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Lesson Plans

The following sites host lesson plans created by TAH.org-associated teachers and scholars. All are free to browse, download, and use, and are all rooted in primary documents available on TAH.org.

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• Our repository for all lessons created and added from 2015 forward, in partnership with the American Federation of Teachers’ and their free lesson database project
• A grant-funded project between the Ashbrook Center and the National Endowment for the Humanities

The American Founding

• Documents-based lessons about the American Founding

Churchill and America

• A collection of lessons about the relationship between Winston Churchill and America

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History Lesson Plans

The Opper Project , Using Editorial Cartoons in the Classroom: These standards-based, teacher-created, primary source lessons are based on editorial cartoons covering more than a century of American history.

Teaching History with Historic Clothing Artifacts : The History Teaching Institute in conjunction with The Ohio State University Historic Costume & Textiles Collection provides lesson plans to teach history using historical clothing artifacts.

Cold Cases: Lessons in Historical Skills and Methods : These standards-based, teacher-created, primary source lessons feature primary source materials from the Byrd Polar Research Center archives at Ohio State—all organized around the theme of polar exploration.

United States History Lesson Plans : Here you will find a variety of lesson plans for elementary, middle, and high school grades. Most of these use primary sources, and all were prepared by teachers.

The Great War in Global Context includes teacher created lesson plans, bibliography, and links to online resources that address the military, diplomatic, political, and cultural aspects of World War I.

World War II Lesson Plans were created by participants at a summer institute for educators (Ohio Chautauqua).

The Scientific Revolution : These lesson plans examine science, society, and culture from the 16th to the 18th centuries.

Inventors and Innovators Lesson Plans were created by educators at a summer institute (Ohio Chautauqua).

European History, 1450 - Present : These lesson plans include several primary-source based lessons.

Central Asia in World History : These are lesson plans in World History, World History AP, Geography, Family and Consumer Science, English, Journalism, Media Studies, and Global Studies for teaching Central Asia in World History.

Back to History: American History Lesson Plans created by educators

Back to History: American History Primary Source Activities created by educators

Lesson Plans Based on Current Events : These lesson plans are related to content from the "Origins: Current Events in Historical Perspective" web site.

The purpose of this lesson plan is to place a human face on the Holocaust , by focusing on survivor's testimony, letters and journals from survivors and those who were killed, and poetry.

This lesson plan focuses on the French Revolution and how it challenged political, social and cultural norms in European society.

This lesson plan addresses the effect the Industrial Revolution had on people and industry.

These lesson plans focus on American history and integrate a variety of primary sources.

The Slavic Center at Ohio State University also has many K12 teacher resources, including some online teaching modules by some of our History Department faculty and graduate students. Check out their website here .

Direct links to the online teaching modules:

• " From Population Exchange to Ethnic Cleansing: Forced Migration in 20th-Century Eastern Europe " by Dr. Theodora Dragostinova. Format: Youtube video with a  fully accessible transcript available .
• " An Introduction to Uzbekistan " by Henry Misa, Alisher Khaliyarov, and Dr. Madina Djuraeva. Format: u.osu.edu website.
• " Medical and Healthcare Innovation in Estonia " by Dr. Lorraine Wallace and Steven Mousetes. Format: Youtube video with a  fully accessible transcript available . PowerPoint available for download through  Knowledge Bank .
• " An Overview of Czech Language, History, and Culture " by Ashton Kimbler. Format: Youtube video with a  fully accessible transcript available .
• " Youth Culture in Postcommunist Romania " by Dr. Adela Lechintan-Siefer. Format: Google website with embedded content.

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Explore american history curriculum.

Description

The Student Book has nine chronological chapters from Early Years to A New Century. These follow a consistent format: Anticipatory Set, Vocabulary, History Stories, and two Quizzes. Twenty-five one-page biographies with corresponding comprehension exercises are also aligned to the curriculum�s chronology. Simplified text is heavily illustrated and is intended to be read to the student, so there�s no minimum reading level required. The curriculum emphasizes the use of important social study tools, like timelines, graphs, and maps. A 2-part consumable Student Workbook is included so students can write in their own books for the Anticipatory Set, Vocabulary, and Quizzes.

The Teacher�s Manual has a lesson outline for each page of the Student Book with Big Ideas, Additional Facts, and Extension Activities. It also includes a downloadable PDF of the Student Book, and other resources, with a Classroom License for printouts.

Includes four, two-sided Tools of History Mats, each 14� x 20�. They include two History of American timelines, Continents and Countries teaching maps, and African American and Native American photo collages.

The Historical Video Clips DVD has actual network news coverage of the 9/11 disaster, news footage of Henry Ford with Thomas Edison, and five other clips of historical value.

Explore American History Chapters:

Social Study Tools:

Curriculum Includes: One Student Book, one 2-part consumable Student Workbook, a Teacher�s Manual with PDF disc, Historical Video Clips DVD, and 4 Tools of History Mats.

Curriculum Plus Includes: The Curriculum plus a total of 10 consumable Student Workbooks (10 2-part workbooks), the entire page set of workbook pages as accessible GoWorksheets (iPad only), and samples of communication overlays. The GoWorksheets can be used with the free GoWorksheet app or the full GoWorksheet Plus app available on the App Store.

• Publisher: Attainment Company
• Grade Level: 9-12
• Item #: EAH-01W
• Availability: In Stock

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Features and Benefits

• Multiyear curriculum aligned to Common Core, state standards, and national standards
• Integration of social study tools like graphs, maps, timelines, and videos help students of all levels access the content
• Heavily illustrated to maintain engagement and offer visual support
• Printed text, pictures, and video clips unite to increase comprehension and generalization
• Includes optional extensions at the end of each lesson
• Adaptable for students with a variety of learning and communication preferences, including a read aloud option

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Advanced Placement U.S. History Lessons

The Capture of the Hessians at Trenton December 26, 1776 by John Trumbull.

Wikimedia Commons

EDSITEment brings online humanities resources directly to the classroom through exemplary lesson plans and student activities. EDSITEment develops AP level lessons based on primary source documents that cover the most frequently taught topics and themes in American history. Many of these lessons were developed by teachers and scholars associated with the City University of New York and Ashland University.

Guiding Questions

What does it mean to form "a more perfect union"?

What makes American democracy unique?

What is the proper role of government in relation to the economy and civil liberties?

To what extent is the U.S. Constitution a living document?

To what extent have civil rights been established for all in the United States?

How have technology and innovation influenced culture, politics, and economics in U.S. history?

What role should the United States government and its citizens play in the world?

Magna Carta: Cornerstone of the U.S. Constitution —Magna Carta served to lay the foundation for the evolution of parliamentary government and subsequent declarations of rights in Great Britain and the United States. In attempting to establish checks on the king's powers, this document asserted the right of "due process" of law.  

