours
“Picture This” (math and graphing)   “On the Border” (mapping activity)
“The Rest of the Story”
50. Catalyst and Casualty: Missouri and the Civil War- Jennifer James  8th grade - eight hours   “Slavery in Missouri 1860 Map and Analysis”  ”That’s One Way to Look at It The Camp Jackson Affair”   “Everybody Sing! Expressing Emotion Through Songs of the Civil War”
51. Confused State: Missouri in the Civil War- Glenda Brown  eighth grade 7.5 hours
“To Secede or Not to Secede?”    “Where Are the Elephants? Or, What Really Happened at the Battle of Carthage?”    “Home, Not So Sweet Home: Guerilla Activity in Jasper County”
52. Civil War in the Ozarks Table Top Simulations: The Battles of Wilson’s Creek, Pea Ridge, and Westport- Laurence Bryan  high school 15 class periods
“Using Historical Miniatures to Recreate the Battle of Wilson’s Creek,  the Battle of Pea Ridge, and the Battle of Westport”
53. Are You Sure? Civil War in Missouri?- Daniel Lewis  jr/sr high - six hours
“Are You Sure? Battle of Wilson’s Creek”   “Making A Map: Price’s Missouri Campaign 1864”   “Fact or Fiction: Does the Camera Lie?”
54. Battle of Carthage- Tour Through Time- Jeanne Sneddon  eighth grade - 3.5 hours
“Battle of Carthage – Tour Through Time”   ”Tales of Terror – Guerilla Warfare in Jasper County”    “Civil War Letters – The Ties That Bind”
55. When Johnny Came Home: Life After World War II- Kristen Williams
high school - 10 hours  Veteran’s oral history transcript included, web sites listed and activities for students to learn how to conduct one themselves.
56. NYC Culture Diversity- Kate Crawford  eighth grade 8 hours  “New York City, Culture and You”   ”Fight * Stereotyping * Fight”   “What is Culture?”
57.Using Oral History to Teach About the Great Depression- Marlene Moran
high school - 8 hours  Includes overhead transparencies about the Dust Bowl, a Procter and Gamble simulation and a taped oral history interview.
58. Are You Now or Have You Ever Been?- Steve Mann  high school 3-4 hours
A student research/reenactment of the HUAC investigations into the search for “communist sympathizers” in the U.S. of the 1950’s.
59. An Introduction to the Civil War- Nicci Pierson  elementary/middle school - 3 hours
“An Introduction to the Civil War”   “Mapping the Civil War”   “The Local Impact of the Civil War”  Notebook contains many pages of information on Civil War heroes and heroines, coloring book pages and flags.
60. World War II Hits Home: Looking at the War Through the Eyes of a Soldier on the Front- Dustin Craft   high school - 3-4 eighty minute periods
Notebook includes an oral history interview as well as web sites with oral histories
61.Dred Scott- Newspapers in Education Page- Jerri Bollig  Fourth grade
Notebook used to develop the Joplin Globe page. Worksheets, student play and many sources and information about Dred Scott
62. Yo-ho-ho and a Bottle of Rum- Crista Bobski  6th grade – 10-12 hours
Cross-curricular for also reading Treasure Island. Many handouts and information given about the Golden Age of Pirates
63. Colonial America and the Men and Women who Helped Form Early America: Biography Project on the Influential Figures of Colonial America– Jari Jacobs
high school - 6 to 7 hours   Students research from a list given, writing a paper and making a poster. “Connecting Lives” worksheet is included for them to discover relationships between these famous colonial people.
64. Whose Side Are You On? Patriots and Loyalists in the American Revolution– Jennifer James  eighth grade  Students make a graph showing percentages of Loyalists, Patriots and those who remained neutral. Other student activities are writing a paragraph and newspaper headlines.
65. Statue of Liberty- Kathe Athey  fifth grade - twelve class periods
“What Does the Statue of Liberty Mean to Us Today?”    “The New Colossus”
“The Life and Times of the Statue of Liberty”
66.  The Civil War- Catherine Summers  fourth grade “Why Civil War?’
“Battle in your Backyard: Wilson’s Creek”   "People in War”
67. American Dreamers: John Winthrop and Martin Luther King Jr.– Kathleen Swift
ninth-tenth grade gifted 5 hours  Students compare and contrast both men’s visions
through the use of primary sources. Student product is a poster, power point, or duet presentation.
68. Talking Tombstones- Rhonda Wyrsch  6th grade and up
Information about cemetery symbols, iconography, common cemetery plants and lists of Jasper County, MO, Civil War graves.
69. Jews in America: Life as a Jewish American Citizen during World War II- Amber Hemphill   high school five to seven hours   Students assume role of a Jewish person- hang yellow stars from the ceiling to represent each one. Take down if they die. Role-playing, journaling, research.
70. African American Heroes and Heroines- Sue Holzrichter
seventh-eighth grade five lessons
71. Jamestown Revisited: Development, Settlement, Failures and Successes of the Jamestown Colony, 1607-1671– Carol Ann Patterson   fifth grade - twelve hours
Cross curricular unit to use with A Lion to Guard Us. Use of primary sources, reading strategies, focus cards, graphic organizers.
