Description

Book Synopsis
Get started with an innovative approach to teaching history that develops literacy and higher-order thinking skills and connects the past to students’ lives. Now in a second edition, this book provides a unit to help teachers build a trustful classroom climate; over 70 primary sources; and a unit focusing on periodization and chronology.

Table of Contents
  • Contents (Tentative)
  • Acknowledgments
  • Introduction: Why Use a Thematic,
  • Document-Based Approach for Teaching U.S. History?
  • Why Thematic?
  • Why Document Based?
  • Meeting Common Core and and Other State and National Standards
  • What Do We Mean When We Say "We"?
  • Structure of a Unit
  • Structure of a Lesson
  • Assessment
  • Accounting for Grade Level and Differentiating Instruction
  • Classroom Climate
  • Designing Your Own Thematic Units
  • 0. Historians' Skills: Why and How Study History?
  • Lesson 0.1: Who Are You in History?
  • Lesson 0.2: Who Are We Together?
  • Lesson 0.3: How Do We Want to Work Together?
  • Lesson 0.4: Why Study History?
  • 1.  American Democracy:
  • What Is American Democracy, and What Should It Be?
  • Lesson 1.1: What Did Kamala Harris Believe Were the Greatest Threats to Democracy in the US?
  • Lesson 1.2: How Did Native American Traditions Influence American Democracy?
  • Lesson 1.3: How Did Thomas Paine Argue for Independence from Britain?
  • Lesson 1.4: What Was James Madison's Argument for Representative Democracy?
  • Lesson 1.5: What Did Thomas Jefferson Believe Were the Main Responsibilities of Government?
  • Lesson 1.6: How Did Andrew Jackson Represent the "Common Man"?
  • Lesson 1.7: How Did Frederick Douglass Criticize American Democracy?
  • Lesson 1.8: How Did Abraham Lincoln Define Democracy?
  • Lesson 1.9: How Did Susan B. Anthony Interpret the Constitution?
  • Lesson 1.10: What Did John F. Kennedy Believe the United States Should Do for the World?
  • Lesson 1.11: Why Did Ronald Reagan Believe America Was Great?
  • Lesson 1.12: Why Did Barack Obama Think the United States Was Not Yet a Perfect Union?
  • 2.  Diversity and Discrimination: What Does Equality Mean?
  • Lesson 2.1: What Was the Supreme Court's Argument for Allowing Same-Sex Marriage?
  • Lesson 2.2. How did the Virginia Slave Codes Change Race Relations?
  • Lesson 2.3: What Did the Constitution Say About Slavery?
  • Lesson 2.4: How Did Native Americans Argue for Equal Rights?
  • Lesson 2.5: How Did Sojourner Truth Define Equality?
  • Lesson 2.6: What Was the Supreme Court's Rationale for Denying Black People Citizenship?
  • Lesson 2.7: Why Did John Brown Think Violence Was Justified to End Slavery?
  • Lesson 2.8: What Was the Supreme Court's Reasoning for "Separate but Equal" Facilities?
  • Lesson 2.9: Why Did Elizabeth Cady Stanton Believe Women Deserved the Same Rights as Men?
  • Lesson 2.10: What Was the Supreme Court's Argument for Excluding Chinese People from U.S. Citizenship?
  • Lesson 2.11: What Was the Ku Klux Klan's Argument for White Supremacy?
  • Lesson 2.12: How Did the Supreme Court Explain Its Decision to Overturn the "Separate but Equal" Doctrine?
  • Lesson 2.13: How Did Malcolm X Think Racial Equality Could Be Achieved?
  • Lesson 2.14: How did Judy Heumann Oppose Discrimination on the Basis of Disability?
  • 3.  States' Rights and Federal Power: How Should Power Be
  • Distributed Among Local, State, and Federal Governments?
  • Lesson 3.1: How did Donald Trump Try to Challenge the Authority of State Election Officials?