Images of the New World —How did the English picture the native peoples of America during the early phases of colonization of North America? This lesson plan enables students to interact with written and visual accounts of this critical formative period at the end of the 16th century, when the English view of the New World was being formulated, with consequences that we are still seeing today.

Mission Nuestra Señora de la Concepción and the Spanish Mission in the New World —In this Picturing America lesson, students explore the historical origins and organization of Spanish missions in the New World and discover the varied purposes these communities of faith served. Focusing on the daily life of Mission Nuestra Señora de la Concepción, the lesson asks students to relate the people of this community and their daily activities to the art and architecture of the mission.

Colonizing the Bay —This lesson focuses on John Winthrop’s historic "Model of Christian Charity" sermon which is often referred to by its "City on a Hill" metaphor. Through a close reading of this admittedly difficult text, students will learn how it illuminates the beliefs, goals, and programs of the Puritans. The sermon sought to inspire and to motivate the Puritans by pointing out the distance they had to travel between an ideal community and their real-world situation.

Mapping Colonial New England: Looking at the Landscape of New England —The lesson focuses on two 17th century maps of the Massachusetts Bay Colony to trace how the Puritans took possession of the region, built towns, and established families on the land. Students learn how these New England settlers interacted with the Native Americans, and how to gain information about those relationships from primary sources such as maps.

William Penn’s Peaceable Kingdom —By juxtaposing the different promotional tracts of William Penn and David Pastorius, students understand the ethnic diversity of Pennsylvania along with the "pull” factors of migration in the 17th century English colonies.

Understanding the Salem Witch Trials —In 1691, a group of girls from Salem, Massachusetts accused an Indian slave named Tituba of witchcraft, igniting a hunt for witches that left 19 men and women hanged, one man pressed to death, and over 150 more people in prison awaiting a trial. In this lesson, students explore the characteristics of the Puritan community in Salem, learn about the Salem Witchcraft Trials, and try to understand how and why this event occurred.

Religion in 18th-Century America —This curriculum unit, through the use of primary documents, introduces students to the First Great Awakening, as well as to the ways in which religious-based arguments were used both in support of and against the American Revolution.

• Lesson 1: The First Great Awakening
• Lesson 2: Religion and the Argument for American Independence
• Lesson 3: Religion and the Fight for American Independence

C ommon Sense : The Rhetoric of Popular Democracy —This lesson looks at Tom Paine and at some of the ideas presented in Common Sense , such as national unity, natural rights, the illegitimacy of the monarchy and of hereditary aristocracy, and the necessity for independence and the revolutionary struggle.

"An Expression of the American Mind”: Understanding the Declaration of Independence —This lesson plan looks at the major ideas in the Declaration of Independence, their origins, the Americans’ key grievances against the King and Parliament, their assertion of sovereignty, and the Declaration’s process of revision. Upon completion of the lesson, students will be familiar with the document’s origins, and the influences that produced Jefferson’s "expression of the American mind.”

The American War for Independence —The decision of Britain's North American colonies to rebel against the Mother Country was an extremely risky one. In this unit, consisting of three lesson plans, students learn about the diplomatic and military aspects of the American War for Independence.

• Lesson 1: The War in the North, 1775–1778
• Lesson 2: The War in the South, 1778–1781
• Lesson 3: Ending the War, 1783

Choosing Sides: The Native Americans' Role in the American Revolution —Native American groups had to choose the loyalist or patriot cause—or somehow maintain a neutral stance during the Revolutionary War. Students analyze maps, treaties, congressional records, first-hand accounts, and correspondence to determine the different roles assumed by Native Americans in the American Revolution and understand why the various groups formed the alliances they did.

What Made George Washington a Good Military Leader? —What combination of experience, strategy, and personal characteristics enabled Washington to succeed as a military leader? In this unit, students read the Continental Congress's resolutions granting powers to General Washington, and analyze some of Washington's wartime orders, dispatches, and correspondence in terms of his mission and the characteristics of a good general.

• Lesson 1: What Made George Washington a Good Military Leader? What Are the Qualities of a Good Military Leader?
• Lesson 2: What Made George Washington a Good Military Leader? Powers and Problems
• Lesson 3: What Made George Washington a Good Military Leader? Leadership in Victory and Defeat
• Lesson 4: What Made George Washington a Good Military Leader? Leadership in Victory: One Last Measure of the Man

Slavery and the American Founding: The "Inconsistency not to be excused ” —This lesson focuses on the views of the founders as expressed in primary documents from their own time and in their own words. Students see that many of the major founders opposed slavery as contrary to the principles of the American Revolution. Students gain a better understanding of the views of many founders, even those who owned slaves – including George Washington and Thomas Jefferson – who looked forward to a time when slavery would no longer mar the American Republic.

Taking Up Arms and the Challenge of Slavery in the Revolutionary Era —Was the American Revolution inevitable? This lesson is designed to help students understand the transition to armed resistance and the contradiction in the Americans’ rhetoric about slavery through the examination of a series of documents.

Slavery in the Colonial North —This Closer Reading composed by Historic Hudson Valley in New York provides resources and an overview of how their historic site tells the story of the 23 enslaved Africans who were the only full-time, year round residents of the Manor, and whose forced labor was the backbone of the Philips’s international trading empire. Their "People Not Property" interactive documentary website offers multimedia resources and access to primary sources about Northern slavery. 

Democracy in America : Alexis de Tocqueville's Introduction —Tocqueville’s sojourn in America led to the writing of the reflection on equality and freedom known as Democracy in America . This great book remains arguably one of the two most important books on America political life, the Federalist Papers being the other one.

The Constitutional Convention of 1787 —The delegates at the 1787 Convention faced a challenge as arduous as those who worked throughout the 1780s to initiate reforms to the American political system. In this unit, students examine the roles that key American founders played in creating the Constitution, and the challenges they faced in the process.

• Lesson 1: The Road to the Constitutional Convention
• Lesson 2: The Question of Representation at the 1787 Convention
• Lesson 3: Creating the Office of the Presidency

The Federalist and Anti-federalist Debates on Diversity and the Extended Republic —In this unit, students will examine some of the most important arguments of those opposing or supporting the Constitution. They will learn why Anti-federalists believed that a large nation could not long preserve liberty and self-government and why Federalists such as James Madison believed that a large nation was vital to promote justice and the security of rights for all citizens, majority and minority alike.

• Lesson 1: Anti-federalist Arguments Against "A Complete Consolidation ”
• Lesson 2: The Federalist Defense of Diversity and "Extending the Sphere ”

Ratifying the Constitution —This lesson introduces students to the vigorous debates surrounding the ratification of the Constitution that took place in the state conventions.

The Creation of the Bill of Rights: "Retouching the Canvas " —This lesson will focus on the arguments either for or against the addition of a Bill of Rights between 1787 and 1789.

Washington and the Whiskey Rebellion —Students weigh the choices Washington faced in the nation’s first Constitutional crisis by following events through his private diary.