72. 1607-1732: Settlement of the New England Colonies- Thomas L. Tabb, Jr.
9th grade - 3 hours   Interactive web sites, timeline and graphic organizer activities
73. Mary Rowlandson’s Indian Captivity Narrative Written Under Puritan Influence- Nancy Ohmart - 6th-8th grades – four hours Power Point
Three cartoons to analyze and copy of primary source account. Candy activity to illustrate “Indian giver.”
74. John Smith and His Jamestown Experience- Debbie Neill  fifth grade 17 class periods   Several primary sources included in notebook for students to use to research. Map-making (climate & topography), a play to read, and guides in writing a research paper.
75. FDR and the Holocaust- Nicole Boone   high school - five to seven hours
Primary documents to analyze, including very moving Shaef document, handouts for a mock trial, DVD included about Dachau post-war trials.
76. We Shall Overcome: The Determination, Courage & Commitment of Civil Rights Activists During the 1950’s-1960’s- Darrin Griffin  high school - six hours
“Determination: Daisy Bates and the little Rock Nine” (Power point)
“Courage: Rev. Fred Shuttlesworth and the Foot Soldiers of Alabama
“Commitment: Viola Liuzzo and the Civil Rights Martyrs”
77. America’s Achilles’ Heel: Athletics:The Holocaust vs. Sports: The Changing Views of Nazi Germany in the US Media as a Result of the 1936 Olympics in Berlin - Barb Roberts   11th grade - five hours
Students research on the Internet and then debate the issue.
78. The St. Louis Affair: An Affair to Remember or One to Forget?- Kristen Williams
high school - three hours   Information given about the St. Louis, a ship in WWII. Students can debate the issue and write editorials.
79. Consumed in Fire” (Timeline of America and the Holocaust)– Rebecca Jones
high school – 16 hours   Lecture notes from power point and students create newspapers from American and German points of view
80. Holocaust: The World Must Never Forget- Barbara Arnold   High school - 10 hours
Pre Test: KWL Chart  "Background and Timeline"   "Putting a Face on the Holocaust: Identification Cards"   "Tolerance Activity: Three Excerpts from Schindler’s List"  "Holocaust Responsibility: Research and Consensus building"    "Mein Kampf: Socratic Seminar"  "Closing Activity: Elie Wiesel (“Night”) and Final Assessment"
81. In the News…. America’s Reporting of the Holocaust- Cheryl Butterfield
High School - 2-3 hours   Students analyze a news article and write a reaction paper
82. Franklin Delano Roosevelt and the Bombing of Auschwitz-Brenda R. Durbin
Eighth grade - four hours  Students study enclosed photos, maps, timeline and primary source documents including cables, reports and letters, reporting to class on their decision.
83. War Against the Jews: A Study of the Holocaust- Marcella Holder
jr/sr. high - four-five hours  Students conduct research, printing examples of documents to fit categories, fill out main idea worksheet and write an informative paper.
84. Cold War- Kristen Williams  jr/sr high - six hours – four lessons
“Naming Names” – role play  “Illustrated Timeline” – students make “The Wheeling, West Virginia speech and More”  “Herblock’s Political Cartoons” – look at on Internet and make their own
85. The Life and Times of Olaudah Equiana or Gustavas Vassa the African Rhonda Wyrsch  6th grade/adaptable higher - 7 hours Power point   Court case with role playing and sources included. Information on additional video and books to order.
87. German Immigration in Missouri- Andy Ritter  junior high - 11 class periods
Students examine push factors that led to German immigration. Create a power point or web page, read primary source accounts and catalog costs of journey
88. Korean War: Communication Connections to Missouri- Kurt Stumpff
high school - 10 class periods  Students research and learn about veterans from their area during the Korean War. Printed and timeline assignments and how to conduct an oral history interview. Bibliography and web sites given.
86. The Civil War in Arkansas: A Curriculum for Students of Arkansas History–
1999-2000 School Year, written by Pea Ridge National Military Park, Prairie Grove Battlefield State Park and the Department of Arkansas Heritage
89. The Gilded Age: The Upside and the Underside– Jeanne Sneddon
jr/sr. high - 5 class periods Power Point   “The Rich and the Poor”   “Inventions That Changed the World”   “You Want Me to Do what? Child labor During the Gilded Age” – includes Power Point with information about Carthage child labor. Lesson also looks at child labor today.
90. Workin On the Railroad- Donna Root  fourth grade - 9 class periods
“I’ve Been Working on the Railroad”   “Railroads and the Outlaws” “Railroads and the Native Americans”
91. Culture and Leisure Time in the Gilded Age- Steve G. Mann
high school 2-5 class periods Power point included “Organized Sports: Baseball. Football”
“Pugilism and Horse Racing” “Family Entertainment: Religious Revivals, Public”
92 .The 3R’s of Slavery: Religion, ‘Riting and Rhythm– Daniel Lewis   high school 4 class periods   “Slavery & Religion” “‘Riting & Slavery”   “Rhythm & Slavery”
93. The Enlightenment and the American Revolution– Glenda Brown
high school 5 class periods   “The Enlightenment” “You Say You Want a Revolution?”