  • Lesson 3.2: What Was the Balance of Power Between the States and Congress in the Articles of Confederation?
  • Lesson 3.3: How Did the Constitution Compare with the Articles of Confederation?
  • Lesson 3.4: How Did George Washington Explain His Decision to Suppress the Whiskey Rebellion?
  • Lesson 3.5: How Did States' Rights and Federalist Interpretations of the Constitution Differ?
  • Lesson 3.6: Is the State or Federal Government Responsible for Protecting Native American Nations?
  • Lesson 3.7: How Did Daniel Webster Argue That States Couldn't Nullify Federal Laws?
  • Lesson 3.8: How Did the Southern States Explain Their Decision to Secede from the Union?
  • Lesson 3.9: Why Did Dwight Eisenhower Enforce Desegregation?
  • Lesson 3.10: How Did Orval Faubus Argue for Segregation as a "State's Right"?
  • Lesson 3.11: Does the State or Federal Government Protect Individuals from Environmental Harm?
  • 4.  Government, Business, and Workers: What Role Should
  • Government and Business Play in Promoting Citizens' Well-Being?
  • Lesson 4.1: Why Did Some Amazon Workers Unionize?
  • Lesson 4.2: What Were Christopher Columbus's Economic and Social Goals?
  • Lesson 4.3: Why Did John Calhoun Define Slavery as a "Positive Good"?
  • Lesson 4.4: Why Did the Lowell Mill Women Go on Strike?
  • Lesson 4.5: How Did W. E. B. Du Bois Think That the Government Succeeded and Failed in Helping Formerly Enslaved People?
  • Lesson 4.6: What Was Andrew Carnegie's Argument for Social Darwinism?
  • Lesson 4.7: How Did the "Other Half" Live as Shown in Jacob Riis's Photos?
  • Lesson 4.8: How Did Upton Sinclair Want to Change the Meatpacking Industry?
  • Lesson 4.9: What Was Henry Ford's Plan for Ending Poverty?
  • Lesson 4.10: How and Why Was Tulsa's Black Wall Street Destroyed?
  • Lesson 4.11: What Were the Aims of the New Deal?
  • Lesson 4.12: Why Did Lyndon Johnson Launch a War on Poverty?
  • Lesson 4.13: Why Did Cesar Chavez Believe Farmworkers Should Unionize?
  • Lesson 4.14: What Was Reaganomics?
  • 5.  Foreign Policy: Under What Circumstances Should the United States Intervene in World Events?
  • Lesson 5.1: Why Did Anthony Blinken Consider Climate Change Relevant to National Security?
  • Lesson 5.2: Why Did George Washington Believe the United States Should Stay Neutral?
  • Lesson 5.3: How Did the Monroe Doctrine Change U.S. Foreign Policy?
  • Lesson 5.4: How Was the Idea of Manifest Destiny Used to Justify Taking Over Foreign Lands?
  • Lesson 5.5: Why Did Mark Twain Oppose U.S. Colonization of the Philippines?
  • Lesson 5.6: How Did Woodrow Wilson Try to Convince Americans to Stay Neutral in World War I?
  • Lesson 5.7: How Did Franklin D. Roosevelt Explain His Decision to Involve the United States in World War II?
  • Lesson 5.8: How Did Eleanor Roosevelt Explain the Purpose of the United Nations?
  • Lesson 5.9: How Did the Truman Doctrine Change U.S. Foreign Policy?
  • Lesson 5.10: Why Did Martin Luther King Jr. Oppose the Vietnam War?
  • Lesson 5.11: On What Basis Did Henry Kissinger Advise Richard Nixon to Oppose Chilean President Salvador Allende?
  • Lesson 5.12: How Did Bill Clinton Explain His Decision to Intervene in the Genocide of Bosnian Muslims?
  • Lesson 5.13: What Was George W. Bush's Strategy in the War on Terror?
  • 6.  Civil Liberties and Public Safety: Under What Conditions,
  • If Any, Should Citizens' Freedoms Be Restricted?