John Marshall, Marbury v. Madison and Judicial Review—How the Court Became Supreme —If James Madison was the "father" of the Constitution" John Marshall was the "father of the Supreme Court"—almost single-handedly clarifying its powers. This new lesson is designed to help students understand Marshall's brilliant strategy in issuing his decision on Marbury v. Madison , the significance of the concept of judicial review, and the language of this watershed case.

The First American Party System: Events, Issues, and Positions —Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. But political parties did form in the United States, with their beginnings in Washington's cabinet.

• Lesson 1: The First American Party System: U.S. Political Parties: The Principle of Legitimate Opposition
• Lesson 2: The First American Party System: A Documentary Timeline of Important Events (1787–1800)
• Lesson 3: The First American Party System: Federalists and Democratic-Republicans: The Platforms They Never Had

Certain Crimes Against the United States: The Sedition Act —As the end of the 18th century drew near, relations between the United States and France were deteriorating. In 1797 President Adams expressed his concern about the possibility of war with France and dissension at home caused by France and its supporters. At the same time, two opposing political parties were developing in the U.S., with Thomas Jefferson-led Democratic-Republicans tending to sympathize with France in foreign policy. Their loyalty was called into question by the Federalists. It was a dangerous time both for the security of the young Republic and the freedoms its citizens enjoyed.

• Lesson 1: From the President's Lips: The Concerns that Led to the Sedition (and Alien) Act
• Lesson 2: The Debate in Congress on the Sedition Act
• Lesson 3: George Washington on the Sedition Act
• Lesson 4: Thomas Jefferson on the Sedition Act
• Lesson 5: Consequences of the Sedition Act

James Madison: From Father of the Constitution to President —Even in its first 30 years of existence, the U.S. Constitution had to prove its durability and flexibility in a variety of disputes. More often than not, James Madison, the "Father of the Constitution," took part in the discussion.

• Lesson 1: James Madison: Madison Was There
• Lesson 2: James Madison: The Second National Bank—Powers Not Specified in the Constitution
• Lesson 3: James Madison: Raising an Army: Balancing the Power of the States and the Federal Government
• Lesson 4: James Madison: Internal Improvements Balancing Act: Federal/State, Executive/Legislative

The Monroe Doctrine: Origin and Early American Foreign Policy —Monroe brought a vision of an expanded America to his presidency—a vision that helped facilitate the formulation of what has become known as the Monroe Doctrine. In this unit, students review the Monroe Doctrine against a background of United States foreign relations in the early years of the republic.

• Lesson 1: The Monroe Doctrine: U.S. Foreign Affairs (circa 1782–1823) and James Monroe
• Lesson 2: The Monroe Doctrine: President Monroe and the Independence Movement in South America
• Lesson 3: The Monroe Doctrine: A Close Reading
• Lesson 4: The Monroe Doctrine: Whose Doctrine Was It?

The Election Is in the House: The Presidential Election of 1824 —The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In this unit, students read an account of the election from the Journal of the House of Representatives, analyze archival campaign materials, and use an interactive online activity to develop a better understanding of the election of 1824 and its significance.

• Lesson 1: The Election Is in the House: The Denouement
• Lesson 2: The Election Is in the House: 1824: The Candidates and the Issues
• Lesson 3: The Election Is in the House: Was There a Corrupt Bargain?

The 1828 Campaign of Andrew Jackson and the Growth of Party Politics —Changes in voting qualifications and participation, the election of Andrew Jackson, and the formation of the Democratic Party—due largely to the organizational skills of Martin Van Buren—all contributed to making the election of 1828 and Jackson’s presidency a watershed in the evolution of the American political system. In this unit, students analyze changes in voter participation and regional power, and review archival campaign documents reflecting the dawn of politics as we know it during the critical years from 1824 to 1832.

• Lesson 1: The 1828 Campaign of Andrew Jackson: Expansion of the Voting Base
• Lesson 2: The 1828 Campaign of Andrew Jackson: Changes in Voting Participation
• Lesson 3: The 1828 Campaign of Andrew Jackson: Territorial Expansion and the Shift of Power
• Lesson 4: The 1828 Campaign of Andrew Jackson: Issues in the Election of 1828 (and Beyond)

The Campaign of 1840: William Henry Harrison and Tyler, Too —After the debacle of the one-party presidential campaign of 1824, a new two-party system began to emerge. Strong public reaction to perceived corruption in the vote in the House of Representatives, as well as the popularity of Andrew Jackson, allowed Martin Van Buren to organize a Democratic Party that resurrected a Jeffersonian philosophy of minimalism in the federal government. What issues were important to the presidential campaign of 1840? Why is the campaign of 1840 often cited as the first modern campaign?

• Lesson 1: The Campaign of 1840: The Whigs, the Democrats, and the Issues
• Lesson 2: The Campaign of 1840: The Candidates
• Lesson 3: The Campaign of 1840: The Campaign

Was There an Industrial Revolution? Americans at Work Before the Civil War —In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. By reading and comparing first-hand accounts of the lives of workers before the Civil War, students prepare for a series of guided role-playing activities designed to help them make an informed judgment as to whether the changes that took place in manufacturing and distribution during this period are best described as a 'revolution' or as a steady evolution over time.

Was There an Industrial Revolution? New Workplace, New Technology, New Consumers —In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. Through simulation activities and the examination of primary historical materials, students learn how changes in the workplace and less expensive goods led to the transformation of American life.

Life in the North and South 1847–1861: Before Brother Fought Brother —Curriculum Unit overview. More Americans lost their lives in the Civil War than in any other conflict. How did the United States arrive at a point at which the South seceded and some families were so fractured that brother fought brother?

• Lesson 1: Factory vs. Plantation in the North and South
• Lesson 2: People and Places in the North and South
• Lesson 3: A Debate Against Slavery
• Lesson 4: Life Before the Civil War
• Lesson 5: Women's Lives Before the Civil War

A House Dividing: The Growing Crisis of Sectionalism in Antebellum America —In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states.

• Lesson 1: An Early Threat of Secession: The Missouri Compromise of 1820 and the Nullification Crisis
• Lesson 2: Slavery's Opponents and Defenders
• Lesson 3: The Kansas-Nebraska Act of 1854: Popular Sovereignty and the Political Polarization over Slavery
• Lesson 4: Abraham Lincoln, the 1860 Election, and the Future of the American Union and Slavery

From Courage to Freedom —In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself .

• Lesson 1: From Courage to Freedom: The Reality behind the Song
• Lesson 2: From Courage to Freedom: Slavery's Dehumanizing Effects
• Lesson 3: From Courage to Freedom

What to the Slave is the Fourth of July? —A student activity. Frederick Douglass (1818–1895) was a former slave who became the greatest abolitionist orator of the antebellum period. During the Civil War he worked tirelessly for the emancipation of the four million enslaved African Americans.

