Contents Acknowledgments ?xi Preface to the Second Edition ?xiii Introduction: Why Use a Thematic, Document-Based Approach for Teaching U.S. History? ?1 Why Thematic? ?2 Why Document Based? ?3 Meeting Common Core and Other State and National Standards ?6 Common Core State Standards ?7 What Do We Mean When We Say "We"?: Framing our Study of U.S. History ?8 Structure of a Unit ?9 Structure of a Lesson ?12 Assessment ?16 Accounting for Grade Level and Differentiating Instruction ?17 Classroom Climate ?18 Designing Your Own Thematic Units ?20 0. ?Historians' Skills: Why and How Study History? ?21 Lesson 0.1: Who Are You in History? ?22 Lesson 0.2: Who Are We Together? ?24 Lesson 0.3: How Do We Want to Work Together? ?26 Lesson 0.4: Why Study History? ?28 1. ?American Democracy: What Is American Democracy, and What Should It Be? ?37 Lesson 1.1: What Did Kamala Harris Believe Were the Greatest Threats to Democracy in the United States? ?38 Lesson 1.2: How Did Native American Traditions Influence American Democracy? ?40 Lesson 1.3: How Did Thomas Paine Argue for Independence From Britain? ?43 Lesson 1.4: What Was James Madison's Argument for Representative Democracy? ?45 Lesson 1.5: What Did Thomas Jefferson Believe Were the Main Responsibilities of Government? ?47 Lesson 1.6: How Did Andrew Jackson Represent the "Common Man"? ?49 Lesson 1.7: How Did Frederick Douglass Criticize American Democracy? ?52 Lesson 1.8: How Did Abraham Lincoln Define Democracy? ?54 Lesson 1.9: How Did Susan B. Anthony Interpret the Constitution? ?56 Lesson 1.10: What Did John F. Kennedy Believe the United States Should Do for the World? ?58 Lesson 1.11: Why Did Ronald Reagan Believe America Was Great? ?60 Lesson 1.12: Why Did Barack Obama Think the United States Was Not Yet a Perfect Union? ?62 2. ?Diversity and Discrimination: What Does Equality Mean? ?66 Lesson 2.1: What Was the Supreme Court's Argument for Allowing Same-Sex Marriage? ?67 Lesson 2.2: How Did the Virginia Slave Codes Change Race Relations? ?69 Lesson 2.3: What Did the Constitution Say About Slavery? ?72 Lesson 2.4: How Did Native Americans Argue for Equal Rights? ?74 Lesson 2.5: How Did Sojourner Truth Define Equality? ?76 Lesson 2.6: What Was the Supreme Court's Rationale for Denying Black People Citizenship? ?77 Lesson 2.7: Why Did John Brown Think Violence Was Justified to End Slavery? ?79 Lesson 2.8: What Was the Supreme Court's Reasoning for "Separate but Equal" Facilities? ?81 Lesson 2.9: Why Did Elizabeth Cady Stanton Believe Women Deserved the Same Rights as Men? ?83 Lesson 2.10: What Was the Supreme Court's Argument for Excluding Chinese People From U.S. Citizenship? ?85 Lesson 2.11: What Was the Ku Klux Klan's Argument for White Supremacy? ?88 Lesson 2.12: How Did the Supreme Court Explain Its Decision to Overturn the "Separate but Equal" Doctrine? ?90 Lesson 2.13: How Did Malcolm X Think Racial Equality Could Be Achieved? ?92 Lesson 2.14: How Did Judy Heumann Oppose Discrimination on the Basis of Disability? ?94 3. ?States' Rights and Federal Power: How Should Power Be Distributed Among Local, State, and Federal Governments? ?99 Lesson 3.1: How Did Donald Trump Try to Challenge the Authority of State Election Officials? ?99 Lesson 3.2: What Was the Balance of Power Between the States and Congress in the Articles of Confederation? ?102 Lesson 3.3: How Did the Constitution Compare With the Articles of Confederation? ?104 Lesson 3.4: How Did George Washington Explain His Decision to Suppress the Whiskey Rebellion? ?106 Lesson 3.5: How Did States' Rights and Federalist Interpretations of the Constitution Differ? ?109 Lesson 3.6: Is the State or Federal Government Responsible for Protecting Native American Nations? ?111 Lesson 3.7: How Did Daniel Webster Argue That States Couldn't Nullify Federal Laws? ?114 Lesson 3.8: How Did the Southern States Explain Their Decision to Secede From the Union? ?116 Lesson 3.9: Why Did Dwight Eisenhower Enforce Desegregation? ?118 Lesson 3.10: How Did Orval Faubus Argue for Segregation as a "State's Right"? ?120 Lesson 3.11: Does the State or Federal Government Protect