“Incorporating Enlightenment Ideas into the US Constitution and Bill of Rights”
94. Economics, the Gilded Age and the New Newsies,- Nancy Probstfeld
6th grade 8 lessons Power Point   “Show Me the Money”  “Economics and the Gilded Age”
“History of the Newsies- Read All About It”
95. Railroads in the West: From the Transcontinental to Southwest Missouri- Kevin Harris   high school 5 class periods “The Railroad in the West: the Transcontinental”
“The Impact of the Railroad: Homesteading”    “Railroads: Local Research”
96. What in The World is This World Coming to?- Nancy Ohmart
8th grade 10 hours DVD “Where America Began” “Who in the World Came to America?”
“How in the World Did They Get Here?”   “Where in the World Did They Come?”
97. The Revolutionary War- Ginger Baugh  4th, 8th grade 10 hours
“The Boston Massacre”    “The Boston Tea Party”   "Paul Revere’s Ride” 
98. Indentured Servitude or Slavery: What is the Big Difference?
5-8th grade 3 hours   “Roles and Origins of Servants and Slaves During the American Colonial Period”   “Runaway or Stay”   “Who They Really Were”
99. Freedmen Education in the Gilded Age: A New Hope- Cindy A. Gray
6-8th grade 6  periods “The Thirst for Knowledge”    “A Letter to a Friend”
“What Would You do in Their Shoes?”
100. Slavery: Resistance, Runaways and Railroad Lines- Darrin Griiffin
High school 6.5 hours “The Persistence of Resistance   “William Wells Brown: The Life and Decisions of a Missouri Runaway”   “A Railroad Without Rails”
101. I’d Rather Be Rich: A Study of Various Working Classes of Early America With Emphasis on Slavery- Rocky Biggers  8th grade 7 hours
“Comparing Working Classes”   “Graphing Slavery, Factories and Immigrants”
“Evaluating Contemporary Opinions on Slavery”
102. Slavery, Abolition and the Underground Railroad- Laurence Bryan
High school 7 hours   “Generations of Captivity”    “I know slavery’s curse was not the pain of the body, but the pain of the soul”    “Creation of a Magazine About Slavery and the Underground Railroad”
103. Inalienable Rights: Did They Apply During The Indian Boarding School Time of 1875-1920?– Charlotte Donnell  elementary/middle 4 hours Lesson I – Intro to Declaration of Independence: Inalienable Rights Lesson 2 – photo analysis using the Internet
Lesson 3 – journal writing and group sharing
104. Slavery, Runaways, Narratives and Dred Scott- Miriam Palmer  high school 6 hours   “Fugitive Slave Law of 1850”   “Comparisons of Slave Narratives”
“The Dred Scott Case: 1847-1857
105. The Economics of Slavery- Missy Delozier  4-8th grades 9 hours
Lesson 1 – external slave trade, narratives, events and document analysis
Lesson 2 – internal slave trade, narratives, events and document analysis
Lesson 3 – students make a market economy board game and read about a fugitive slave settlement in Canada.
106. The Preservation of Yosemite National Park During the Progressive Era– Carolyn Ruiz Diaz  elementary/middle 1 hour   Students learn about formation of this park, analyze photos and write about conserving this site.
107. A Day in the Life of a Child: Child Labor in America- Kara Griffin
3rd grade 2 hours  Students analyze photos from 100 years ago and then compare their lives with ours today.
108. Who is Raking Up All the Muck? Influence of Muckrakers on Child Labor– Crista Witt  middle school 2 hours  Students will identify with both text readings and primary sources the hardships of child labor before Progressive laws were passed. Photo analysis will be used and new vocabulary developed.
109. Know Your Neighbor: A Look at Missouri as a Border State- Rita Daniel
4th grade 6 hours “Car Trip”  “The Underground Railroad and Designing an Escape Route”
“Songs of the Underground Railroad”
110. The Gilded Age– Charlotte Wilson  4th grade 9 hours “Where in the World is Progress?”   “Hello Through the Years” “Traveling By Rail or Interstate”
111. “Rivers and Railways in the Rise and Decline of St. Louis and Missouri– Tim Tabor  high school 6 hours “Rivers and Riverboats: The Rise of St. Louis”   “The Rise of Railroads and the Civil War: The Plateau of St. Louis"   “Railroads, the Rise of Chicago, and the Decline of St. Louis"
112. Teaching the War Prayer by Mark Twain– Steve Mann  high school 2 hours
Students wills be using Twain’s controversial short story as a study for the following: nationalism, Manifest Destiny and war. At the conclusion of the lesson students will write a detailed response based on the story and class discussion.