The American Civil War: A "Terrible Swift Sword ” —This curriculum unit introduces students to important questions pertaining to the war: strengths and weaknesses of each side at the start of the conflict; the two turning points of the war-the concurrent battles of Gettysburg and Vicksburg—as well as the morality of the Union's use of "total war" tactics against the population of the South; Abraham Lincoln's wartime leadership.

• Lesson 1: On the Eve of War: North vs. South
• Lesson 2: The Battles of the Civil War
• Lesson 3: Abraham Lincoln and Wartime Politics

Abraham Lincoln on the American Union: "A Word Fitly Spoken ” —By examining Lincoln's three most famous speeches—the Gettysburg Address and the First and Second Inaugural Addresses—in addition to a little known fragment on the Constitution, union, and liberty, students trace what these documents say regarding the significance of union to the prospects for American self-government.

• Lesson 1: Fragment on the Constitution and Union (1861)—The Purpose of the American Union
• Lesson 2: The First Inaugural Address (1861)—Defending the American Union
• Lesson 3: The Gettysburg Address (1863)—Defining the American Union
• Lesson 4: The Second Inaugural Address (1865)—Restoring the American Union

The Emancipation Proclamation: Freedom's First Steps —Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. students can explore the obstacles and alternatives we faced in making the journey toward "a more perfect Union."

The Red Badge of Courage : A New Kind of Courage —In The Red Badge of Courage , Stephen Crane presents war through the eyes —and thoughts —of one soldier. The narrative’s altered point of view and stylistic innovations enable a heightened sense of realism while setting the work apart from war stories written essentially as tributes or propaganda.

The Battle Over Reconstruction —This curriculum unit of three lessons examines the social, political and economic conditions of the southern states in the aftermath of the Civil War and shows how these factors helped to shape the Reconstruction debate as well as the subsequent history of American race relations.

• Lesson 1: The Battle Over Reconstruction: The Aftermath of War
• Lesson 2: The Battle Over Reconstruction: The Politics of Reconstruction
• Lesson 3: The Battle Over Reconstruction: The Aftermath of Reconstruction

The Industrial Age in America: Robber Barons or Captains of Industry?

The Industrial Age in America: Sweatshops, Steel Mills and Factories

The Birth of an American Empire —America emerges as a world power after the Spanish American War and asserting itself on the world scene.

• Lesson 1: The Question of an American Empire
• Lesson 2: The Spanish-American War
• Lesson 3: The Matter of the Philippines
• Lesson 4: Imperialism and the Open Door

United States Entry into World War I: A Documentary Chronology —In this curriculum unit, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.

• Lesson 1: United States Entry into World War I: Two Diametrically Opposed Views
• Lesson 2: United States Entry into World War I: Some Hypotheses About U.S. Entry
• Lesson 3: United States Entry into World War I: A Documentary Chronology of World War I

The United States and Europe: From Neutrality to War, 1921–1941 —Over the two decades between World War I and World War II, Americans pursued strategies aimed at preventing another war. In this four lesson unit, students use primary sources and an interactive map to examine the rise of antiwar sentiment and legislation in the United States and the main arguments used by both sides as to whether the United States should enter the war or remain neutral.

• Lesson 1: Postwar Disillusionment and the Quest for Peace, 1921–1929
• Lesson 2: Legislating Neutrality, 1934–1939
• Lesson 3: U.S. Neutrality and the War in Europe, 1939–1940
• Lesson 4: The Great Debate: Internationalists vs. Isolationists

African-American Soldiers in World War I: The 92nd and 93rd Divisions —Late in 1917, the War Department created two all-black infantry divisions. The 93rd Infantry Division received unanimous praise for its performance in combat, fighting as part of France’s 4th Army. In this lesson, students combine their research in a variety of sources, including firsthand accounts, to develop a hypothesis evaluating.

African-American Soldiers After World War I: Had Race Relations Changed? —In this lesson, students view archival photographs, combine their efforts to comb through a database of more than 2,000 archival newspaper accounts about race relations in the United States, and read newspaper articles written from different points of view about post-war riots in Chicago.

The Great War: Evaluating the Treaty of Versailles —Was the Treaty of Versailles, which formally concluded World War I, a legitimate attempt by the victorious powers to prevent further conflict, or did it place an unfair burden on Germany? This lesson helps students respond to the question in an informed manner. Activities involve primary sources, maps, and other supporting documents related to the peace process and its reception by the German public and German politicians.

The Debate in the United States over the League of Nations —American foreign policy continues to resonate with the issues surrounding the debate over U.S. entry into the League of Nations—collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, and the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its ultimate failure provides insight into international affairs in the years since the end of the Great War and beyond. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

• Lesson 1: The Debate in the United States over the League of Nations: League of Nations Basics
• Lesson 2: The Debate in the United States over the League of Nations: Disagreement Over the League
• Lesson 3: The Debate in the United States over the League of Nations: Five Camps: From Voices of Consent to Voices of Dissent

Woodrow Wilson and Foreign Policy —Curriculum Unit. The influence of President Woodrow Wilson on American foreign policy has been profound and lasting. Using a variety of primary sources, students analyze the origins of the ambitious foreign policy that came to be known as Wilsonianism and compare it with important alternative traditions in American foreign policy.

The Origins of "Wilsonianism ”

"To Elect Good Men”: Woodrow Wilson and Latin America

Wilson and American Entry into World War I

Fighting for Peace: The Fate of Wilson's Fourteen Points

Birth of a Nation, the NAACP, and the Balancing of Rights —In this lesson students learn how Birth of a Nation reflected and influenced racial attitudes, and they analyze and evaluate the efforts of the NAACP to prohibit showing of the film.  

NAACP's Anti-Lynching Campaigns: The Quest for Social Justice in the Interwar Years —Curriculum Unit Overview: During the years 1909 to 1939, the National Association for the Advancement of Colored People sought passage of anti-lynching legislation. Although this proposed legislation failed to become law, much can be learned by examining the NAACP's anti-lynching campaign about how Americans in the interwar period understood the federal system, interpreted the Constitution, and responded to calls for social justice.

• Lesson 1: NAACP’s Anti-Lynching Campaign in the 1920s

FDR's Fireside Chats: The Power of Words —In this lesson which focuses on two of FDR's Fireside Chats, students gain a sense of the dramatic effect of FDR's voice on his audience, see the scope of what he was proposing in these initial speeches, and make an overall analysis of why the Fireside Chats were so successful.

The Social Security Act —This lesson engages students in the debate over the Social Security Act that engrossed the nation during the 1930s.

African-Americans and the New Deal’s Civilian Conservation Corps —The Civilian Conservation Corps, a New Deal recovery and relief program provided more than a quarter of a million young black men with jobs during the Depression. By examining primary source documents students analyze the impact of this program on race relations in America and assess the role played by the New Deal in changing them.

FDR and the Lend-Lease Act —This lesson shows students how broadly the Lend-Lease Act of March 1941 empowered the federal government—particularly the President—and asks students to investigate how FDR promoted the program in speeches and then in photographs.

