Lesson Plan Database
Troup County School System has compiled a database of American history lesson plans for teachers, students and parents. These lessons are searchable and can be downloaded for future reference.
| GPS | Title | Author | Overview |
|---|---|---|---|
| SS4CG1 | Creating an understanding of the Criminal Amendments. | Colley, Steven | This lesson is designed to introduce the students to the Criminal Amendments found in the Bill of Rights and will focus on the Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments. Students wi |
| SS4CG5 | To Tell the Truth...or The Truth About Sojourner Truth_LP1YR3 | Jennings, Carlene | In this lesson, students will begin to examine the main ideas of the abolitionist and suffrage movements. They will read biographical information about Sojourner Truth and discuss their interpre |
| SS4CG5 | All Aboard the Underground Railroad! | Jennings, Carlene | Students willl discuss Harriet Tubman's role in the abolitionist movement and will analyze information as they look for her positive character traits. Students will view a video |
| SS4G1 | We the People Parade | Dorman, Randi | The students will analyze the Preamble to the Constitution of the United States that was signed by thirty-nine delegates at the Constitutional Convention in Philadelphia, Pennsylvania, on September |
| SS4H5 | Political Cartoons | Dorman, Randi | The students will examine primary sources of political cartoons during the early period of American history. The activity could be a whole group activity or a center established within |
| SS4H5 | Benjamin Franklin, A True Star in American History | Dorman, Randi | The students will create a 5-pointed star bulletin board and/or concept web on the accomplishments of Benjamin Franklin, the oldest delegate to the Constitutional Convention. He was ei |
| SS4H5 | The Power of the Pen, Writings of Thomas Jefferson | Dorman, Randi | While most of the founding fathers were also the framers of the Constitution, there were a few who were not |
| SS4H5 | Delegates at the Constitutional Convention 1787 | Dorman, Randi | The students will identify delegates of the Constitutional Convention in Philadelphia, 1787, through original character sketches written by William Leigh Pierce, a Georgia delegate at the Conventio |
| SS4H7 | All Aboard the Underground Railroad! | Jennings, Carlene | Students willl discuss Harriet Tubman's role in the abolitionist movement and will analyze information as they look for her positive character traits. Students will view a video |
| SS4H7 | Freedom Fighter Frederick...(Douglass) | Jennings, Carlene | Students will examine census data from 1850. Students may compare and contrast data from The 1850 Census of Georgia Slave Owners.* Then students will read excerpts from th |
| SS4H7 | Earnest Elizabeth Expected Equality! (Elizabeth Cady Stanton) | Jennings, Carlene | Students will examine the main ideas of suffragist Elizabeth Cady Stanton. Students will watch a video segment and/or read a play about the suffrage movement. Then they will compare and contrast |
| SS4H7 | Serious Susan Sought Suffrage...(Susan B. Anthony) | Jennings, Carlene | Students will analyze Susan B. Anthony's petition to Congress in 1874 and other artifacts related to the suffrage movement. |
| SS5G1 | Beyond the Simple Eye…Civil War Reflections_SI 1 | Dorman, Randi | The student will accurately portray aspects of the Civil War by becoming a historical researcher. Through historical fiction, the student will reflect about |
| SS5H1 | Beyond the Simple Eye…Civil War Reflections_SI 1 | Dorman, Randi | The student will accurately portray aspects of the Civil War by becoming a historical researcher. Through historical fiction, the student will reflect about |
| SS5H1 | Civil War Personalities significant to LaGrange, Troup County, and Georgia_SI 1 | Blakely, Harriet | After students have studied the causes and effects of the Civil War, they will go a step further to focus on l |
| SS5H1 | Civil War_“Life on the Battlefield”_SI | Blakely, Willis | Students will learn what life was like for soldiers during the Civil War through the use of primary documents. They will peer through the lens of the correspondence of |
| SS5H2 | Beyond the Simple Eye…Civil War Reflections_SI 1 | Dorman, Randi | The student will accurately portray aspects of the Civil War by becoming a historical researcher. Through historical fiction, the student will reflect about |
| SS5H3 | George Washington Carver, a Man of Vision during the Depression Era | Dorman, Randi | Even though George Washington Carver was born a slave, grew-up during the post-Civil War Era, overcame racial prejudices throughout his pursuits in education, lost his savi |
| SS5H3 | Sailing through the Panama Canal | Dorman, Randi | While the Panama Canal certainly was an engineering celebration, the construction of the Panama Canal opened military and economic avenues for the United States. The distance from the East Coa |
| SS5H3 | Lively Times for Theodore Roosevelt and Panama | Dorman, Randi | Theodore Roosevelt became president in 1901 when President McKinley was assassinated. Many times, a vice-president can be unprepared to become president, but Roosevelt was well prepared |
| SS5H3 | Mola Imperialism | Dorman, Randi | The mola was an ancient symbol of the Kuna culture, a native tribe of Panama. The mola was worn as part of the blouse (front and back) over a skirt by the females. The Kuna peo |
| SS5H4 | Music in the 1920's and 1930's | Ferri, Marcia | Despite the hard times America faced in the 1930s, the people's spirits were uplifted by cultural elements like lively music. As a distraction from the Great Depression, people oft |
