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Teacher Resources (4)

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Lincoln and the Jews

LEVEL: 11th grade U.S. History
LESSON LENGTH: One 90-minute period or two 45-minute periods.

COMPELLING QUESTION: What were Abraham Lincoln’s attitudes toward religious minorities such as Jews and Catholics and how did it differ from others at the time?

 

Description: Students will work in groups to plan a temporary exhibit intended for visitors to a historic site or museum related to Abraham Lincoln. The exhibit will concern Abraham Lincoln’s attitude toward religious minorities. Students will analyze primary sources and select three they would like to include in their exhibit. From analyzing their sources, students will develop a “thesis” or argument that the exhibit will convey to their audience.

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John F. Kennedy and Service

LEVEL: 8th grade Civics or 7th Grade U.S. History (1865 to Present)
LESSON LENGTH: One 90 minute period or two 45 minute periods

COMPELLING QUESTION: What does it mean to live a life of service? Why is Kennedy’s emphasis on service to the greater community and world important today?

 

Description: Students will work in groups to better understand the reasoning behind President John F. Kennedy’s emphasis on service in creating government programs such as the Peace Corps. Students will research different kinds of service in the world today: service in their community, government service, military service, etc. and create a short “Ask Not” video making the case for the value of a particular kind of service. 

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LESSON LENGTH: One 90-minute period or two 45-minute periods.

COMPELLING QUESTIONS: How were Americans able to visit the “Holy Land” in increasing numbers in the 1865-1900 period? What reasons did they have for going?

 

Description: Students take on the role of running a travel business in the United States in the 1880s. Their business will advertise travel itineraries to the “Holy Land,” (then called Ottoman Palestine, present-day Israel and Occupied Palestinian Territory). Using primary sources and secondary sources as their “guide” students will develop a reason for traveling, the route and transportation, and where they will visit. Students will work in groups to create a brochure or other advertisement complete with travel posters, tickets, and maps that will communicate the travelers’ motivation for taking the trip (alternatively, teachers may have students create a digital brochure or advertisement or a tour using Google Earth).

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Theodore Roosevelt and the 1912 Election

LEVEL: 11th Grade U.S. History or 12th grade U.S. Government
LESSON LENGTH: One 90-minute period or two 45-minute periods.

COMPELLING QUESTION: What qualities did Teddy Roosevelt possess that made his third party campaign appealing to voters

 

Description: It’s October of 1912 and Theodore Roosevelt is in the hospital after being shot while giving a campaign speech. Students will play the role of campaign advisors and work in groups to better understand Roosevelt and the election by analyzing primary sources. Then each group will create a campaign poster promoting Roosevelt’s candidacy. Students will consider what the key issues are in the election and how their poster will attract voters to Roosevelt’s campaign.

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