Eleanor Roosevelt and the Rise of Social Reform in the 1930s —This lesson asks students to explore the various roles that Eleanor Roosevelt a key figure in several of the most important social reform movements of the twentieth century took on, among them: First Lady, political activist for civil rights, newspaper columnist and author, and representative to the United Nations.

Worth a Thousand Words: Depression-Era Photographs —Spend a day with a model American family and the photographer who molded our view of their lives.

Freedom by the Fireside: The Legacy of FDR's "Four Freedoms" Speech —One of the most famous political speeches on freedom in the twentieth century was delivered by Franklin Delano Roosevelt in his 1941 State of the Union message to Congress.This lesson examines some of the nuances and ambiguities inherent in the rhetorical use of "freedom." The objective is to encourage students to glimpse the broad range of hopes and aspirations that are expressed in the call of—and for—freedom.

Dust Bowl Days —Students will be introduced to this dramatic era in our nation's history through photographs, songs and interviews with people who lived through the Dust Bowl.

NAACP Lesson 2: NAACP's Anti-Lynching Campaign in the 1930s

From Neutrality to War: The United States and Europe, 1921–1941 —Curiculum unit overview. Over the two decades between World War I and World War II, Americans pursued strategies aimed at preventing another war. In this four lesson unit, students use primary sources and an interactive map to examine the rise of antiwar sentiment and legislation in the United States and the main arguments used by both sides as to whether the United States should enter the war or remain neutral.

The Road to Pearl Harbor: The United States and East Asia, 1915-1941 —Curiculum unit overview. Although most Americans were shocked by the Japanese attack on Pearl Harbor on December 7, 1941, the outbreak of war between the two countries came as no surprise to most observers of international affairs. Using contemporary documents, students explore the rise of animosity between the United States and Japan from its origins in World War I and culminating two decades later in the Pearl Harbor attack.

• Lesson 1: The Growth of U.S.-Japanese Hostility, 1915–1932
• Lesson 2: America and the Sino-Japanese Conflict, 1933–1939
• Lesson 3: Japan's "Southern Advance” and the March toward War, 1940–1941
• Lesson 4: The Failure of Diplomacy, September-December 1941

"The Proper Application of Overwhelming Force”: The United States in World War II —After learning that the Japanese had attacked Pearl Harbor, thus ensuring that the United States would enter World War II, Prime Minister Winston Churchill breathed a sigh of relief. "Hitler's fate was sealed," he would later recall. "Mussolini's fate was sealed. As for the Japanese, they would be ground to powder. All the rest was merely the proper application of overwhelming force." In this unit, students examine the role that the United States played in bringing about this victory.

• Lesson 1: Turning the Tide in the Pacific, 1941–1943
• Lesson 2: Turning the Tide in Europe, 1942–1944
• Lesson 3: Victory in Europe, 1944–1945
• Lesson 4: Victory in the Pacific, 1943–1945

American Diplomacy in World War II —This four-lesson curriculum unit examine the nature of what Winston Churchill called the "Grand Alliance" between the United States, Great Britain, and the Soviet Union in opposition to the aggression of Nazi Germany and Imperial Japan.

• Lesson 1: How "Grand” and "Allied” was the Grand Alliance?
• Lesson 2: How to Win a World War
• Lesson 3: Victory and the New Order in Europe
• Lesson 4: The New Order for "Greater East Asia”

On the Home Front —Learning about World War II American efforts helps students gain some perspective regarding the U.S. response to the conflict generated by the September 11th terrorist attacks.

Norman Rockwell, Freedom of Speech —Know It When You See It —This lesson plan highlights the importance of First Amendment rights by examining Norman Rockwell’s painting of The Four Freedoms. Students discover the First Amendment in action as they explore their own community and country through newspapers, art, and role playing.

The Origins of the Cold War, 1945–1949 —Since the Bolshevik Revolution of 1917, Soviet leaders had been claiming that communism and capitalism could never peacefully coexist. Agreements regarding the postwar world were reached at Yalta and Potsdam, but the Soviets wasted no time in violating them. Harry Truman believed that the proper means of responding to an international bully was a credible threat of force.

• Lesson 1: Sources of Discord, 1945–1946
• Lesson 2: The Strategy of Containment, 1947–1948
• Lesson 3: The Formation of the Western Alliance, 1948–1949

Witch Hunt or Red Menace? Anticommunism in Postwar America, 1945–1954 —Americans emerged from World War II as the only major combatant to avoid having its homeland ravaged by war, the U.S. economy was clearly the strongest in the world, and, of course, the United States was the only country in the world to possess that awesome new weapon, the atomic bomb. However, over the next five years relations between the United States and the Soviet Union went from alliance to Cold War.

• Lesson 1: Soviet Espionage in America
• Lesson 2: The House Un-American Activities Committee
• Lesson 3: The Rise and Fall of Joseph McCarthy

Dramatizing History in Arthur Miller's The Crucible —By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, The Crucible. As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?

"Police Action”: The Korean War, 1950–1953 —In 1950, North Korean forces, armed mainly with Soviet weapons, invaded South Korea in an effort to reunite the peninsula under communist rule. This lesson will introduce students to the conflict by having them read the most important administration documents related to it.

"The Missiles of October”: The Cuban Missile Crisis, 1962 —Most historians agree that the world has never come closer to nuclear war than it did during a thirteen-day period in October 1962, after the revelation that the Soviet Union had stationed several medium-range ballistic missiles in Cuba. This lesson examines how this crisis developed, how the Kennedy administration chose to respond, and how the situation was ultimately resolved.

The Gulf of Tonkin Resolution and Escalation of the Vietnam War —In August 1964, a small military engagement off the coast of North Vietnam helped escalate the involvement of the United States in Vietnam; the Vietnam War would become the longest military engagement in American history.

Building Suburbia: Highways and Housing in Postwar America —The postwar United States experienced a dramatic economic boom—and a dramatic reorientation of American ideals of the home.

Competing Voices of the Civil Rights Movement —When most people think of the Civil Rights Movement in America, they think of Martin Luther King, Jr. Delivering his "I Have a Dream" speech on the steps of the Lincoln Memorial in 1963. But "the Movement" achieved its greatest results due to the competing strategies and agendas of diverse individuals. This unit presents the views of several important black leaders who shaped the debate over how to achieve freedom and equality in our nation.

• Lesson 1: Martin Luther King, Jr. and Nonviolent Resistance
• Lesson 2: Black Separatism or the Beloved Community? Malcolm X and Martin Luther King, Jr.

Profiles in Courage: To Kill A Mockingbird and the Scottsboro Boys Trial —Students study select court transcripts and other primary source material from the second Scottsboro Boys Trial of 1933, a continuation of the first trial in which two young white women wrongfully accused nine African-American youths of rape.

JFK, LBJ, and the Fight for Equal Opportunity in the 1960s —This lesson provides students with an opportunity to study and analyze the innovative legislative efforts of Presidents Kennedy and Johnson in the social and economic context of the 1960s.

