In this lesson, students will analyze primary and secondary sources to determine if wealthy industrialists Andrew Carnegie and John D. Rockefeller were “robber barons”—ruthless, cutthroat businessmen—
or “captains of industry”—men who helped the nation through building thriving industry and philanthropy. After comparing their evidence, students will discuss modern examples of “robber barons” and “captains of industry” and debate the responsibilities of the wealthy to society at large. The lesson concludes with students writing an obituary for Andrew Carnegie or John D. Rockefeller in which they argue that their chosen subject was a “captain of industry” or a “robber baron.”
In this lesson, students will examine the role of the U.S. government in alleviating the problems of the Great Depression. These problems—bank closures, business failures, farm and home foreclosures, homelessness, and massive unemployment and poverty—were numerous, and the Franklin Delano Roosevelt Administration’s response—a variety of programs collectively known as the New Deal—was so large that it was often called the “Alphabet Soup.” Roosevelt argued that the New Deal programs focused on the three R’s of “relief, recovery, and reform.” Using this “Three R” framework, students will investigate some of the major New Deal programs and how they helped American citizens and the economy, before completing a short writing activity and some EOI-style assessment questions.
This C3 aligned OK/US history lesson provides students with engaging audio, visual and textural sources to examine the environmental conditions of the Dust Bowl alongside FDR’s response in his Dust Bowl Fireside chat. Students engage in the intellectual work of the historian as they evaluate primary source documents and examine paired-texts to uncover the causes of and Federal responses to the Dust Bowl in Oklahoma.
In this lesson, students will move through a series of primary source document sets on cultural expression in the 1920s (gender, religion, popular culture [music & movies], and race) to explore the tension between modern and traditional values throughout the decade. After analyzing the documents, students will engage in a 4-Corners class discussion on modernism and traditionalism in the 1920s. Finally, students will determine for themselves whether the “Roaring ‘20s” were ultimately a decade of modernism or traditionalism and write an essay using primary source evidence.
In this C3-aligned U.S. history lesson, students will analyze primary sources to construct an understanding of why the U.S. decided to pursue a policy of imperialism at the turn of the 20th century, i.e. (1) to “civilize” and “Christianize” the “inferior” races of the world; (2) to become a military and political world power that could compete with the European nations; and (3) for economic gain through trade and natural resources). Students will also interrogate the beliefs of the outspoken anti-imperialists of the time before deciding for themselves whose arguments they find more persuasive. Students will demonstrate their newly acquired knowledge by using the primary sources to write a two-voice poem comparing and contrasting the beliefs of imperialists and anti-imperialists.
In this C3-aligned lesson, students will explore arguments for and against U.S. control of the Philippines post-Spanish-American War through analysis of political cartoons and four speeches from leading political figures and groups of the era. Students will then use the cartoons and speeches to debate U.S. control of the Philippines through a “Philosophical Chairs” activity. The lesson concludes when students assume the role of Senators during the debate over the annexation of the Philippines and write a one-two page speech stating their position on the issue.
Students will engage in the skills of the historian in this C3 aligned U.S. history lesson about the trial of Susan B. Anthony. In 1873, Susan B. Anthony voted in a federal election in her state although she did not have the legal authority to do so. Anthony was subsequently tried and convicted under federal law for voting without the right to vote. By comparing the sources and contexts of multiple accounts of her testimony at sentencing, students will gain a fuller understanding of the women’s’ suffrage movement and the resistance they faced. Additionally, they will practice the academic work of historians as they source, context and corroborate multiple texts.
In this C3-aligned lesson, students will analyze primary and secondary sources to determine the push and pull factors that led immigrants to come to the U.S. by the millions in the 1880s-1920s, and the immigrant experience upon arriving in the United States, including the impact of Nativism and settlement house assimilation programs.
After analyzing and discussing the sources, students will choose between the following—A) assume the role of a federally-commissioned immigration reporter and write a account OR B) create a comic strip that summarizes the (1) reasons for immigration, (2) immigrant arrival and settlement patterns, and (3) treatment/attitudes toward immigrants.
In this C3-aligned lesson, students will interpret political cartoons to uncover reasons why Americans supported and opposed U.S. membership in the League of Nations through ratification of the Treaty of Versailles [note: the U.S. ultimately failed to ratify the Treaty and join the League]. Students will then critically engage with speeches supporting and opposing the League, including a speech from the Prime Minister of Poland. Finally, students will have an opportunity to state their own opinions when they assume the role of U.S. Senator and write a speech supporting or opposing the League.
Students will engage in historical thinking skills in this C3 aligned U.S. history lesson about the reasons for U.S. entry into World War I. When war in Europe began in 1914, the U.S. immediately pledged neutrality; however, by 1917, the United States’ economic and cultural ties to Great Britain, actions such as Germany’s continued unrestricted submarine warfare, and the Zimmerman Note led to U.S. engagement in the conflict. In this lesson, students will practice the skills of historians as they (1) source, contextualize, and corroborate multiple primary and secondary sources and (2) evaluate these sources to construct their own argument about U.S. entry into WWI.
