: Students will analyze primary sources, images, and speeches to form opinions about causal relationships and compare and contrast those opinions with historical documents.

As students rotate through learning stations, they analyze the Magna Carta, Mayflower Compact, and the English Bill of Rights. Students interpret the historical documents and draw conclusions as to how these docuemnts have influenced the U.S. system of government. 

In this lesson, students will learn about the implementation of the Indian Removal Act and the Trail of Tears. Students will engage with primary and secondary sources to build a comprehensive understanding of the events.

Students analyze an interactive map and discuss whether those that colonized Latin America made a positive or a negative impact.

 This lesson was designed by  Elicia Josselet and Nancy Reed at William J. Winkley Elementary in Leander Independent School District of ESC Region 13. The Lesson Observation (video) was taught by Elicia Josselet to 18 students in the 2020 spring semester.

Students will use prior knowledge to interpret and infer from the optic “American Progress”. Students will link the images and information to the time period and communicate effectively about those conclusions.

 This lesson is a comparison between the Bill of Rights from the United States and the Bill of Rights from Texas. By the end of the lesson, students will have an opportunity to discover how the understanding of the two constitutions can give them a brighter future, being more confident in their rights as citizens. Students will have the opportunity to collaborate with their peers and generate conversations guiding them to deepen their thinking about both constitutions. 

This lesson is an examination of Executive Order 9066.  By using several forms of media, students will grasp a full understanding of the causes and impacts of Executive Order 9066.  Students will compare to past and current events to demonstrate a global understanding of historical events current events our nation encounters.

Students will work collaboratively in a variety of stations using maps of Europe and North America to practice their map skills. They will apply their knowledge about data to create graphs.

Students will be able to apply their knowledge of the principles of the U.S. Constitution in relation to the events and issues of Andrew Jackson’s Presidency, explain if the principles were demonstrated or violated, and justify their reasoning.

Students will create a bar graph representing data about China, Japan, North Korea, South Korea, India, and the United States using information from a data bank. The data bank includes information on population, population density, gross domestic product, literacy rates, annual salary, infant mortality, and land area. Then, students will examine a light pollution map to make connections between the data presented and the bar graphs.

Students will examine several items related to the First Amendment and respond to the teacher-created questions. Student groups will present their conclusions to the class.

Students will use major events during the late 19th century to decide what a presidential candidate’s platform should be in order to improve the country at that time.