  • Lesson 6.1: Why did Ted Cruz Oppose COVID-19 Vaccine and Mask Mandates?
  • Lesson 6.2: How Did the United States Explain Its Decision to Declare Independence from Britain?
  • Lesson 6.3: What Does the Bill of Rights Guarantee?
  • Lesson 6.4: How Did John Adams Restrict Freedom of the Press?
  • Lesson 6.5: What Was Abraham Lincoln's Argument for Suspending Habeas Corpus Rights During the Civil War?
  • Lesson 6.6: Was Carrie Nation's Temperance Activism Protected by the Constitution?
  • Lesson 6.7: How Did Herbert Hoover Explain His Decision to Disperse the Bonus Army?
  • Lesson 6.8: How Did Franklin D. Roosevelt Justify the Internment of Japanese Americans?
  • Lesson 6.9: How Did Paul Robeson Defend Himself Against Joseph McCarthy's Accusation That He Was a Communist?
  • Lesson 6.10: How Did COINTELPRO Justify Its Surveillance of U.S. Citizens?
  • Lesson 6.11: What Rights Did the Black Panther Party Demand, and Why?
  • Lesson 6.12: How Did the U.S. Government Defend the USA PATRIOT Act?
  • Lesson 6.13: What Was Barack Obama's Plan to Reduce Gun Violence?
  • 7.  Identity: What Do We Mean When We Say "We"?
  • Lesson 7.1: Great Law of Peace, Dekanawida, c. 1500
  • Lesson 7.2: An Act Concerning Servants and Slaves, Virginia House of Burgesses, 1705
  • Lesson 7.3: Declaration of Independence, Thomas Jefferson, 1776
  • Lesson 7.4: Our Hearts Are Sickened, John Ross, 1838
  • Lesson 7.5: Scott v. Sanford, 1856
  • Lesson 7.6: Declaration of Immediate Causes, South Carolina Legislature, 1860
  • Lesson 7.7: The Souls of Black Folk, W. E. B. Du Bois, 1903
  • Lesson 7.8: Investigation of Labor Conditions, Massachusetts House Document 50, 1845
  • Lesson 7.9: On Women's Right to Vote, Susan B. Anthony, 1872192
  • Lesson 7.10: Appeal for Neutrality, Woodrow Wilson, 1914 193
  • Lesson 7.11: My Life and Work, Henry Ford, 1922
  • Lesson 7.12: The Klan's Fight for Americanism, Hiram W. Evans, 1926 193
  • Lesson 7.13: The New Deal, Franklin D. Roosevelt, 1936
  • Lesson 7.14: Day of Infamy, Franklin D. Roosevelt, 1941 193
  • Lesson 7.15: By Any Means Necessary, Malcolm X, 1964
  • Lesson 7.16: Why I Am Opposed to the War in Vietnam, Martin Luther King, Jr., 1967
  • Lesson 7.17: A Shining City on a Hill, Ronald Reagan, 1974 194
  • Lesson 7.18: The War on Terror, George W. Bush, 2001
  • Lesson 7.19: A More Perfect Union, Barack Obama, 2008
  • Appendices
  • Appendix A: Quick Reference Guide
  • Appendix B: Course Entry Survey
  • Appendix C: Course Exit Survey
  • Appendix D: Unit Entry Survey
  • Appendix E: Biographical Research Paper Instructions
  • Appendix F: Summit Research Worksheet
  • Appendix G: Unit Exit Survey
  • Appendix H: 21st-Century Issue Letter Instructions
  • Appendix I: Designing Your Own Thematic Units
  • Appendix J: Online Content
  • References
  • Index
  • About the Author

Teaching U.S. History Thematically DocumentBased

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    A Paperback / softback by Rosalie Metro


      View other formats and editions of Teaching U.S. History Thematically DocumentBased by Rosalie Metro

      Publisher: Teachers' College Press
      Publication Date: 28/07/2023
      ISBN13: 9780807768846, 978-0807768846
      ISBN10: 0807768847
      Also in:
      Teaching skills and techniques

      Description

      Book Synopsis
      Get started with an innovative approach to teaching history that develops literacy and higher-order thinking skills and connects the past to students’ lives. Now in a second edition, this book provides a unit to help teachers build a trustful classroom climate; over 70 primary sources; and a unit focusing on periodization and chronology.