| SS5H4 | “Save a Horse, Drive a Ford” | Blakely, Holly | Through the use of graphic organizers, images and written documentation, students will discover the effects of the automobile on the American lifestyle and the economy in the 1920s. In additi |
| SS5H5 | Effects of the Great Depression on Industrial America | Nobley, Christine | The purpose of this lesson is for students to understand the effects of the Great Depression on millions of Americans, particularly those that worked in factories. Students will read a transc |
| SS5H5 | School Life During the Depression | Doig, Peter | The students will learn about the differences between school life during the Depression and today using primary documents and personal experiences. |
| SS5H5 | George Washington Carver, a Man of Vision during the Depression Era | Dorman, Randi | Even though George Washington Carver was born a slave, grew-up during the post-Civil War Era, overcame racial prejudices throughout his pursuits in education, lost his savi |
| SS5H5 | Music in the 1920's and 1930's | Ferri, Marcia | Despite the hard times America faced in the 1930s, the people's spirits were uplifted by cultural elements like lively music. As a distraction from the Great Depression, people oft |
| SS5H5 | “The New Deal” | Blakely, Willis | Students will identify the purpose of FDR's New Deal programs, such as the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority. A var |
| SS5H7 | The Cuban Missile Crisis | Nobley, Christine | The purpose of this lesson is for students to recognize that the world has never come closer to a nuclear war than it did during a thirteen-day period in October, 1962, after the realization that t |
| SS5H8 | “The Low On Jim Crow” | Blakely, Holly | In this lesson students will explore the events and circumstances that led up to the Civil Rights Movement. They will be able to relate social/racial injustices of the past to those of modern |
| SS5H8 | “Enough is Enough!- The Montgomery Bus Boycott” | Blakely, Holly | In this lesson students will extend the scope of the Rosa Parks story beyond 1950s Montgomery and examine in closer detail the role of the individual in a democracy. Students should come away |
| SS5H8 | “An Integration Investigation” | Blakely, Holly | In this lesson students will develop a higher level of empathy for the first black students to attend a white school following the Brown vs. Board of Education ruling o |
| SS5H8 | “Dreams of a King” | Blakely, Holly | In this lesson students will gain deeper understanding of the life and work of Dr. Martin Luther King, Jr., with particular focus on his role in the Civil Rights Movement. Students will refle |
| SS5H8 | A Touch of Class, Historic Homes | Dorman, Randi | Although there were only a thousand days that the Kennedys lived in the White House, Jacqueline Kennedy made a lasting contribution in the advancement of historic preservation as she created |
| SS5H8 | Three, Two, One, Blast Off! | Johnson, Deb | The focus of this lesson is Space Exploration in the 1960s and 1970s and local ties to this community. Students will participate in an Internet Scavenger Hunt, and then use local documents to |
| SS5H8 | Cuban Missile Crisis | Blakely, Harriet | In this lesson, students will become aware of the importance of the Cuban Missile Crisis. In October, 1962, the United States and the Soviet Union came close to a nuclear war when President J |
| SS5H8 | “Voices” | Blakely, Holly | In this lesson students will gain understanding of the actions taken during the Civil Rights Movement to obtain the Negro right to vote. Students will understand that the right to vote remain |
| SS5H8 | Freedom Riders and the Civil Rights Movement | Kilpatrick, Debbie | The contribution of Freedom Riders to the Civil Rights protest movement of the 1960s is seldom emphasized in history books. Through this lesson, students will learn about the Freedom Ride |
| SS8CG5 | Types of Local Government in Georgia, LP1YR3 | Graham, Matthew | Students will examine the three major types of local government in Georgia and determine the differences between them, as well as the functions that each type serves. They will examine a local news |
| SS8CG5 | County Government in Georgia, LP2Y3 | Graham, Matthew | Students will examine county governments in Georgia and determine the different forms that county governments can take, as well as the powers and responsibilities that are given to them. They will exa |
| SS8CG5 | City Government in Georgia, LP3Y3 | Graham, Matthew | Students will examine city governments in Georgia and determine the different forms that city governments can take, including the mayor-council form with a strong mayor, mayor-council form with a weak |
| SS8CG5 | Special District Governments in Georgia, LP4Y3 | Graham, Matthew | Students will examine special-purpose governments in Georgia and determine what functions they serve, as well as the powers and responsibilities that are given to them. They will examine a local newsp |
| SS8CG5 | Local Government in Georgia - Similarities & Differences, LP5Y3 | Graham, Matthew | In this lesson students will compare and contrast the three forms of local government found in Georgia. They will begin by determining the local officials for LaGrange, Georgia and examine the minutes |
| SS8H1 | Prehistoric Indians | Camp, Carole | There were four Prehistoric Native American tribes in Georgia. They were the Paleo, the Archaic, the Woodland, and the Mississippian. The Paleo were hunters and gatherers and nomadic, kept const |
| SS8H1 | Cherokee Myths | Camp, Carole | This lesson will help upper level students understand how the myths of the Cherokee influenced their lives. Students will examine a Cherokee Creation Myth as well as the story of the creation of |