The Kennedy Administration and the Civil Rights Movement —Students learn how civil rights activists, state and local officials in the South, and the Administration of President Kennedy come into conflict during the early 1960s.

Freedom Riders and the Popular Music of the Civil Rights Era —The American civil rights movement incorporated a variety of cultural elements in their pursuit of political and legal equality under law. This lesson will highlight the role of music as a major influence through the use of audio recordings, photographs, and primary documents.

Twelve Angry Men: Trial by Jury as a Right and as a Political Institution — Twelve Angry Men , originally written for television by Reginald Rose in 1954 and subsequently adapted for stage (1955), film (1957) and television again (1997), effectively conveys the central importance of the right to a jury trial afforded by Article III of the Constitution as well as Amendments V, VI, and XIV.

Building Suburbia: Highways and Housing in Postwar America

The Election of Barack Obama 44th President of the United States —In this lesson, students put Barack Obama’s election as the first African-American President of the United States in historical context by studying two of his speeches and reviewing some of the history of African-American voting rights.

Modified Curriculum for Students with an IEP

Are you uncertain about how to support students with significant disabilities in your U.S. History class? You are not alone. Supporting students with disabilities who require modified curriculum can be challenging. A lack of time, resources, and knowledge of best practices can make this overwhelming. We have spent the last two and a half years designing modified U.S. History units using best practices to make this easy: books, printable assignments, flashcards, final exams, lesson plans and more. The very best part, is that you will lead your students with disabilities toward developing to their fullest potential.

US History Units

Purchase units individually, collections, or licence everything.

Pilgrims and Pneumonia

Dogs Wearing Costumes

Presidential Election 2020

Louisiana Purchase-Lewis & Clark

California Symbols

Havasupai Farming

American Revolution 4th of July

American Bald Eagle

Middle Colonies

Hawaii’s Symbols

Mount Vernon

King George III

Model T Car

Pilgrims L1

Veterans’ Day

Boston Tea Party

World War 1 Red Baron

Salvation Army: WWl

Fallen Heroes: Memorial Day

JFK Cuban Missile Crisis

Lumber Industry Background Knowledge

American Revolution Overview

Thomas Edison Biography

Amelia Earhart Biography

Martin Luther King Jr.

Inside White House L1 and L2

WW 2 Anne Frank Biography

The White House

Great Depression

Ancestral Puebloans (Anasazi)

Grand Canyon

Arizona Symbols

Arizona Statehood

Arizona Resources

Arizona Flag

We are constantly creating new units. More to come!

Custom Designed For Both Teachers & Parents

Look no further. Our curriculum is very flexible and will work in any setting. We have the modified books, worksheets, and assessments you need. At the end of each unit, there is a book exam to assess learning.

Every unit is aligned with Social Studies and L.A. Standards, addresses common IEP goals, and follows best practices. It’s all done and ready for you!

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Special Education History Lesson Plans

Special education history lesson plans are a set of tools used by teachers to help students with disabilities succeed. Special education is a field of education that specifically caters to students with disabilities and/or special needs (such as autism, learning disabilities, and attention disorders). These lesson plans are an essential part of the curriculum because they provide teachers with a way to carry out better learning in their classrooms.

History lesson plans are an excellent way to teach students about the past. Special education history lesson plans are specifically designed to be used by special education teachers and other educators with students who have special needs. They typically include a variety of visual aids and activities that are easy for these students to understand, follow along with, and interact with.

Special education history lesson plans are designed to provide an in-depth discussion of a particular historical event or period. In order to successfully complete this activity, students must be able to effectively identify and summarize key events that occurred during a given time period. In some instances, students may also need to conduct research on their own so as to gain a better understanding of how these events unfolded and what they mean in relation to the overall history of a particular subject matter.

Special education history lesson plans are educational strategies and objectives created specifically for students who have a disability. The term disability can mean a physical, cognitive, mental, or developmental impairment that makes it difficult for students to learn.

Although special education has been around since the early 1800s, it wasn’t until the passage of the Individuals with Disabilities Education Act (IDEA) in 1975 that all children in the U.S. had access to free public education tailored to their needs.

Special education is a broad term used to describe a range of educational services provided to students with disabilities. Special education instruction and related services are designed to meet the individualized needs of these students to help them learn, grow and develop to their fullest potential. Special education history lesson plans typically focus on the evolution of special education from segregation to integration and from exclusion to inclusion.

An education history lesson plan is a written description of what teachers will teach students and how they will teach it. They generally follow a common method of organization, which includes the teacher’s goal or objective, the materials needed, the procedure and/or steps to follow as well as any assessment that might be used.

History lessons plans are often differentiated for different student abilities. For example, a special education history lesson plan may present different information than one designed for average or advanced students. Special education lesson plans may also include more activities and more hands-on learning than a traditional lesson plan. In some cases, special education lesson plans are designed to help students learn the same information as their peers but presented in a way that meets the needs of those with disabilities.

Special education, also called special needs education, is designed for students who have a physical or mental disability. These students may have difficulty in standard classroom settings. Special education programs are designed to meet the specific needs of each student. In order to be eligible for special education services, a child must have a documented disability, their disability must adversely affect their educational performance and they must need special education in order to learn. Students who qualify for special education are assigned an Individualized Education Program (IEP) which outlines their goals and objectives, as well as the specific services and accommodations they will receive. Students who receive special education services are integrated into regular classrooms with non-disabled students whenever possible. The goal is to provide services within the general curriculum framework so that students can participate with non-disabled peers to the greatest degree possible. These students may require specially designed instruction and/or related services such as speech therapy, occupational therapy or physical therapy to help them overcome their disability.

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ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, teacher lesson plans for special education students.

For educators, keeping a classroom organized and structured can be difficult. For special education teachers, it can sometimes seem impossible. Teacher lesson plans help educators enter a class prepared with objectives and strategies for their goals. However, special education requires a lot of extra effort, changing plans when they go awry, helping students struggling to comprehend material and working hard to achieve the main objectives.

While many websites offer teacher lesson plans, some are better than others for finding lesson plan ideas and building upon them. After special education teachers develop their teaching style, understand their students’ capabilities and craft realistic goals, they can create their own lesson plans that fit the class’s specific needs and they can use the Internet to help get them started on preparing the right lesson plans.

Creating special education lesson plans

While many lesson plans can be used universally, special education requires a bit more crafting. Even the best special education lesson plans will be catered to a specific class style and level of development. Each teacher must do some added work to decide what parts of the lesson plan need to be adjusted for the class as a whole.

Certain students will also require varying levels of attention in their assignments. Special education teachers know how important it is to individually work around their student’s abilities and lesson plans can incorporate different approaches for specific students.

Learning from experience

Special education teachers learn a great deal from their experience in handling each class. They might utilize some of their past experiences years later with similar students and have new ways of handling difficult situations.