113. Out of Bondage of Slavery– Kathe Athey  5th grade 7 hours
“Classifying Slave Ads Based on Information”   “Important People of the Underground Railroad”   “Two Viewpoints of John Parker”
114. The Progressive Era: Making Life Better Through the Antiquities Act and the Presidents Who Enforced It– Nancy Ohmart  6-8th grade 5-7 hours
Students learn key vocabulary and about the Presidents involved in the beginnings of the National Park Service. They will research and produce a Powerpoint and poster
115. Slavery and the Freedom Quest– Kim Gilmore  5-6th grade 6 hours
“What Does Freedom Mean to You?”   “Unfreedoms”   “Freedom Quest”
116.  You Do the Math: Does Treating People Equally Mean Treating People the Same?– Nancy Probstfeld  6th grade 10 hours
Students examine the Supreme Court case Plessy v. Ferguson using an Internet site. They write a newspaper article and an editorial.
117.  World War One: The Dawning of Industrial Death- Mike Shores  9-12 grade 4-5 hours   Students research and report on 15 new offensive weapons and/or tactics that were new in World War I. They learn about the growth of technology at this time.
118. Segregation and Education: The Courageous Ruby Bridges- Kara Griffin
3rd grade 1.5-2 hours   Using books and/or the Internet, students learn about her, analyze a political cartoon and make a Venn diagram comparing their school life with that of Ruby’s in the 1950’s.
119.  Rosa Parks-One Woman’s Journey- Carrie Mayes  3rd grade 1 hour
Students study the famous photograph of Rosa on the bus, listen to a book and complete an information sheet about her life. There is an Internet site they can use and afterwards there is a writing activity.
120. Using the Photographs of Lewis Hine to Teach About Child Labor- Carolyn Ruiz Diaz  Middle school 1 hour
Students view Lewis Hine’s photos on the National Archives web site. In groups, they analyze photo and fill out analysis sheet.
121. Freedom Rocks: Founding Fathers- The Big Four and the Freedom Documents-Ginger Baugh, Sharon Bramwell, Missy Delozier and Rhonda Wyrsch
- elementary 8-9 hours   “The Big Four, the Constitution and the Declaration of Independence”   “You, the Author”   “The Write Stuff”
122. The Bill of Rights Rock My World or How to make a Rock Foundation of Freedom From the People’s Pebbles of Ideas- Kathe Athey, Kim Gilmore,Nancy Ohmart, Kevin Thomure   5th -8th grades 7-8 hours  “Freedom Writers and Treason Teasers”   “Bring it On: Proponents and opponents of the Bill of Rights”
“ The Top Ten”
123. Freedom Never Dies by the Grateful Dead (Also known as George Mason, Thomas Jefferson and James Madison- Nicole Carter, Amy Dudley, Brenda Durbin and Haley Hodson - junior high 8-9 class periods    “Don’t Fade Away” or How to Use Primary Documents  “The Music Never Stopped”    “Going Down the Road Feeling Bad or Jefferson vs. Madison vs. Mason- the Ultimate Grudge Match"
124.  Freedom Rocks: Freedom of Speech- Jason Navarro, Becky Crowder, Darrin Griffin, and Pamela Marta   high school -5-6 hours    “Sedition by Subtraction: Removing the First Amendment from the Early Republic”    “Desperate Times Call for Desperate measures or Dissin’ Dissent During Distressful Days”   “Free or Not Too Free”
125. “WWII: A Comprehensive Beginner’s Unit- Jason Navarro   High school 10+ hours
Use of political cartoons (Dr. Seuss) on appeasement, a scavenger hunt using the Veterans History web site from the Library of Congress (www.loc.gov/vets) , unit study guide and Power point.
126. Documenting Our Heritage or Grandpa Telling His Tales of I Remember When Nancy Ohmart   Grades 5-8 3 class periods
Unit focuses on learning how to conduct an oral history interview, questioning techniques as well as equipment operation, daily journaling and conducting and viewing of the class of their finished product of a veteran interview.
127.  The Great Lead and Zinc Mines of the Tri-State Area Featuring a Local Miner: In His Own Words, An Interview with Elmer DeGraff- Rhonda Wyrsch
Grades 6-8 3-5 class periods  Students read a primary source document about the early days of mining in our area. And view a DVD interview of Elmer DeGraff of Smithfield, MO. Students then conduct research information about historical mining in our area and the current resultant problems that have come from it.
128.  Tell me About the Good Ole Days- Pamela Marta    high school 6 hours
The unit encourages students to learn about what life was like for an older relative or neighbor growing up in the United States during the Depression or during times of war. Students will conduct an oral history interview and also create a memory book that highlights periods of that person’s life.
129.  A Moment in Time: Pearl Harbor Day-Joann Brice Grades 5-8 Seven class periods
The unit focuses on a study of American reactions to Pearl Harbor Day, utilizing primary source documents; developing oral history interview techniques and conducting an oral history interview; developing a persuasive newspaper editorial defending United States’ entrance into World War II; and culminating with the writing of a comparison/contrast essay relating similarities and differences between Pearl Harbor and 9/11 in the United States.
130. Day of Infamy: An Oral History Project- Tim Tabor  Grades 5-8 five class periods
Students read the graphic novel Day of Infamy by Osprey Graphic History (www.ospreygraphichistory.com) and Chapter 3 of Doing Oral History by Donald Ritchie. Then they interview a person who remembers the attack on Pearl Harbor. They write a reaction paper and share highlights of their interview with the class.
