View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
| Course Number1111 |
Course Title222 |
| 2100010: | M/J United States History (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100015: | M/J United States History & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100020: | M/J United States History Advanced (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100025: | M/J United States History Advanced & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100030: | M/J Florida History (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2103050: | M/J Florida: Challenges and Choices (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 7821026: | Access M/J United States History and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2023, 2023 and beyond (current)) |
| 2100035: | M/J United States History Digital Technologies (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 7821025: | Access M/J United States History (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2100045: | M/J United States History & Civics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1010020: | M/J Literacy through Philosophy (Specifically in versions: 2016 and beyond (current)) |
| 7821027: | Access M/J Florida History (Specifically in versions: 2023 and beyond (current)) |
| Name |
Description |
| The Boston Massacre: Primary Source Comparison and Analysis | In this lesson plan, students will compare and contrast ("spot the difference") between Paul Revere’s famous “Bloody Massacre” engraving and the original print from his friend and colleague and answer a series of critical thinking/discussion questions. They will then read written accounts of the event and draw conclusions about key areas of creative license taken. Finally, students will create their own interpretation of the Boston Massacre: either a rewriting of the event using modern language (tell a friend what happened!) or a drawing of their own. |
| Patriots and Loyalists: What Did They Believe? | In this lesson plan, students will analyze several primary sources representing the views of Loyalists and Patriots and will compare these groups' arguments for or against independence. |
| NASA and the Space Program Change Florida: The Space Program Changes the Economy and Culture of Florida | The Soviet Union launched Sputnik I, the first man-made satellite, into space in 1957. Americans watched the Soviet satellite beeping and blinking across the American night sky. Sputnik I weighed only 184 pounds and could do little more than beep, but many people worried that this meant the United States was losing the race to develop space technology.
Pressure exploded from United States politicians and the American public demanding that the country catch up and increase investment in rocket technology and aeronautics. In this lesson students will analyze the film Florida: Moonport USA to describe the effect of the United States space program on Florida's economy, growth and culture. |
| Ice Cream at Mount Vernon | In this short lesson plan, students will explore and analyze a variety of interactive sources (texts and visuals) to answer the compelling question: Why was ice cream an exclusive treat at Mount Vernon long ago?
The lesson is presented as a module for students to navigate through on computers. Text resources, assessments, answer keys, and rubrics for students and teachers are attached. |
| The New Room: Place as a Primary Source | In this lesson plan, student will analyze as primary sources the objects and furnishings in George Washington's "New Room" at his Mount Vernon estate. Take a virtual tour of the New Room at
Students will attempt to answer the question: "What message did George and Martha Washington want to convey to their guests in the New Room?" |
| Thank You, Mr. Lincoln! | This web resource from the Civil War Trust will engage students through an analysis of primary source documents as they work to discuss the meaning and significance of the Emancipation Proclamation. |
| Why Do We Remember Revere? Paul Revere's Ride in History and Literature | Virtually all students, at one point or another in their schooling, are exposed to Longfellow's ballad, "Paul Revere's Ride". How accurate is it? Is it responsible for Revere's ride achieving such iconic status? In this lesson from EDSITEment!, a project of the National Endowment for the Humanities, students will think about the answers to these and other questions as they read primary and secondhand accounts of events during the American Revolution. |
| The Salem Witch Trials Decoded: Understanding the Trials | In this web resource from EDSITEment!, a project of the National Endowment for the Humanities, students will explore the characteristics of the Puritan community of Salem, Massachusetts, learn about the Salem Witchcraft Trials, and try to understand how and why this event occurred. |
| Close Reading Exemplar: Narrative of the Life of Frederick Douglass | The goal of this two to three day exemplar is to give students the opportunity to explore the point of view of a man who survived slavery. By reading and rereading the passage closely, combined with classroom discussion about it, students will explore the various beliefs and points of view Douglass experienced as he became increasingly aware of the unfairness of his life. Students will need to consider the emotional context of words and how diction (word choice) affects an author's message. When combined with writing about the passage and teacher feedback, students will form a deeper understanding of how slavery affected those involved. |
| Name |
Description |
| 20 Questions for Reading and Evaluating Objects | This resource from Mount Vernon provides students with a "20 questions" tool for analyzing historical objects. It also provides several Washington-related objects to analyze. |
| The Battle of Lexington and Concord: Historical Interpretation | Through this web resource, students will use a graphic organizer to analyze and interpret engravings representing the Battle of Lexington and Concord, considering context and bias. They will then decide how best to represent this battle, and create a representation of their own from either the American or British perspective. The resource features background information, an illustrated map of Lexington, engravings for analysis, and a graphic organizer for students as they work to develop their own interpretation of two key battles in the American Revolution. |
| The Battle of Gettysburg through Many Eyes | This teaching idea on the Battle of Gettysburg is part of Gilder Lehrman's series of standards–based teaching resources. These resources were written to enable students to understand, summarize, and analyze original texts of historical significance. Students will demonstrate this knowledge by writing summaries of excerpts from several key primary source documents and articulate their understanding of the various views of the Battle of Gettysburg. Through this step-by-step process, students will acquire the skills to analyze any primary or secondary source material. |
| Name |
Description |
| Portraits in Patriotism - Alejandro Brice: Middle - High School | Alejandro Brice and his family immigrated from Cuba at the beginning of the Cuban Revolution. His father was jailed as a counter-revolutionary sympathizer and upon release, the family fled the country. Dr. Brice shares his memories of his “freedom wings”, the culture shock of growing up in Ohio as immigrants, learning English in elementary school, watching his family start over, and becoming a U.S. Citizen. Dr. Brice is a college professor specializing in the education of immigrant children and English language learners. |
| Portraits in Patriotism - Ivonne Blank: Middle and High School | Ivonne Blank immigrated to the United States in 1961 as part of Operation Pedro Pan, the largest exodus on unaccompanied minors in the Western Hemisphere. Ms. Blank talks about how difficult it was waiting for her parents and living in an orphanage in Denver, CO. Her parents later left the island by boat, were rescued by the Coast Guard, and resettled in the United States. After the family was reunited, they were able to rebuild their lives with support from their community. Ms. Blank went on to become a lifelong educator and U.S. citizen. |