| SS8H1 | Myths as beliefs | Camp, Carole | This lesson will show how the Cherokee created myths to explain the natural world around them. It will use existing myths from the Cherokee as well the Greek civilization. Students will read |
| SS8H1 | Cherokee Games and Crafts | Camp, Carole | This lesson will help students understand how the games and crafts of the Cherokee were used to prepare the children for the roles they would assume as adults. Their roles as adults were very gender s |
| SS8H11 | Segregation and the Civil Rights Movement | Gaddy, Elizabeth | Students will identify the term segregation and list specific accomplishments of important Civil Rights leaders, such as Martin Luther King Jr., Rosa Parks, John F. Kennedy |
| SS8H12 | Musical Reflections of Changing Times | Camp, Carole | This plan will show how the music of the 60s and 70s reflected the social and political unrest of the times.The 60s marked the beginning of two decades of unrest and turmoil. Civil Righ |
| SS8H3 | The Immediate and Long Term Causes of the American Revolution_LP1 | Moon, Melba | The focus of this lesson is to examine the causes of the American Revolution and help students identify social, economic, and political aspects of the long term and immediate causes of the Re |
| SS8H3 | Characteristics of the Patriots of the American Revolution | Moon, Melba | This lesson focuses on the social, political and economic interests that influenced the citizens of Great Britain's North American colonies to become Patriots rather than remaining loyal t |
| SS8H3 | Characteristics of Loyalists during the American Revolution | Moon, Melba | This lesson explores the social, political, and economic interests of colonists of Great Britain's North American colonies who chose to remain loyal to the Crown. Students will exam |
| SS8H3 | Liberty or Freedom: the issue of arming slaves to fight in the American Revolution | Moon, Melba | This lesson will examine the participation of free blacks and slaves in the American Revolution. Students will explore the issue of slavery and the arming of slaves to fight for the cause of libert |
| SS8H3 | Moving South: British efforts to hold South Carolina and Georgia for the Crown | Moon, Melba | This lesson explores the impact of British efforts to hold the southern colonies of Georgia and South Carolina for the Crown. For three years the war had been concentrated in the North; now the Britis |
| SS8H4 | The Articles of Confederation - LP1 | Graham, Matthew | Students will analyze the Articles of Confederation to identify its strengths and weaknesses. They will access background information from the Internet and complete a graphic organizer. After they hav |
| SS8H4 | The Georgia Constitution of 1777 - LP2 | Graham, Matthew | Students will analyze the Georgia Constitution of 1777 to identify its strengths and weaknesses. After they have listed the strengths and weaknesses, they will summarize the information. The s |
| SS8H4 | Indian Problems for Georgia - LP3 | Graham, Matthew | In this lesson students will evaluate two primary source documents to determine the impact of Georgia's relationship with the Creek Indians on her unanimous vote in favor of the Const |
| SS8H4 | Georgia delegates at the Constitutional Convention - LP4 | Graham, Matthew | Students will work in small groups to research one of the six delegates from Georgia who was elected by the Assembly to attend the Constitutional Convention. After researching their assigned delegate, |
| SS8H4 | Georgia's Role at the Constitutional Convention - LP5 | Graham, Matthew | In this lesson students will examine the role of Georgia at the Constitutional Convention of 1787 by examining the Virginia Plan, the New Jersey Plan, and the Great Compromise (also known as the |
| SS8H5 | Causes of the American Civil War_Nation | Nation, Michelle | This lesson provides a snapshot look at the causes of and events leading up to the American Civil War. It involves students on v |
| SS8H5 | The Creek War of 1836 (Lesson 3) | Kendall, Lynn | In 1836 tension between the states of Alabama and Georgia, the federal government, and the Creek Indians erupted into a war that would spread along the Chattahoochee River and into Southern Georgia an |
| SS8H5 | The Creek War of 1836 (Lesson 1) | Kendall, Lynn | This lesson will examine the life of the Creek Indians and other mound building cultures during the Pre-Columbian period. It will give the student a sense of awareness that Native American cultures |
| SS8H5 | The Creek War of 1836 (Lesson 2) | Kendall, Lynn | Focusing on Creek Indian culture, students will examine many aspects of Creek life and Creek interaction with mainstream American culture. This lesson will be Internet based including a scav |
| SS8H5 | The Cherokee Syllabary | Camp, Carole | Sequoia, a member of the Cherokee tribe, was very intelligent man. Although he had learned to speak English, Sequoia was amazed by the men who could look at pages and know wha |
| SS8H6 | Causes of the American Civil War_Nation | Nation, Michelle | This lesson provides a snapshot look at the causes of and events leading up to the American Civil War. It involves students on v |
| SS8H6 | Abraham Lincoln: The Civil War President_LP2 | Nation, Michelle | This lesson provides a snapshot look at the Presidency of Abraham Lincoln in relation to the Civil War. Activities include an object mini-lesson with questions to promote class discussion, fill- |
| SS8H6 | McCook Raid on the Atlanta and West Point Railroad during Sherman’s Atlanta Campaign_SI | Moon, Melba | The student will use copies of accounts of the McCook Raid and maps to trace the route taken by Union Calvary from Newnan, Georgia into and through Troup County. Students will discuss the accounts |