131. The Tracks of the 759th- Linda Uselmann  high school 8 class periods
This unit is designed for students to follow an army battalion from D-Day to V-E Day. Students watch a video of the battalion leader, use the map that traces the battalion’s tracks and lists the major battles fought in the European campaign. Students research the various battles using the Internet, library and oral/digital interviews of veterans. Students also interview a World War II veteran and share the interview with the class.
132. Oral History: Introduction Pearl Harbor- Rebecca Crowder  Grades 9-12 five hours   Students utilize the interactive Pearl Harbor timeline on the National Geographic web site to complete a corresponding worksheet for an overview of the events of that day. Links include eyewitness interviews. Students create a poster of Pearl Harbor showing the location of these interviewees. Students also use www.loc.gov/vets to listen to at least 3 Pearl Harbor survivors and write a reaction paper.
133. World At Risk- Julie Schwartz   ninth grade 10-15 hours
Working in groups of four, the students compose a newspaper or magazine reflecting the news, advertisements, editorials and political cartoons relevant to a date or dates during World War II. The main focus of the news stories will be from the oral history obtained from veterans in person and from the Internet interviews.
134. Home Front Soldiers Fight Hitler, Too! Glenda Brown  ninth grade 4 hours
Students learn about life on the American home front, create a poster, read primary sources including fireside chats. Using web sites they learn about rationing and posters of this era.
135. Compare/Contrast Lesson Plan Corine Koch  junior high 3 class periods
Students read two interviews of the same person, an ex-slave (on Internet).They compare and contrast the differences, create a graphic organizer and develop their own list of questions. They then conduct mock interviews. Students then research a local fact or fable, using local resources of documents as well as people.
136. Making My Way in the World Today: Child labor Then and Now Amy Payne
High school 4-5 class periods
Students evaluate the hazardous working conditions of child laborers in America around the turn of the 20th century using primary source documents. They then examine the current labor laws and compare current child labor issues around the world today. They read an excerpt from The Triangle Factory Fire and create posters and/or flyers.
137. Chicago World’s Fair of 1893 Columbian Exposition “A Vision of Heaven" Sharon Bramwell   fifth grade 3-4 hours
This unit includes a brief summary of the book Devil in the White City. The excerpt introduces students to the beauty of the exposition and the inventions that were introduced. The student group project is to construct a model of a Ferris Wheel
138. Coca Cola Then and Now Carolyn Ruiz Diaz  grades 5-8 One class period
Students use the Internet to complete a Web Quest and cloze worksheet to learn about the invention of Coca-Cola as a Progressive Era product and how it has evolved into a modern day icon.
139. Thomas Edison: Impact and Technological Change Jane Trosper
Grades 7-8 five hours
Students will navigate, explore and research interactive web sites on the life of Thomas Edison to gain knowledge about his life, his inventions and his innovations. Students will analyze photographs and primary documents to understand the impact that Thomas Edison’s inventions made in the lives of people. Through the investigation process students will also discover the advancements made in technology and its impact on change in society. One class project is a timeline for the classroom.
140. Patriotism, Propaganda and Prejudice or Who Had the POWER in World War II? Rhonda Wyrsch  Grades 6-8 three to five hours
This unit will examine the aspects of patriotism, propaganda, and prejudice during World War II. Using excerpts from primary documents and from the book The Good War, students will work in cooperative groups to discover how the United States was involved in patriotism and a willingness to sacrifice during the war. They will also examine the use of propaganda found in primary source letters and recollections in interviews of veterans on both sides of the war. The treatment of Japanese Americans who were relegated to internment camps will be a focus, as will the treatment of black soldiers in relation to segregation. Sharing the findings from research and relating them to current events will be a culminating activity.
141. Nonfiction: Riding with Paul Revere Kathleen Swift  Seventh grade 2-3 class periods   The students compare a primary source nonfiction text to a fictionalized account of the same event and analyze the texts for style, purpose and point of view.
142. Slavery: Missouri’s Shameful Past Kim Gilmore   6th grade 1-2 hours
Students will evaluate primary documents dealing with Missouri slavery to complete an Internet scavenger hunt. There are also two art activities to teach the ideas of freedom and the “unfreedoms” of slavery, using tracing of hands and chains of gray construction paper.
143. From Bell Bottoms to Poodle Skirts: Daily Life of Americans from the 13 Colonies to Today- Kevin Thomure  6-8th grade 3 class periods
Students compare colonial American daily life for men, women and children to those that the students’ parents had when they were in school. Students will learn about the religion, games, food and clothing during colonial America and then conduct interviews with their parents and/or grandparents for comparison. Game playing can be involved in students activities.
144. Seen It? Our Hometown History Edition Pamela Marta  high school   Students are introduced to the unique history of their home town using the format of the popular game, Scene-It. Through the use of this game format, students will learn about historical characters, local lore, genealogy, museums, buildings, etc.