A special education lesson plan might seem like a disaster the first time around, but as the teacher redevelops the outline based on what events occurred, he or she can better prepare for where the objectives did not come through and how assignments and instructions could be better explained.

Where the lesson plan ends

Lesson plans are a crucial part of any teacher’s approach to the classroom. However, they are just one added tool in the educator’s belt. A great lesson plan can help special education teachers maintain better control of their classroom with clearer objectives and purposeful assignments.

As the course unfolds, teachers can make adjustments and rework their lesson plans to accommodate their students’ needs. While a lesson plan may work well with one class, the next year it may bring about a completely different result. Teachers must not get discouraged and instead use their own experiences and the lesson plans of other educators to keep changing their work and preparing for each new class.

Online teacher lesson plans

Technology has embedded itself into nearly every aspect of education. Today, teachers can find lesson plans online to help them get a jump start on the course or compare how others are approaching the curriculum. Many websites showcase free lesson plans and some include categories for special education. Here are some popular websites for finding free teacher lesson plans in special education:

• Teacher Planet
• Teachers.net
• TeAchnology

The importance of top quality

Every teacher knows that the quality of a lesson plan is determined by how well it can be followed during a course. Top-end materials yield more engagement from students who will better follow handouts and assignments and show more interest in the studies.

While there are many online lesson plans available for free on the Internet, another option is to purchase them at sites like TeachersPayTeachers, which lets educators upload and sell their own lesson plans, prompting them to put more effort into their work and allowing other teachers to buy, review and rate each lesson plan.

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10th Grade American History/U.S. History Lesson Plans

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Special Educator Survival Guide

Mastering Special Education Lesson Plans: Your Ultimate Guide

Are you ready to master your special education lesson plans up to the next level? Prepare to embark on a journey that will revolutionize your teaching experience and empower your students’ success. In this blog post, we unveil the secrets to creating exceptional special education lesson plans. From the what, how, where, and why of the concept to real-life stories and frequently asked questions, this guide will equip you with the tools and knowledge needed to make a lasting impact in your classroom.

Unleashing the Power of Special Education Lesson Plans

The Catalyst for Extraordinary Learning

How can you transform your special education classroom through effective lesson planning?

Special Education Lesson Plans are more than just a roadmap for instruction. They serve as the catalyst for extraordinary learning experiences. By adopting a structured approach and leveraging tailored strategies, you can unlock the potential of each student and ensure their individual needs are met. In this section, we’ll explore the fundamental components and benefits of special education lesson plans.

Crafting Effective Special Education Lesson Plans

From Vision to Execution

How can I create effective lesson plans that cater to diverse learner needs?

Creating effective special education lesson plans requires careful consideration and intentional design. This section will guide you through the step-by-step process of crafting comprehensive lesson plans that engage and empower your students. We’ll explore techniques for setting clear objectives, differentiating instruction, and utilizing appropriate accommodations. Prepare to discover the power of intentional planning and the impact it can have on student outcomes.

Accessing Resources for Special Education Lesson Planning

Your Toolkit for Success- parts of a special education lesson plan

From engaging warm-up activities to meaningful closure, each component plays a vital role in supporting your students’ individual needs. Join us on this journey as we delve into the essential elements that will empower you to master the art of special education lesson planning.

Setting the Stage for Success

Engaging Warm-up Activities

Every great lesson begins with an engaging warm-up activity that sparks curiosity and activates prior knowledge. Learn how to captivate your students’ attention right from the start by incorporating interactive questions, thought-provoking prompts, or intriguing visual aids. Discover the power of setting the stage for success and paving the way for meaningful learning experiences.

Crafting Clear Objectives

Navigating the Learning Path

Clear objectives provide a roadmap for your lesson and guide both you and your students throughout the learning journey. Discover strategies for formulating concise and measurable objectives that address individualized goals and align with academic standards. Learn how to break down complex concepts into manageable steps, ensuring that your students are on track to achieve success.

Differentiating Instruction

Meeting Diverse Needs

Special education classrooms thrive on differentiation, where instruction is tailored to meet the unique needs of every student. Explore techniques for providing multiple entry points, offering varied levels of support, and implementing accommodations or modifications. Discover the joy of watching each student grow and succeed within an inclusive learning environment.

Engaging Activities and Assessments

Fostering Active Learning

Engaging activities and assessments are the heart of any special education lesson plan. Dive into the world of interactive learning experiences, such as hands-on experiments, collaborative projects, or digital simulations. Learn how to design formative and summative assessments that accurately gauge student progress and inform future instruction.

Meaningful Closure and Reflection

Sealing the Learning

Closure is a critical element of effective lesson planning, as it allows students to reflect on their learning and solidify their understanding. Discover strategies for facilitating meaningful closure activities that encourage student reflection, such as exit slips, journaling, or group discussions. Learn how to celebrate achievements and set the stage for future learning.

You have now explored the key elements that make up a successful special education lesson plan. By incorporating engaging warm-up activities, clear objectives, differentiated instruction, engaging activities and assessments, and meaningful closure, you can create transformative learning experiences for your students. Remember, Cultivating Exceptional Minds is here to support you on your journey. Connect with us for further assistance and explore our Special Education Lesson Plan Template product in our TeachersPayTeachers shop. Let’s work together to unlock your full teaching potential and make a lasting impact in your special education classroom.

Overcoming Challenges and Maximizing Success

Navigating Roadblocks to Achieve Excellence

How can you overcome common challenges in special education lesson planning?

In this section, we’ll address common challenges faced by special education teachers during the lesson planning process. From time constraints to individualized accommodations, we’ll explore practical strategies to overcome these obstacles and maximize success. Discover innovative techniques to streamline your planning, effectively differentiate instruction, and ensure the success of every student in your classroom.

Remember, Cultivating Exceptional Minds is here to support you every step of the way. Connect with us for further assistance, explore our Special Education Lesson Plan Template product in our TeachersPayTeachers shop, and unlock your true teaching potential.

You are now equipped with the knowledge and tools to master special education lesson planning. By implementing the strategies and resources outlined in this guide, you can create exceptional learning experiences that meet the unique needs of your students. Read more lesson-planning tips here in this blog post !

Ready to transform your special education lesson plans? Connect with Cultivating Exceptional Minds today for personalized assistance and explore our Special Education Lesson Plan Template product on our TeachersPayTeachers shop. Let’s work together to create exceptional learning experiences for your students!

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• Made by History

A 1920s Lesson for Today’s History Textbook Wars

T he teaching of history has become a flashpoint in the culture wars . But while the battle is fierce, it’s not new. An earlier round in the conflict in the 1920s — over the teaching of the American Revolution — indicates that it will be crucial for historians to weigh in loudly and forcefully during the current debate. That will give them the space to continue to teach the most accurate, up-to-date version of U.S. History and prevent forces that fundamentally don’t understand the job of historians from shaping what American children learn about the past.