| SS8H6 | The American Civil War_LP4 | Nation, Michelle | This lesson covers the course of the war, highlighting key individuals and events. Activities include tic-tac-toe games, video clips with discussion, an Internet scavenger hunt, and fill-in-the-blank |
| SS8H6 | North versus South_LP3 | Nation, Michelle | This lesson compares the general characteristics and advantages of the North and the South at the time of the Civil War. It also identifies the Union, Confederate, and Border States. Ac |
| SS8H6 | A Review of the American Civil War | Nation, Michelle | This lesson is intended to be used as a review at the end of a uni |
| SS8H8 | The village: Life in Georgia's mill villages during the 1920s and 1930s | Moon, Melba | Students will explore life in Georgia's mill villages during the 1920s and 30s. Students will learn what life was like for mill workers before, during, and after the Great Depression. Students |
| SS8H8 | The Effects of the Great Depression on the Residents of Troup County and Surrounding Areas | Camp, Carole | This lesson will help students better understand the economic impact of the Great Depression on the residents of Troup County and surrounding areas using primary documents such as tax tables and city |
| SS8H8 | Roaring Twenties, Stock Market Crash, Great Depression | Martin, John | This lesson plan will utilize local newspaper articles to allow students the opportunity to see how events such as the influenza epidemic of 1919, the droughts of early 1920's, the coming of the b |
| SS8H9 | United States Entry into World War II_LP1 | Martin, John | This lesson utilizes two articles from the Library of America and a video from the Open Video Project to give students a perspective of what was g |
| SS8H9 | United States Entry into World War II_LP2 | Martin, John | Although World War II had been raging in Europe since 1939, the United States was not actively involved until 1941. On December 7, |
| SS8H9 | United States Entry into World War II_LP4 | Martin, John | This lesson focuses on two groups of Americans during World War II, those who refused to fight and those who served despite the discrimination of segregation. A |
| SS8H9 | United States Entry into World War II_LP5 | Martin, John | Students will evaluate local newspaper articles concerning the community’s preparedness efforts after the Pearl Harbor attack on December 7, 1941. |
| SS8H9 | Holocaust #1 | Martin, John | This lesson will introduce the Holocaust through the eyes of Generals Patton, Bradley, and Eisenhower, as reflected in General Colin Powell's 1990 speech at the Days of Remembrance in Wash |
| SS8H9 | Holocaust #2 | Martin, John | This lesson will consider how the Holocaust could occur and what "good citizens" can do even today to be able to avoid another holocaust from occurring. Students |
| SS8H9 | Holocaust #3 | Martin, John | Using three excerpts from Library of America volumes, students will gain an understanding of the scope and intensity of the Holocaust beyond simple statistics to increase awareness of the extensive |
| SSCG22 | The Warren Court and Miranda v. Arizona | Nation, Michelle | This lesson is about the extension of individual rights that came as a result of the Warren Court's decision in Miranda v. Arizona. A time line, excerpt of an audio of the |
| SSCG6 | The Warren Court and Miranda v. Arizona | Nation, Michelle | This lesson is about the extension of individual rights that came as a result of the Warren Court's decision in Miranda v. Arizona. A time line, excerpt of an audio of the |
| SSKH1 | Abraham Lincoln’s Role in the Civil War | Moore, Teresa | A guest performer (the teacher, a parent, principal, or community volunteer) will come to class dressed in the character of Abe Lincoln. The guest performer will present a monologue |
| SSKH2 | Abraham Lincoln’s Role in the Civil War | Moore, Teresa | A guest performer (the teacher, a parent, principal, or community volunteer) will come to class dressed in the character of Abe Lincoln. The guest performer will present a monologue |
| SSKH3 | Abraham Lincoln’s Role in the Civil War | Moore, Teresa | A guest performer (the teacher, a parent, principal, or community volunteer) will come to class dressed in the character of Abe Lincoln. The guest performer will present a monologue |
| SSUSH1 | The Roots and Branches of Religious Liberty_Europe | Cook, Sandy | Although the initial reason for exploration was to locate a water route to the East Indies, after a “new world” was discovered the motives changed. Not only were Europeans looking for |
| SSUSH1 | Motivations for Colonization - Why did they come? | Brooks, Heather | Before students can begin to understand the development of the United States, they must consider the geographic origins of the earliest Europeans and the factors that caused them to emigr |
| SSUSH1 | Jamestown | Brooks, Heather | Jamestown, the first permanent English settlement in the New World, will celebrate its 400th anniversary in 2007. The original settlers of 1607 faced overwhelming odds, such as famine, disease, d |
| SSUSH1 | New England Colonies | Brooks, Heather | The colonies of New England developed differently from the colony of Virginia. The basis of the colonial foundations of New England depended more upon religion, whereas Virginia was founded prim |
| SSUSH1 | The Southern and Middle Colonies | Brooks, Heather | The Middle Colonies and the Southern Colonies were as significant to the development of the United States as that of the New England colonies and the Jamestown Colony (which was a Southern Colony). |
