The curated resources linked below are an initial sample of the resources coming from a collaborative and rigorous review process with the EAD Content Curation Task Force.
Students will examine and analyze photographs of, poems by, and documents about American Indians experiences as European Americans migrated across the United States. They will use the knowledge gained through their analysis to write their own songs, poems, and letters. While the unit is intended to take three class periods, it is possible to complete the material in a shorter time frame. For example, you can set up three document centers around the classroom. After being introduced to the necessary analytical skills, the students can be split into three groups and sent to a document center to complete the activities there, switching to a new document center after a designated period of time. This will shorten the three-day unit to two days.
The Gilder Lehrman Institute of American History
Congress is made up of a group of people who work together to improve the quality of lives of citizens throughout the nation. Long ago Congress decided that it was important to pass labor laws to protect children. Why did they think that child labor was a problem? We will explore this question by investigating a series of photographs of children working in fish factories long ago.
Students will learn about personal identity by discovering who Mabel McKay, a Native Californian basket weaver from the 20th century, was through “The Story of Mabel McKay” video.
Autry Museum of the American West
In this four-mystery/lesson unit, students will explore the trade of Africans by Europeans by following the narrative of Kossula Cudjo Lewis and exploring primary sources from the Library of Congress and other sources. Mr. Lewis was an African who was taken prisoner when he was 19 years old and traded by the Dahomey to Americans and enslaved in Alabama. He would gain his freedom at the end of the Civil War and help to found Africatown in Alabama. His narrative is central to all four mysteries/lessons in this unit.
History's Mysteries Historical Inquiry for Elementary Classrooms
Students learn why and how Texas, California and Oregon became part of the U.S., and about the diverse people who lived in each state.
Autry Museum of the American West
Thanks to the Disney film, most students know the legend of Pocahontas. But is the story told in the 1995 movie accurate? In this lesson, students use evidence to explore whether Pocahontas actually saved John Smith’s life and practice the ability to source, corroborate, and contextualize historical documents.
Stanford History Education Group
The Living History of the Myaamia provides educators with a curriculum for teaching Myaamia (Miami Tribe) history.
The Myaami Center
Created in collaboration with representatives of the Poarch Band of Creek Indian, this guide highlights the difficult choices faced by Creek people during the Creek War, with emphasis on the ways that colonization, in particular the Federal Road and the “Plan of Civilization,” influenced the war.
“How does water shape our lives?” is a four-mystery/lesson unit on 19th century industry and immigration which uses the story of William Skinner to help students explore primary sources about push and pull factors, the use of water in the development of industry, and the lives of workers in 19th century Holyoke, Massachusetts.