In the late 19th century, the writing of American history was dominated by good writers who were not trained historians. They idealized the Founders and presented the American Revolution as heroic and fully justified.

After 1900, the writing of history shifted to professionals trained in recently established history Ph.D. programs. They replaced the one-sided, simplistic interpretation of the Revolution with discussion of the complexities behind the revolt.

Accustomed to the comforting pre-1900 hagiography, critics — including newspaper columnists, politicians, and patriotic organizations — considered the new interpretation an affront. In the early 1920s, they took to the attack against leading textbooks. Critics decried how the historian-authors questioned the motives of revolutionary leaders as well as their claims against British tyranny. The attacks resonated with much of the public in the wake of the emphasis on “100% Americanism” during World War I and the post-war “Red Scare.”

In 1921-1922, Charles Grant Miller, a columnist with the Chicago Herald and Examiner wrote a series of columns that targeted eight textbooks for allegedly unpatriotic, pro-British presentations of the Revolution. The Herald and Examiner was owned by newspaper magnate William Randolph Hearst and other papers in the Hearst chain reprinted the columns. They were also edited and printed as a pamphlet. Other newspapers reported on Miller’s allegations.

As the furor grew, anxious Americans tuned in to what their children were learning. New York, Chicago, and other cities began investigating the history texts used in their schools. School boards and citizens’ committees started hunting for pro-British, “unpatriotic” interpretations of the Revolution. Patriotic groups also joined the fray. The campaign was, in the words of historian Joseph Moreau , a “revolt against the professors” who were peddling “Anglo-Saxonism.”

Read More: Why Laws Targeting Critical Race Theory Would Also Prevent Me From Teaching World War II

By 1923, a dozen popular texts were on at least one list of suspect books.

The public outrage prompted state legislatures to weigh in. A 1923 Oregon statute required school officials to buy only books that “adequately stress the services rendered and the sacrifices made by the founders of the Republic, which shall inculcate love for and loyalty to our country.” Wisconsin passed a similar law while other states adopted less sweeping legislation. Even some states that didn’t pass new laws, like New York and California, came close.

The textbook reports issued by investigating groups and the laws themselves stopped just short of banning specific books or advocating for it, but they did lay out criteria for schools to follow in adopting history textbooks. Educators began using the discretion recommended in the textbook reports or mandated by the new laws to select history books.

The uproar caught historians off guard. 

They had never been attacked in such a broad way like this. It forced the profession to appeal to the public, explaining just what it was that historians did, why it was important, why they needed independence, and why objectivity mattered so much. Historians like Charles H. Ward and Claude Van Tyne wrote letters to the editor and op-ed pieces defending the work under attack and asserting that critics had cherry-picked passages, pulled things out of context, and distorted books’ messages. 

The American Historical Association took the lead in the fight with strong public resolution in 1923 denouncing “agitation” and “propaganda” by irresponsible newspapers and politicians.  “Attempts, however well meant, to foster national arrogance and boastfulness and indiscriminate worship of national ‘heroes’ can only tend to promote a harmful pseudo-patriotism,” said the statement. The assertion that thousands of school teachers and school officials are “so stupid or disloyal” that they would give students treasonable books is “inherently and obviously absurd.” The AHA’s resolve steeled historians and educators and got a good deal of press attention.

In 1923, Pulitzer Prize-winning professor James Truslow Adams took to the Atlantic Monthly to defend the texts. He argued that historians were seeking truth and balance and took the forefathers off their pedestals to present them accurately as “living, struggling men.”

Three years later, Smith College historian Harold U. Faulkner accused critics of peddling “the old, moth-eaten, discredited and dangerous ‘nationalistic interpretation of history.’”

Even so, a few historians revised their textbooks to eliminate errors or to clarify points that the critics had misinterpreted or misrepresented. Some just stated their interpretations more directly. 

David S. Muzzey’s 1920 book An American History had made several critics’ lists for explaining that “there were two opinions as to colonial rights and British oppression.” This assertion about the complexity of issues and motivations leading up to the Revolution made it a lightning rod for critics.

In 1925, Muzzey issued a revised edition . The Revolution was “an armed protest against the invasion of the British Parliament of rights long cherished by the American colonies,” the new book said, leaving no doubt. The new edition concluded that “the separation” owed “chiefly to the conduct of King George III” — including promoting ministers who favored confrontation, pressuring Parliament for coercive acts, refusing to compromise, and “ignoring impassioned warnings” from American patriots. Gone was the complexity of the 1920 edition. 

Despite the revisions to books, several Hearst newspapers and a few independent papers continued to stoke the fury. But many others soon began opposing text censorship. Their editorial comments echoed what historians were saying about their role and need for independence. 

“Is the truth to be suppressed just because it happens to be unpleasant to recall and discreditable to some times and some people?” asked a 1925 Washington Post editorial. The public was tired of hearing historians’ critics claim that “history is something that can be cut and shaped to suit the purposes of the moment," said influential columnist Walter Lippman in his 1928 book American Inquisitors .

Read More: How Ron DeSantis Could Wind Up Dictating Your Kids’ Textbooks

Dixon Ryan Fox, president of the New York State Historical Association, provided a final assessment in an essay entitled “ Americanizing American History. ” "[P]atriotism is insistently prescribed as an ingredient of history teaching in many countries," he noted, and the attack on historians had been intended to force that in the U.S. He argued, however, that, thanks to lax enforcement of new laws and fading public attention to the issue, critics had only succeeded in compelling historians to make changes that they should have made (and probably would have made) anyway. But Fox warned the attack showed that “propagandist societies or politicians anxious to capture the votes of groups with special interests” could disrupt and discredit historians’ work.

Fox was right. The question of who controls history in the schools would appear periodically over the next century, including in our own day.

The struggles of a century ago show that historians need to keep explaining their work and role to the public. That includes defending their right and obligation to present research-based, objective history — and to rethink historical understandings in the light of new evidence, insights, and perspectives. Such communication is crucial to enabling historians to present young Americans with the best understanding of our past, including its good chapters, its bad chapters, and everything in between.

Failing to make an affirmative case for good history, by contrast, risks politicians, self-designated patriots, interest groups, and pundits discrediting historians, sidelining objective history, and putting history to use to further their own agendas. 

Bruce W. Dearstyne has taught history at SUNY Albany, SUNY Potsdam, and Russell Sage College. He was also a professor at the University of Maryland College of Information Studies. His most recent books are The Spirit of New York: Defining Events in the Empire State's History (2nd ed., 2022); The Crucible of Public Policy: New York Courts in the Progressive Era (2022); and Progressive New York: Change and Reform in the Empire State, 1900-1920 – A Reader (2024).

Made by History takes readers beyond the headlines with articles written and edited by professional historians. Learn more about Made by History at TIME here . Opinions expressed do not necessarily reflect the views of TIME editors .

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Write to Bruce W. Dearstyne / Made by History at [email protected]

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