| SSUSH1 | Slavery in the American Colonies | Brooks, Heather | This lesson focuses on the origins of slavery in the American colonies. It will examine the economic conditions that created the need for a cheap labor supply, the agriculture of the South, the |
| SSUSH10 | The Death of Emmett Till: A Northern Boy in a Southern Town_LP1 | Moody, Ashley | This lesson addresses the Civil Rights movement and certain events that helped accelerate the movement. The death of Emmett Till |
| SSUSH10 | School Integration in Little Rock, Arkansas and National Security | Moody, Ashley | This lesson provides an overview of the Central High School incident in Little Rock, Arkansas, in which nine African-American youth, known as the Little Rock Nine, |
| SSUSH10 | Youth Protest Civil Rights: Sit-ins at Woolworth’s Diner | Moody, Ashley | This lesson addresses the Civil Rights Movement and certain events that propelled the movement forward. The sit-in at Woolworth’s Din |
| SSUSH10 | Bombingham: The “4 Little Girls” of Sixteenth Street Baptist Church | Moody, Ashley | This lesson informs students of the events that took place in Birmingham, Alabama during the Civil Rights Movement. The bombing of the Sixteenth Stre |
| SSUSH11 | The Lion and the Mouse | Edmondson, Kim | This lesson introduces Ida M. Tarbell, an investigative journalist during the Progressive Era. Her piece for McClure's magazine, The History of the Standard Oil Company, which l |
| SSUSH12 | How The Other Half Lived: A Lesson on Life in the City 1Y3 | Edmondson, Kim | This lesson is a preliminary lesson on the origins of the Progressive Era. It deals with how Americans lived and worked in the crowded conditions of the nation's largest cities during the period f |
| SSUSH13 | Roosevelt the Progressive? | Cason, David | Social, economic, and political conditions in the late 19th century America paved the way for a dynamic progressive leader, who could transform the U.S. presidency from a Whigish late 19th ce |
| SSUSH13 | How The Other Half Lived: A Lesson on Life in the City 1Y3 | Edmondson, Kim | This lesson is a preliminary lesson on the origins of the Progressive Era. It deals with how Americans lived and worked in the crowded conditions of the nation's largest cities during the period f |
| SSUSH13 | The Lion and the Mouse | Edmondson, Kim | This lesson introduces Ida M. Tarbell, an investigative journalist during the Progressive Era. Her piece for McClure's magazine, The History of the Standard Oil Company, which l |
| SSUSH13 | It’s a Jungle Out There | Edmondson, Kim | Upton Sinclair's portrayal of slaughterhouses in Chicago in the early 1900's raised public awareness of corruption in the meat industry and prompted Congress to pass the Meat Inspection Act an |
| SSUSH13 | A Nation Reformed | Edmondson, Kim | In the Progressive Era, journalists and photographers exposed the need for social reform due to rapid industrialization and the growth of big business. Graphic images of life in the cities and the |
| SSUSH13 | The Bear that Roared | Edmondson, Kim | Prior to his becoming President, Theodore Roosevelt held many political offices where he developed many of his progressive ideals. This lesson focuses on Roosevelt's early career and is intende |
| SSUSH16 | How can rubber produce electricity? (The influence of the automobile on American society) | Cook, Sandy | This lesson provides an overview of the life of Henry Ford and the early development of the automobile in America. As the lesson progresses, the influence of the automobile on American so |
| SSUSH17 | “Music, Monopoly, Movies, and The Mills”: Entertainment during The Great Depression | Wheeler, Jennifer | In this lesson students will learn what people did to escape their troubles during the Great Depression and will analyze the effects of the Great Depression on citizen's discretionary income.&n |
| SSUSH18 | New Deal Projects in Troup County Georgia | Walls, Nancy | Students will study the basic purpose of President Roosevelt's New Deal agencies and how these programs benefited LaGrange, Georgia and the Troup County area. Students will be provided wi |
| SSUSH18 | Recipe for a New Deal | Hardenstein, Diana | Many policies created during President Franklin D. Roosevelt's first 100 days in office still exist today. Both in |
| SSUSH18 | Exploring Timeless Issues with Eleanor Roosevelt | Hardenstein, Diana | Eleanor Roosevelt, wife of President Franklin Delano Roosevelt, did not occupy a passive role as First Lady of the United States. Promoting social reform, Eleanor a |
| SSUSH18 | CCC In Our Town | Hardenstein, Diana | The Civilian Conservation Corps (CCC) provided jobs for single males on conservation projects. Members of the CCC planted trees to help prevent another Dust Bowl, developed over 800 state par |
| SSUSH19 | United States Entry into World War II_LP1 | Martin, John | This lesson utilizes two articles from the Library of America and a video from the Open Video Project to give students a perspective of what was g |
| SSUSH19 | United States Entry into World War II_LP2 | Martin, John | Although World War II had been raging in Europe since 1939, the United States was not actively involved until 1941. On December 7, |
| SSUSH19 | United States Entry into World War II_LP4 | Martin, John | This lesson focuses on two groups of Americans during World War II, those who refused to fight and those who served despite the discrimination of segregation. A |
| SSUSH19 | United States Entry into World War II_LP5 | Martin, John | Students will evaluate local newspaper articles concerning the community’s preparedness efforts after the Pearl Harbor attack on December 7, 1941. |