145. Black History and Settlement in Dade County Missouri- Debbie Neill
Grades 4-6 five hours    Mark and Mailinda Dicus were the last slaves to live in Dade County, Missouri, living northeast of Greenfield. Students will listen to a lecture on some background information, read and examine primary source newspapers and documents on the Dicus family and look at a map of the county. Students then trace a route from the school to the Dicus homestead, go to the Greenfield Cemetery and locate the graves of Mark and Malinda, and identify how these people added significance to our local history.
146.  Hometown History- Missy DeLozier  Grades 4-6 Three hours
Information is from the Missouri State Archives at www.sos.missouri.gov/archives/education/aahi/earlyslavelaws/slavelaws.asp for students to read and examine primary source documents and learn about the history of slave laws and codes. Students construct parallel times lines: one showing passage of laws and the other showing significant events in history that many have precipitated the passage of the laws.
147.  Webb City’s Unique History- Linda Uselmann  high school 4 hours
The class divides into 4 groups to assemble information about city history. Group One researches mining history and compiles a timeline of population and other economic factors. Group Two researches newspaper stories of personal interest and also interviews selected citizens about their knowledge of the town. Group Three works with mining maps to identify where the mines were and finds out what is there today. Group Four investigates influential citizens in the history of Webb City. Presentations are made to the class as well as posters.
148.  Did You Say Pass the Muster Roll or Mustard Bowl? Crista Witt
Grades 5-8 Two class periods
This lesson is designed to identify specific roles within the Confederate Missouri Battalion during the Civil War era. Students will manage a replica of a Muster and Pay Roll from the year 1863. Students will analyze the difference in the pay scale of the ranks. Finally, students will role play the actual distribution of copies of Civil War era money bills.
149. Ferris Wheel – Past and Present Carrie Mayes  Grade 3 Three class periods
Students learn about the creation of the first Ferris wheel at the Chicago World’s Fair of 1893. They compare and contrast the first one with a present day Ferris wheel. They do Internet research to learn more about the topic. Their project is to create a new invention/ride and/or build one out of straws, popsicle sticks, or toothpicks.
150. American Illustrator – Rose O’Neill -Charlotte Donnell  Grade 4  Three hours
Lesson is designed to inform students of a famous Missouri artist, writer, inventor and entrepreneur of the early 20th Century using web sites.. Students then create a Powerpoint about her, the inventor of the Kewpie Doll.
151. Analyzing the Women’s Rights Art of Rosie O’Neill- Carolyn Ruiz Diaz
Junior high one hour  Students will be able to analyze how Rose O’Neill contributed to the women’s rights movement through her art. Photo and cartoon analysis along with writing using different perspectives will be done.
152. Female Inventors -Cathy Summers  rades 3 and 4 four class periods
Students will research some of the female inventors to discover what they invented, how they came up with the ideas and what developments have taken place since the original invention. Students make an oral class presentation and also construct an original invention. Inventors include Hedy Lamar, Madame C. J. Walker, Mary Phelps Jacob, Hypatia, Maria Telkes, Jane Googall and Marie Curie.
153. To Trust or Not to Trust- Amy Payne  High School 1-2 hours
Students first analyze political cartoons from the late 1800’s directed at trusts and monopolies of the day. Students then read excerpts taken from testimonies given at the Chicago Conference on Trust in 1900 and participate in a class wide debate on the usefulness and legality of trusts at the end of the 19th century before completing a journaling activity written from the point of view of a member of the audience at the Chicago conference.
154. 1908 America: Historical Voices- Jane Duncan  Junior high 3hours  Students will explore web sites to discover what life was like in 1908 and compare it to life in 2008. They will create a Venn diagram and a Tree of the Future diagram as part of the lesson.
155. Fired Up For the Common Good- Amy Collier  Second grade 1 hour
Students learn about how the government creates laws and regulations that all citizens must follow, why it is important to have rules in our community and classroom. Background knowledge is about the Fire in the Hole ride at Silver Dollar City and the history of the town and the Baldknobbers. Students then create a classroom rule and give a reason to support the choosing of that rule.
156. The Good, the Bad and the Strange- Julie Pruitt  Fifth grade 10 hours
Using listed books and Internet web sites students learn the hardships and struggles of pioneer life as well as the job opportunities. Each student project chooses a job of a pioneer town, learns how to research a topic, learn the sections of a newspaper and use different writing styles. Students create skits, dioramas or newspaper articles.
157. Welcome to Branson: 1960- Nancy Probstfeld  Grades 5-6 five hours
Students will research the history of the Shepherd of the Hills and the part it played in Branson becoming a tourist attraction. Students will then research Branson’s tourist history and make a timeline of the history of Shepherd of the Hills. Students will create a tourist brochure for Branson in 1960 based on their research information.
158. Who Lives in Them Thar Hills?- Carolyn Tunnell   Middle school 2 class periods
This lesson is a comparison and study of the early settlers of southwest Missouri in the Ozark Mountains. The students will learn about the groups of people settling in this area according to class and lifestyle. The main focus will be on the hillbillies, the largest group who settled first in the Appalachian Mountains, and then in the Ozark Mountains of southwest Missouri and northwest Arkansas. The groups known as the Baldknobbers and the mountain men will also be considered. Copies of L’il Abner cartoons and Arkansas Traveler excerpts are needed for each student, using web sites provided.