      Table of Contents
      • Contents (Tentative)
      • Acknowledgments
      • Introduction: Why Use a Thematic,
      • Document-Based Approach for Teaching U.S. History?
      • Why Thematic?
      • Why Document Based?
      • Meeting Common Core and and Other State and National Standards
      • What Do We Mean When We Say "We"?
      • Structure of a Unit
      • Structure of a Lesson
      • Assessment
      • Accounting for Grade Level and Differentiating Instruction
      • Classroom Climate
      • Designing Your Own Thematic Units
      • 0. Historians' Skills: Why and How Study History?
      • Lesson 0.1: Who Are You in History?
      • Lesson 0.2: Who Are We Together?
      • Lesson 0.3: How Do We Want to Work Together?
      • Lesson 0.4: Why Study History?
      • 1.  American Democracy:
      • What Is American Democracy, and What Should It Be?
      • Lesson 1.1: What Did Kamala Harris Believe Were the Greatest Threats to Democracy in the US?
      • Lesson 1.2: How Did Native American Traditions Influence American Democracy?
      • Lesson 1.3: How Did Thomas Paine Argue for Independence from Britain?
      • Lesson 1.4: What Was James Madison's Argument for Representative Democracy?
      • Lesson 1.5: What Did Thomas Jefferson Believe Were the Main Responsibilities of Government?
      • Lesson 1.6: How Did Andrew Jackson Represent the "Common Man"?
      • Lesson 1.7: How Did Frederick Douglass Criticize American Democracy?
      • Lesson 1.8: How Did Abraham Lincoln Define Democracy?
      • Lesson 1.9: How Did Susan B. Anthony Interpret the Constitution?
      • Lesson 1.10: What Did John F. Kennedy Believe the United States Should Do for the World?
      • Lesson 1.11: Why Did Ronald Reagan Believe America Was Great?
      • Lesson 1.12: Why Did Barack Obama Think the United States Was Not Yet a Perfect Union?
      • 2.  Diversity and Discrimination: What Does Equality Mean?
      • Lesson 2.1: What Was the Supreme Court's Argument for Allowing Same-Sex Marriage?
      • Lesson 2.2. How did the Virginia Slave Codes Change Race Relations?
      • Lesson 2.3: What Did the Constitution Say About Slavery?
      • Lesson 2.4: How Did Native Americans Argue for Equal Rights?
      • Lesson 2.5: How Did Sojourner Truth Define Equality?
      • Lesson 2.6: What Was the Supreme Court's Rationale for Denying Black People Citizenship?
      • Lesson 2.7: Why Did John Brown Think Violence Was Justified to End Slavery?
      • Lesson 2.8: What Was the Supreme Court's Reasoning for "Separate but Equal" Facilities?
      • Lesson 2.9: Why Did Elizabeth Cady Stanton Believe Women Deserved the Same Rights as Men?
      • Lesson 2.10: What Was the Supreme Court's Argument for Excluding Chinese People from U.S. Citizenship?
      • Lesson 2.11: What Was the Ku Klux Klan's Argument for White Supremacy?
      • Lesson 2.12: How Did the Supreme Court Explain Its Decision to Overturn the "Separate but Equal" Doctrine?
      • Lesson 2.13: How Did Malcolm X Think Racial Equality Could Be Achieved?
      • Lesson 2.14: How did Judy Heumann Oppose Discrimination on the Basis of Disability?