| SSUSH19 | World War II: The Homefront | Jones, Colby | This lesson focuses on researching the US Home-front during World War II. After a brief introduction involving the concept of the Home-front in general, focus will shift exclusively to World War |
| SSUSH19 | Factory Overview: Women during World War II | Brooks, Heather | This lesson will focus on the role of women in the factories during World War II. When learning about World War II and American history in general, often times the focus is on the great men |
| SSUSH19 | How Women Served | Brooks, Heather | World War II presented opportunities to women beyond the home and factory. Many felt the call to serve their country by joining the military. It was their way of doing their part.& |
| SSUSH19 | The Homefront | Brooks, Heather | Women were essential in the factories and the military during World War II. However, they were also necessary in the day to day workings of the home. Utilizing various mediums |
| SSUSH20 | Baby It's Cold Outside: The International Impact of the Cold War on the United States | Wheeler, Jennifer | This lesson provides insight into the international impact of the Cold War on the United States. It describes the creation of the Marshall Plan, U.S. committment to Europe, the Truman Doctrine, |
| SSUSH20 | VIETNAM WAR - LIFE IN VIETNAM | Smith, Linda | In this lesson, students will learn about the impact that the Vietnam War had on soldiers, their families and communities by studying obituaries of local soldiers. Through the use of a scaveng |
| SSUSH20 | Life Under the Missiles | Edmondson, Kim | This lesson will review the events surrounding the Cuban Missile Crisis of 1962 and the resurgence of civil defense preparations in local communities. Using photo and document analysis, students wi |
| SSUSH21 | The Space Race | Wheeler, Jennifer | This lesson describes the impact of U.S. competition with the U.S.S.R. as evidenced by the launch of Sputnik 1 through the use of an illustrated time line of "Space Race" events. Students |
| SSUSH22 | I Have a Dream Speech (CP Version) | Farmer, Charles | The focus of this lesson is to deeply analyze Dr. Martin Luther King, Jr.'s "I Have a Dream" speech. Students will understand the full extent of King's speech and be able to make |
| SSUSH22 | I Have a Dream Speech (TP Version) | Farmer, Charles | The focus of this lesson is to deeply analyze Dr. Martin Luther King, Jr.'s "I Have a Dream" speech. Students will understand the full extent of King's speech and be able to make a p |
| SSUSH22 | Timeline of the Civil Rights Movement | Farmer, Charles | The purpose of this lesson is to afford students the opportunity to actively engage in the broader events of the African-American Civil Rights Movement Significant events in the Civil Righ |
| SSUSH22 | Learning About the Civil Rights Movement Through Images | Farmer, Charles | The purpose of this lesson is to encourage students to exam history through images. Moreover, students should gain a broad understanding of the Civil Rights Movement. This lesson would be |
| SSUSH22 | Birmingham During the Civil Rights Movement | Farmer, Charles | The purpose of this lesson is to encourage students to exam history through images. Moreover, students should gain a broad understanding of the occurrences in Birmingham, Alabama, during t |
| SSUSH23 | The Warren Court and Miranda v. Arizona | Nation, Michelle | This lesson is about the extension of individual rights that came as a result of the Warren Court's decision in Miranda v. Arizona. A time line, excerpt of an audio of the |
| SSUSH23 | 1968: A Year of Social and Political Turmoil | Nation, Michelle | This lesson highlights some events from 1968, with special focus given to the assassinations of Martin Luther King, Jr. and Robert Kennedy, and the Democratic National Convention. Songs, a PowerPoint, |
| SSUSH23 | John F. Kennedy Died—So What? | Nation, Michelle | This lesson highlights the political impact of the assassination of President John F. Kennedy (JFK), with particular focus on the impact on Civil Rights legislation. Activities include examining the d |
| SSUSH24 | The Death of Emmett Till: A Northern Boy in a Southern Town_LP1 | Moody, Ashley | This lesson addresses the Civil Rights movement and certain events that helped accelerate the movement. The death of Emmett Till |
| SSUSH24 | School Integration in Little Rock, Arkansas and National Security | Moody, Ashley | This lesson provides an overview of the Central High School incident in Little Rock, Arkansas, in which nine African-American youth, known as the Little Rock Nine, |
| SSUSH24 | Youth Unite for the Cause: Special Interest Groups for Civil Rights. | Moody, Ashley | This lesson addresses the Civil Rights movement and youth organizations that surfaced. Organizations led by adults, such as the NAACP, had done a lot to chang |
| SSUSH24 | Youth Protest Civil Rights: Sit-ins at Woolworth’s Diner | Moody, Ashley | This lesson addresses the Civil Rights Movement and certain events that propelled the movement forward. The sit-in at Woolworth’s Din |
| SSUSH24 | Bombingham: The “4 Little Girls” of Sixteenth Street Baptist Church | Moody, Ashley | This lesson informs students of the events that took place in Birmingham, Alabama during the Civil Rights Movement. The bombing of the Sixteenth Stre |
| SSUSH24 | I Have a Dream Speech (CP Version) | Farmer, Charles | The focus of this lesson is to deeply analyze Dr. Martin Luther King, Jr.'s "I Have a Dream" speech. Students will understand the full extent of King's speech and be able to make |
| SSUSH24 | I Have a Dream Speech (TP Version) | Farmer, Charles | The focus of this lesson is to deeply analyze Dr. Martin Luther King, Jr.'s "I Have a Dream" speech. Students will understand the full extent of King's speech and be able to make a p |