159. Missouri’s Robin Hoods: Vigilante or Criminal- Debbie Neill Fearnow   4th grade 10 hours   This unit is a study of the regions of Missouri through a comparative study of the James/Younger gang and the Baldknobbers. Students will analyze primary and secondary sources. The historical period is from the 1850’s to the 1890’s. Vocabulary, history frames, human interaction outlines and comparison charts and maps will be produced.
160. Holler, Gully and Ravine- Missy Carter  6th grade 2 hours
Students use the five themes of geography to create a poster about the Ozarks. Power point attached to teach the five themes.
161. No Defense: African Americans murdered At a Word- Kim Blevins
Junior/senior high 2 hours  This lesson can be used within the context of teaching Of Mice and Men in connection with local history. Most students will have no knowledge of specific lynchings in Pierce City and Springfield early in the 20th century. In the book, Crooks is threatened by Curly’s wife that at one word, “I could get you strung up on a tree so easy it ain’t even funny.”Students will read Chapter 4 of the book and then compare and contrast the novel and historical facts. Their task is a constructed response.
162. “Southwest Missouri’s Darkest Nights: The Lynchings of Pierce City and Springfield -Glenn Oney  High school 1-3 class periods
Students read articles on the lynchings and answer questions. They will also watch portions of “Banished,” a documentary that features the Pierce City lynchings Sources included the Missouri Historical Review and the Springfield News-Leader.
163. Protecting our Posterity from the Prejudice of our Past- Nancy Ohmart
Eighth grade 10 class periods   This unit studies the facts and fictions between individuals and groups during the civil rights’ struggles in Pierce City, Tulsa, Little Rock and Wichita. Students use the Truman Library web site, the movie “Remember the Titans,” the documentary “Banished,” as well as learning about alliteration, metaphors, similes and anaphoras. Culmination of the unit is a group student presentation and peer critiques.
164. They’ve Been Ripped- Josh Anderson  Fourth grade one hour
In this lesson the lynchings in Springfield,and Pierce City, Missouri are explained. Web sites and archives are listed that can be accessed as well. Students compare events with a Venn diagram and write an essay detailing what they would do in such a situation.
165. Southwest Missouri’s Darkest Nights: The Lynchings of Pierce City and Springfield– Glenn Oney   High school 1-3 class periods
Students read Jason Navarro’s article “”Under Penalty of Death”(Missouri Historical Review Jan 2006) and Springfield News Leader article on the 1906 lynchings there. They watch “Banished” a documentary featuring the Pierce City lynchings. Students have questions to answer and comparisons to be made.
166. Lynching in my Backyard?- Jeanne Sneddon   Eighth grade 1 to 1.5 hours
Students analyze statistical data and reading selections to make conclusions about human behavior and mob mentality. Provided with a county map of Missouri and tallies of lynchings by county, they label the map. Students are divided into groups to examine various documents and readings. As the groups rotate through the readings they answer questions posed at each station concerning the murder of Gisela Ward in Pierce City and the lynchings that followed.
167. Harry S. Truman: the President Through Primary Sources  Grades 7-12 two class periods   Collaboration of TAH teacher    Comprehensive unit with Powerpoint and lots of primary source documents. Students write a letter and analyze cartoons and documents.They create a “Who Am I? primary source box on themselves.
168. The Many Faces of John Smith Collaboration of TAH teachers
Grades 5-8 two class periods  Students will analyze John smith’s life and accomplishments by examining a short biography and a newspaper editorial. They will distinguish fact and opinion, explore editorials, recognize propaganda, and analyze a political cartoon.
169. European Explorers in the New World- Kirby Newport, Kathe Athey, Jeanne Sneddon, Linda Uselmann and Rhonda Wyrsch   Grades 4-12 Three to five class periods
This lesson is designed to implement research skills and should be adaptable to different textbooks and grade levels. The student task is to create a fictional Facebook page for one person involved in the European exploration of North America. The student will pretend to be the explorer, which will require accurate research.
170. Cortes the Conquistador TAH collaboration group   Grades 5-8 two class periods
Students view a short clip from the Disney movie “The Road to El Dorado, do the 3-2-1 technique, read a biography pulled from different Internet sites and complete a story mapping history frame.
171. Spy’s Dilemma: Cold War, December 31, 1945
Lesson from the Harry S. Truman Library in which students read, interpret and evaluate Cold War primary source documents. Each group of students are given the same 10 documents. They must select the final 5 documents that they believe to be the most valuable. Teacher gives the actual point values for each document and the spy team with the most votes is the winner.
172. Teaching Social Studies Vocabulary Using Historical Fiction (using Dangerous Crossing: The Revolutionary Voyage of John Quincy Adams by Stephen Krensky and The Fifth of March by Ann Rinaldi)  Primary- intermediate (book 1) 2 hours
High school (book 2) 2 hours   Vocabulary lists from both books are provided with activities including Pictionary, Unscramble Game, Guess That Word Game, ESL Vocabulary Activity, Word Search, and Four Square.