In this C3-aligned U.S. History lesson, students will investigate and interrogate the viewpoints of three major civil rights leaders in the late 19th and early 20th century—Booker T. Washington, W.E.B. DuBois, and Marcus Garvey. After reading background information on the three men and selected excerpts of the activists’ own words, students will compare and contrast the three civil rights activists using a modified “Two Voice Poem” and draw connections to 1960s civil rights leaders Martin Luther King, Jr. and Malcolm X. Finally, to demonstrate their understanding of the three leaders, students will assume the role of the president of the United States and compose a speech to Congress, outlining the challenges to civil rights in the early 20th century and making a case for one of the three men as the “Civil Rights Secretary” for the president’s cabinet.
The C3 aligned lesson examines the topic of segregation and liberty from the Civil War to the present through the study of paired texts: The Gettysburg Address and a lesser known excerpt from Dr. King’s I Have a Dream Speech. In their analysis of these texts, students will create a ‘third text’ of new meanings and understandings about segregation and deepen this knowledge by considering current events related to racial segregation and integration.
In this download you will find links to resources for information regarding OK C3 standards and CCSS. These resources include detailed information about CCSS as well as practical resources for Authentic Implementation of OK C3 standards and CCSS.
This CCSS/C3 aligned lesson on the American Civil Rights movement utilizes the Stanford History Education Group (SHEG) strategy of Opening Up the Textbook (OUT). In an OUT lesson, students contest, complicate, expand or vivify historical content in their textbook with primary source documents. This lesson focuses on the role of women in the Civil Rights Movement and their representation in textbook narratives. It utilizes a speech by Fannie Lou Hamer, vice-chair of the Mississippi Freedom Democratic Party (1964) and asks students to survey textbook coverage of the Civil Rights movement in order to critique the textbook narrative. The lesson concludes with students rewriting and redesigning textbook pages to include the voices of prominent women activists.
This CCSS/C3 aligned lesson examines the delicate balance between government secrecy and government transparency and is intended to serve as a supplement to textbook/classroom instruction on the Vietnam & Watergate Era. This lesson focuses on student evaluation of primary source documents related to the Pentagon Papers and utilizes the reading practices of the historian: Sourcing, Contextualizing, Corroboration, and Close Reading.
The Berlin Wall was an enduring symbol of the political and philosophical divides between the United States and the Soviet Union during the Cold War. Begun in 1961 by Soviet forces in East Berlin, the Wall stood for decades, only to suddenly fall during the reforms of perestroika and glasnost of Premier Gorbachev in 1989. President Kennedy and President Reagan both gave historic speeches at the Berlin Wall and these speeches provide insight into US foreign policy during this time. In this ELA/Social Studies lesson, students analyze related Cold War political cartoons, the speeches in both video and textural formats and assess each speech for rhetorical style and effectiveness. To extend the learning, students complete a Finding a Sequence Activity to better understand the context and sequence of Cold War history between the 1960s and 1980s. A variety of assessment options are provided for students to demonstrate their understanding.
The arts reflect the beliefs, feelings and ideas of those who create them. Studying the arts allows one to experience a time, place and/or personality of individuals or groups of people. This lesson examines the art of Jacob Lawrence along with other documents before and after that time and asks the students to discover and […]
Students will be asked to “speculate” in several of the activities helping them to better understand this term which is essential to the lesson. The focus of this lesson is for students to analyze the causes and effects of the “Crash of 1929” and predict one of its major outcomes, an economic depression known in history as the Great Depression.
This lesson discusses the essential question: “How is the current debate on immigration affecting me, my friends and family?”
The war in Vietnam happened more than 50 years ago and impacted the social and political views of several generations in part due to images captured on film. Media coverage of the events in Vietnam brought the reality of war to living rooms across the nation every evening, including images of jungle villages burning, children […]
Is it possible for the events in the recent movies “Transformers” to actually happen?” How can this question lead into a discussion and study on the Industrial Revolution that occurred after the Civil War?
Analyzing cartoons is a fun way to learn about historical events and figures. How can Theodore Roosevelt’s expressive face be used to study events in history from the Civil War to the end of World War I?
How did the contributions made by German, Italian, Chinese, and Irish immigrants enrich the culture and traditions of the United States?
What misconceptions about Native American have been held by many Americans until recent years, because of the long-held belief in Manifest Destiny that God intended for United States to spread from Atlantic to Pacific Ocean?
By studying and analyzing key events and inventions of the 1920s, students will determine how that era got its name, “The Roaring Twenties.”
Explore what is behind the environmental change and what creative solutions are being sought. Students have a unique opportunity to combine statistical analysis and persuasive writing skills as they survey their class and their community, attempting to understand their opinions about global warming.
In this interdisciplinary lesson, students explore earth’s changing landscape as global warming becomes more noticeable every year. Explore what is behind the environmental change and what creative solutions are being sought. Design and build a wind turbine, detailing the process, the advantages and disadvantages, refining the efficiency, and present findings. Explore barriers that slow the effort to change.
In this interdisciplinary lesson, students will consider previous knowledge of the environment and the effects of the combustion of fossil fuels. Utilizing media from the Oklahoma Energy Resources Board, students will explore the effects of fossil fuels in the national and statewide economy.
In this cross-curricular Social Studies/English lesson, students will examine the causes and effects of the Dust Bowl and the environmental and economic impact it had on the region. This lesson will equip students with enough information to engage in an informed conversation with leading experts around the state as a concluding assessment piece.
Can competition really be a good way for students to review for the EOI. We think so! Check out EOI Jeopardy.