| SSUSH24 | Timeline of the Civil Rights Movement | Farmer, Charles | The purpose of this lesson is to afford students the opportunity to actively engage in the broader events of the African-American Civil Rights Movement Significant events in the Civil Righ |
| SSUSH24 | Learning About the Civil Rights Movement Through Images | Farmer, Charles | The purpose of this lesson is to encourage students to exam history through images. Moreover, students should gain a broad understanding of the Civil Rights Movement. This lesson would be |
| SSUSH24 | Birmingham During the Civil Rights Movement | Farmer, Charles | The purpose of this lesson is to encourage students to exam history through images. Moreover, students should gain a broad understanding of the occurrences in Birmingham, Alabama, during t |
| SSUSH25 | The Modern Homefront | Jones, Colby | This lesson focuses on the US Home-front in the modern age, specifically the War on Terrorism. Students will think critically about current events and evaluate how effectively the US govern |
| SSUSH25 | Two Homefronts | Jones, Colby | The lesson compares and contrasts the United States Home-front in World War II and the current War on Terror. Students will seek the reasons for the differences and evaluate the handling of |
| SSUSH25 | The 1990s | Jones, Colby | The intent of this lesson is to provide students with an opportunity to create a time-line the 1990s. Students will understand the major events and themes of th |
| SSUSH25 | The Life and Times of William Jefferson Clinton | Jones, Colby | The main focus of this lesson is to provide students with an overview of Bill Clinton's life prior to his election as President, and to align his life with the events facing the |
| SSUSH25 | The Clinton Years: Term One | Jones, Colby | The purpose of this lesson is to provide students with a clear picture of the major events, successes, and failures of Bill Clinton's first term as president. Students will make value judgments re |
| SSUSH25 | The Clinton Years: Term Two | Jones, Colby | Students will gain a complete picture of the major events, accomplishments, and failures of the second term of the Clinton presidency. Students will evaluate the President's second term in o |
| SSUSH25 | The Legacy of the Clinton Years | Jones, Colby | The purpose of this lesson is to allow students to evaluate the overall legacy of the Clinton administration and the 1990s as a decade. Used exclusively or in conjunction with the other lessons, |
| SSUSH25 | The Rise of Terrorism | Kendall, Lynn | This lesson will introduce students to the rise of terrorism by familiarizing them with the objectives and goals of terrorism, terrorist organizations, and activities which have impacted |
| SSUSH25 | September 11, 2001 (9/11) | Kendall, Lynn | Terrorist activity made a sharp escalation from 1993-2001 peaking with the September 11, 2001 attacks. Two hijacked airliners were flown into the Twin Towers of the World Trade Center, the Penta |
| SSUSH25 | Domestic Issues and Concerns about Terrorism | Kendall, Lynn | In the United States the Bush Administration and the United States Congress responded to the 9/11 attack and the War on Terrorism by creating the Department of Homeland Security and with the Patriot A |
| SSUSH25 | American Interventions in Afghanistan and Iraq | Kendall, Lynn | The purpose for the invasion of Afghanistan was to remove al-Qaeda forces and the Taliban regime which harbored Osama bin laden and gave state supported aid to terrorism .The invasion of Iraq ouste |
| SSUSH3 | THE START OF THE FRENCH AND INDIAN WAR | Bailey, Lee | This lesson will discuss the beginning of the French and Indian War, a war that had been building up between France and England for many years. The French and English b |
| SSUSH3 | THE BATTLE AT FORT NECESSITY | Bailey, Lee | The confrontation at Fort Necessity in the summer of July, 1754, was the opening battle of the war fought by England and France for control of the North American land holdings. It was also the open |
| SSUSH3 | General Braddock and His Last Battle | Bailey, Lee | In 1755 a general came from Europe who was a great leader in combat. One of the best in leading troops in open fields, General Edward Braddock wa |
| SSUSH5 | SLAVERY DURING THE REVOLUTIONARY AND CONSTITUTIONAL ERA | Bradshaw, John | This lesson examines slave life during the Revolutionary and Constitutional Eras by first looking at George Washington’s views on slavery and then at his will. A satirical loo |
| SSUSH5 | Creation of the Bill of Rights | Colley, Steven | This lesson provides practical examples of how the Bill of Rights functions in everyday life situations and includes a hands-on activity to increase student interest. |
| SSUSH5 | The Roots and Branches of Religious Liberty The Debate over the Bill of Rights | Cook, Sandy | Apparent to the new country of the United States of America were the lack of effectiveness of the Articles of Confederation and the need for change. At the 1787 Constitutional Conventio |
| SSUSH5 | The Roots and Branches of Religious Liberty_The Influence of Religious Liberty_LP 5 | Cook, Sandy | This lesson seeks to reveal the influence of religion within our society today. Included are documents, such as Thomas Jefferson’s epitaph and Martin Luther King Jr’s &l |
| SSUSH5 | Creating an understanding of the Criminal Amendments. | Colley, Steven | This lesson is designed to introduce the students to the Criminal Amendments found in the Bill of Rights and will focus on the Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments. Students wi |