173. Johnny Tremain and the American Revolution- Jeanne Sneddon
Junior high 8 class periods
This unit is a cooperative and collaborative lesson using the multiple intelligences. Some activities involved taking the roles of either Patriots or Loyalists. They utilize a Web quest in groups of four, research battles and read the novel, Johnny Tremain. Six rubrics are included for the different multiple intelligence projects the students may do.
174. Westward Expansion Using the Multiple Intelligences- Jeanne Sneddon
Junior high 6 50-minute class periods
Students are introduced to the theory of Multiple Intelligences using the Internet . They learn of their own personal strengths in this way. Simulation activities to learn about the westward movement include making Johnny cakes, apple butter and a quilting activity. Students journal every day as they learn about the topic using the Novice-Expert Group Research Activity. There is an activity built around the video, Trail of Hope. Students choose a person to research and are given options in how to present their acquired information..
175. Lewis and Clark and Westward Expansion Using Collaborative Learning- Donna Root   Elementary 3 class periods
Students read In Their Own Words: Lewis and Clark by George Sullivan and the teacher uses Higher Level Thinking Questions- Social Studies by Michael Kagan for class discussion. Students journal and use a rubric to self-assess their work. Students work in groups of three for research: one is Meriwether Lewis, one William Clark and one Sacajawea. Groups rotate to share information and each student then writes an acceptance speech they would deliver, role-playing the person they have researched.
176. Mapping with Lewis and Clark- Andy Ritter   Junior high 3 class periods
Students learn how Lewis and Clark were able to fix latitude and draw accurate maps without benefit of a vertical vantage point. The first day is spent on the internet learning about their navigation instruments and mapping techniques. Day 2 they are given a handout on Plane Table mapping, make up a list of needed materials to do this, and learn more terms. On Day 3, using graph paper they go to an outside location, preferably a park and make their own map to accurate scale. A rubric is included.
177. The Mother Road: Route 66- Lonna Tucker   Junior high 2-3 weeks
Using multiple intelligences, students learn about family vacations, Route 66, and how businesses attract and keep customers. Some student options include building a three-dimensional model of their chosen business, print advertising for their created business, radio advertising, and mapmaking activities. As a culmination activity the school hallway is used as Route 66 for the models and posters/ads they have created after their research.
178. World War I and Iraq: Posters or Propaganda?- Daniel Lewis
High school 2-3 class periods
Using the Internet, students look at posters from World War I from both sides of the war. Students pick a poster and fill out an evaluation sheet. They “show and tell’ their various posters. The teacher introduces the fake money from Iraq to generate discussion and questions. Students then create the own poster either for or against the war today.
179. Propaganda- Marlene Moran   high school 5-7 hours
Students read about propaganda techniques and watch examples of commercials to identify techniques. They do the same with newspaper and magazine ads.. A list is included of 7 different techniques. Students indivually prepare their own examples and share with others. They create webs, listing all the different ones they develop. Students create a poster displaying the 7 techniques and search magazines and newspapers for their own examples. 12 different types of student products are given to utilize multiple intelligences.
180. Raceways & Rally Round the Room- Jean Wernel   Primary-intermediate 4 class periods   Students examine slope, acceleration, friction, energy and momentum through three learning centers. They roll balls and also bring small Hot Wheels or Matchbox cars from home. They compare, use measurement and discover on their own these concepts. There are scoring sheets and awards with this lesson.
181. Codes and Ciphers- Jean Wernel   Elementary-junior high 4 class periods
Students are introduced to 18 one and 6 two step codes. They pick one of each type and come up with their own encoded messages. Two more difficult codes are also included, the Enigma and the Shadow.
182. Top Secret: A World War II Simulation  High school one class period
The class is divided into teams of Nava Intelligence Officers. They read, analyze and classify a packet of 15 documents into three categories.They then discuss the reasoning behind each classification as either Top Secret, Secret or Classified. They all are 1945 documents relating to World War II.
183. Ourstory: A Plantation Simulation   Upper elementary/junior high up to two weeks
The class is divided into 5 different plantations and one group to be clerks of the Customs and Exchange House. Using play money of $1000 to start out, they make buying, planting and labor decisions. There are event cards that are played during the game.. Various class activities are also included using the multiple intelligences.
184. Open for Business- Kathy Marney  4th grade 5 class periods
First day is a vocabulary building activity of economic terms involving movement by students. The other days involve student groups creating their own summer business. The four members of the group (each with different roles) are the buyer, the market analyst, the accountant, and the advertiser.
185. Communism and the Growth of the Cold War- Daniel Lewis
High school 3 class periods
Students read 8 primary source documents relating to the Cold War and the Senate McCarthy hearings. Different students will then research the different topics to report back to the class. Students will then choose to write a sample newspaper; either the Red Scare Sentinel or The Red Square Times, containing a movie review, sports story, political cartoon, fashion page, advertisement and television page.