      • 3.  States' Rights and Federal Power: How Should Power Be
      • Distributed Among Local, State, and Federal Governments?
      • Lesson 3.1: How did Donald Trump Try to Challenge the Authority of State Election Officials?
      • Lesson 3.2: What Was the Balance of Power Between the States and Congress in the Articles of Confederation?
      • Lesson 3.3: How Did the Constitution Compare with the Articles of Confederation?
      • Lesson 3.4: How Did George Washington Explain His Decision to Suppress the Whiskey Rebellion?
      • Lesson 3.5: How Did States' Rights and Federalist Interpretations of the Constitution Differ?
      • Lesson 3.6: Is the State or Federal Government Responsible for Protecting Native American Nations?
      • Lesson 3.7: How Did Daniel Webster Argue That States Couldn't Nullify Federal Laws?
      • Lesson 3.8: How Did the Southern States Explain Their Decision to Secede from the Union?
      • Lesson 3.9: Why Did Dwight Eisenhower Enforce Desegregation?
      • Lesson 3.10: How Did Orval Faubus Argue for Segregation as a "State's Right"?
      • Lesson 3.11: Does the State or Federal Government Protect Individuals from Environmental Harm?
      • 4.  Government, Business, and Workers: What Role Should
      • Government and Business Play in Promoting Citizens' Well-Being?
      • Lesson 4.1: Why Did Some Amazon Workers Unionize?
      • Lesson 4.2: What Were Christopher Columbus's Economic and Social Goals?
      • Lesson 4.3: Why Did John Calhoun Define Slavery as a "Positive Good"?
      • Lesson 4.4: Why Did the Lowell Mill Women Go on Strike?
      • Lesson 4.5: How Did W. E. B. Du Bois Think That the Government Succeeded and Failed in Helping Formerly Enslaved People?
      • Lesson 4.6: What Was Andrew Carnegie's Argument for Social Darwinism?
      • Lesson 4.7: How Did the "Other Half" Live as Shown in Jacob Riis's Photos?
      • Lesson 4.8: How Did Upton Sinclair Want to Change the Meatpacking Industry?
      • Lesson 4.9: What Was Henry Ford's Plan for Ending Poverty?
      • Lesson 4.10: How and Why Was Tulsa's Black Wall Street Destroyed?
      • Lesson 4.11: What Were the Aims of the New Deal?
      • Lesson 4.12: Why Did Lyndon Johnson Launch a War on Poverty?
      • Lesson 4.13: Why Did Cesar Chavez Believe Farmworkers Should Unionize?
      • Lesson 4.14: What Was Reaganomics?
      • 5.  Foreign Policy: Under What Circumstances Should the United States Intervene in World Events?
      • Lesson 5.1: Why Did Anthony Blinken Consider Climate Change Relevant to National Security?
      • Lesson 5.2: Why Did George Washington Believe the United States Should Stay Neutral?
      • Lesson 5.3: How Did the Monroe Doctrine Change U.S. Foreign Policy?
      • Lesson 5.4: How Was the Idea of Manifest Destiny Used to Justify Taking Over Foreign Lands?
      • Lesson 5.5: Why Did Mark Twain Oppose U.S. Colonization of the Philippines?
      • Lesson 5.6: How Did Woodrow Wilson Try to Convince Americans to Stay Neutral in World War I?
      • Lesson 5.7: How Did Franklin D. Roosevelt Explain His Decision to Involve the United States in World War II?
      • Lesson 5.8: How Did Eleanor Roosevelt Explain the Purpose of the United Nations?
      • Lesson 5.9: How Did the Truman Doctrine Change U.S. Foreign Policy?
      • Lesson 5.10: Why Did Martin Luther King Jr. Oppose the Vietnam War?
      • Lesson 5.11: On What Basis Did Henry Kissinger Advise Richard Nixon to Oppose Chilean President Salvador Allende?
      • Lesson 5.12: How Did Bill Clinton Explain His Decision to Intervene in the Genocide of Bosnian Muslims?