| SSUSH5 | Understanding the Criminal Amendments of the BIll of Rights as they relate to the judicial system. | Colley, Steven | The purpose of this lesson is to help students understand how the criminal amendments have affected life in the United States. Students will research famous court cases in which t |
| SSUSH5 | The Roots and Branches of Religious Liberty_Introduction | Cook, Sandy | This lesson seeks to reveal the importance of religion in general and the value of the religious liberty clauses within the First Amendment. The introductory documen |
| SSUSH5 | The Roots and Branches of Religious Liberty_Religi | Cook, Sandy | Between 1776-1791, major changes in ideas concerning religious liberty were taking place. Roger Williams’ idea of freedom of conscience, George Mason’s proposal to change “toleran |
| SSUSH7 | Slave life: Exploring Early Documents | Bradshaw, John | Through reading a selection of documents, students will critically analyze and determine the factual validity of each account of slave life. These read |
| SSUSH7 | Influences of the Reform Movements on The Woman's Rights Movement | Moon, Melba | Students will explore the reform movements of the 19th century and their influence on the Woman's Rights Conference in Seneca Falls, New York. Students will read the speeches of such notables as F |
| SSUSH7 | The Seneca Falls Woman's Rights Convention 1848 | Moon, Melba | The student will examine the resolves of the Woman's Rights Convention of 1848 which were voted on and passed at the Seneca Falls Conference. These resolves stated the grievances of the women |
| SSUSH7 | The Ladies of Seneca Falls | Moon, Melba | The purpose of this lesson is to explore the childhood influences and upbringing of Elizabeth Cady Stanton and Lucretia Mott that shaped their personalities. This background established a stro |
| SSUSH8 | Slave life: Exploring Early Documents | Bradshaw, John | Through reading a selection of documents, students will critically analyze and determine the factual validity of each account of slave life. These read |
| SSUSH8 | Comparing/Contrasting Abraham Lincoln and Frederick Douglass | Hardenstein, Diana | Students will explore the idea that Frederick Douglass and Abraham Lincoln were more alike than different. Students will be able to use prior knowledge to draw conclusions about the experiences |
| SSUSH8 | Abraham Lincoln: The Civil War President_LP2 | Nation, Michelle | This lesson provides a snapshot look at the Presidency of Abraham Lincoln in relation to the Civil War. Activities include an object mini-lesson with questions to promote class discussion, fill- |
| SSUSH8 | Frederick Douglass | Hardenstein, Diana | Frederick Douglass said "What is possible for me is possible for you." By taking these keys and making them his own, he created a life of honor, respect and success. St |
| SSUSH8 | North versus South_LP3 | Nation, Michelle | This lesson compares the general characteristics and advantages of the North and the South at the time of the Civil War. It also identifies the Union, Confederate, and Border States. Ac |
| SSUSH9 | Slave life: Exploring Early Documents | Bradshaw, John | Through reading a selection of documents, students will critically analyze and determine the factual validity of each account of slave life. These read |
| SSUSH9 | The Slave Experience: Survival of a People | Bradshaw, John | This lesson allows students to investigate different accounts of the culture of slavery within the United States. By utilizing the PBS website, "Slavery and the Making of America," |
| SSUSH9 | Causes of the American Civil War_Nation | Nation, Michelle | This lesson provides a snapshot look at the causes of and events leading up to the American Civil War. It involves students on v |
| SSUSH9 | The American Civil War_LP4 | Nation, Michelle | This lesson covers the course of the war, highlighting key individuals and events. Activities include tic-tac-toe games, video clips with discussion, an Internet scavenger hunt, and fill-in-the-blank |
| SSUSH9 | Abraham Lincoln: The Civil War President_LP2 | Nation, Michelle | This lesson provides a snapshot look at the Presidency of Abraham Lincoln in relation to the Civil War. Activities include an object mini-lesson with questions to promote class discussion, fill- |
| SSUSH9 | Interpreting The Emancipation Proclamation | Hardenstein, Diana | Lincoln issued the Emancipation Proclamation on |
| SSUSH9 | Significant events and their impact on the leadership of Abraham Lincoln: | Hardenstein, Diana | In 1860, Abraham Lincoln became the sixteenth president of the United States. By the time he became president, he had already been a successful attorney and politician. Several policies ad |
| SSUSH9 | Lincoln's Changing Views as Seen Through his Writings | Hardenstein, Diana | Abraham Lincoln faced an extremely difficult job as the sixteenth president of the United States. Students will use speeches and writings by President Lincoln to examine the turmoil he experienc |
| SSUSH9 | North versus South_LP3 | Nation, Michelle | This lesson compares the general characteristics and advantages of the North and the South at the time of the Civil War. It also identifies the Union, Confederate, and Border States. Ac |
| SSUSH9 | A Review of the American Civil War | Nation, Michelle | This lesson is intended to be used as a review at the end of a uni |
| SSWG7 | Mola Imperialism | Dorman, Randi | The mola was an ancient symbol of the Kuna culture, a native tribe of Panama. The mola was worn as part of the blouse (front and back) over a skirt by the females. The Kuna peo |
| SSWH13 | Progressivism: An Introduction | Cason, David | America at the end of the 19th century was a nation of contradictions. On the one hand, it had managed to survive and thrive as a unified nation after a terrible Civil War. On the other hand, milli |