      • Lesson 5.13: What Was George W. Bush's Strategy in the War on Terror?
      • 6.  Civil Liberties and Public Safety: Under What Conditions,
      • If Any, Should Citizens' Freedoms Be Restricted?
      • Lesson 6.1: Why did Ted Cruz Oppose COVID-19 Vaccine and Mask Mandates?
      • Lesson 6.2: How Did the United States Explain Its Decision to Declare Independence from Britain?
      • Lesson 6.3: What Does the Bill of Rights Guarantee?
      • Lesson 6.4: How Did John Adams Restrict Freedom of the Press?
      • Lesson 6.5: What Was Abraham Lincoln's Argument for Suspending Habeas Corpus Rights During the Civil War?
      • Lesson 6.6: Was Carrie Nation's Temperance Activism Protected by the Constitution?
      • Lesson 6.7: How Did Herbert Hoover Explain His Decision to Disperse the Bonus Army?
      • Lesson 6.8: How Did Franklin D. Roosevelt Justify the Internment of Japanese Americans?
      • Lesson 6.9: How Did Paul Robeson Defend Himself Against Joseph McCarthy's Accusation That He Was a Communist?
      • Lesson 6.10: How Did COINTELPRO Justify Its Surveillance of U.S. Citizens?
      • Lesson 6.11: What Rights Did the Black Panther Party Demand, and Why?
      • Lesson 6.12: How Did the U.S. Government Defend the USA PATRIOT Act?
      • Lesson 6.13: What Was Barack Obama's Plan to Reduce Gun Violence?
      • 7.  Identity: What Do We Mean When We Say "We"?
      • Lesson 7.1: Great Law of Peace, Dekanawida, c. 1500
      • Lesson 7.2: An Act Concerning Servants and Slaves, Virginia House of Burgesses, 1705
      • Lesson 7.3: Declaration of Independence, Thomas Jefferson, 1776
      • Lesson 7.4: Our Hearts Are Sickened, John Ross, 1838
      • Lesson 7.5: Scott v. Sanford, 1856
      • Lesson 7.6: Declaration of Immediate Causes, South Carolina Legislature, 1860
      • Lesson 7.7: The Souls of Black Folk, W. E. B. Du Bois, 1903
      • Lesson 7.8: Investigation of Labor Conditions, Massachusetts House Document 50, 1845
      • Lesson 7.9: On Women's Right to Vote, Susan B. Anthony, 1872192
      • Lesson 7.10: Appeal for Neutrality, Woodrow Wilson, 1914 193
      • Lesson 7.11: My Life and Work, Henry Ford, 1922
      • Lesson 7.12: The Klan's Fight for Americanism, Hiram W. Evans, 1926 193
      • Lesson 7.13: The New Deal, Franklin D. Roosevelt, 1936
      • Lesson 7.14: Day of Infamy, Franklin D. Roosevelt, 1941 193
      • Lesson 7.15: By Any Means Necessary, Malcolm X, 1964
      • Lesson 7.16: Why I Am Opposed to the War in Vietnam, Martin Luther King, Jr., 1967
      • Lesson 7.17: A Shining City on a Hill, Ronald Reagan, 1974 194
      • Lesson 7.18: The War on Terror, George W. Bush, 2001
      • Lesson 7.19: A More Perfect Union, Barack Obama, 2008
      • Appendices
      • Appendix A: Quick Reference Guide
      • Appendix B: Course Entry Survey
      • Appendix C: Course Exit Survey
      • Appendix D: Unit Entry Survey
      • Appendix E: Biographical Research Paper Instructions
      • Appendix F: Summit Research Worksheet
      • Appendix G: Unit Exit Survey
      • Appendix H: 21st-Century Issue Letter Instructions
      • Appendix I: Designing Your Own Thematic Units
      • Appendix J: Online Content
      • References
      • Index
      • About the Author

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