Individuals From Environmental Harm? ?121 4. ?Government, Business, and Workers: What Role Should Government and Business Play in Promoting Citizens' Well-Being? ?125 Lesson 4.1: Why Did Some Amazon Workers Unionize? ?125 Lesson 4.2: What Were Christopher Columbus's Economic and Social Goals? ?128 Lesson 4.3: Why Did John Calhoun Define Slavery as a "Positive Good"? ?130 Lesson 4.4: Why Did the Lowell Mill Women Go on Strike? ?132 Lesson 4.5: How Did W. E. B. Du Bois Think That the Government Succeeded and Failed in Helping Formerly Enslaved People? ?134 Lesson 4.6: What Was Andrew Carnegie's Argument for Social Darwinism? ?136 Lesson 4.7: How Did the "Other Half" Live as Shown in Jacob Riis's Photos? ?138 Lesson 4.8: How Did Upton Sinclair Want to Change the Meatpacking Industry? ?142 Lesson 4.9: What Was Henry Ford's Plan for Ending Poverty? ?144 Lesson 4.10: How and Why Was Tulsa's Black Wall Street Destroyed? ?146 Lesson 4.11: What Were the Aims of the New Deal? ?149 Lesson 4.12: Why Did Lyndon Johnson Launch a War on Poverty? ?151 Lesson 4.13: Why Did Dolores Huerta Believe Farmworkers Were Being Mistreated? ?153 Lesson 4.14: What Was Reaganomics? ?155 5. ?Foreign Policy: Under What Circumstances Should the United States Intervene in World Events? ?159 Lesson 5.1: Why Did Anthony Blinken Consider Climate Change Relevant to National Security? ?159 Lesson 5.2: Why Did George Washington Believe the United States Should Stay Neutral? ?162 Lesson 5.3: How Did the Monroe Doctrine Change U.S. Foreign Policy? ?164 Lesson 5.4: How Was the Idea of Manifest Destiny Used to Justify Taking Over Foreign Lands? ?166 Lesson 5.5: Why Did Mark Twain Oppose U.S. Colonization of the Philippines? ?167 Lesson 5.6: How Did Woodrow Wilson Try to Convince Americans to Stay Neutral in World War I? ?169 Lesson 5.7: How Did Franklin D. Roosevelt Explain His Decision to Involve the United States in World War II? ?171 Lesson 5.8: How Did Eleanor Roosevelt Explain the Purpose of the United Nations? ?173 Lesson 5.9: How Did the Truman Doctrine Change U.S. Foreign Policy? ?175 Lesson 5.10: Why Did Martin Luther King Jr. Oppose the Vietnam War? ?177 Lesson 5.11: On What Basis Did Henry Kissinger Advise Richard Nixon to Oppose Chilean President Salvador Allende? ?179 Lesson 5.12: How Did Bill Clinton Explain His Decision to Intervene in the Genocide of Bosnian Muslims? ?182 Lesson 5.13: What Was George W. Bush's Strategy in the War on Terror? ?184 6. ?Civil Liberties and Public Safety: Under What Conditions, If Any, Should Citizens' Freedoms Be Restricted? ?188 Lesson 6.1: Why Did Ted Cruz Oppose Covid-19 Vaccine and Mask Mandates? ?188 Lesson 6.2: How Did the United States Explain Its Decision to Declare Independence From Britain? ?191 Lesson 6.3: What Does the Bill of Rights Guarantee? ?192 Lesson 6.4: How Did John Adams Restrict Freedom of the Press? ?195 Lesson 6.5: What Was Abraham Lincoln's Argument for Suspending Habeas Corpus Rights During the Civil War? ?196 Lesson 6.6: Was Carrie Nation's Temperance Activism Protected by the Constitution? ?198 Lesson 6.7: How Did Herbert Hoover Explain His Decision to Disperse the Bonus Army? ?200 Lesson 6.8: How Did Franklin D. Roosevelt Justify the Internment of Japanese Americans? ?202 Lesson 6.9: How Did Paul Robeson Defend Himself Against Joseph McCarthy's Accusation That He Was a Communist? ?204 Lesson 6.10: How Did COINTELPRO Justify Its Surveillance of U.S. Citizens? ?206 Lesson 6.11: What Rights Did the Black Panther Party Demand, and Why? ?208 Lesson 6.12: How Did the U.S. Government Defend the USA PATRIOT Act? ?211 Lesson 6.13: What Was Barack Obama's Plan to Reduce Gun Violence? ?213 7. ?American Identity: What Do We Mean When We Say "We"? ?217 Lesson 7.1: Great Law of Peace, Dekanawida, C. 1500 (Lesson 1.2) ?218 Lesson 7.2: An Act Concerning Servants and Slaves, Virginia House of Burgesses, 1705 (Lesson 2.2) ?218 Lesson 7.3: Declaration of Independence, CONTINENTAL CONGRESS 1776 (Lesson 6.2) ?218 Lesson 7.4: Our Hearts Are Sickened, John Ross, 1838 (Lesson 2.3) ?218 Lesson 7.5: Scott V. Sanford, 1856 (Lesson 2.6) ?219 Lesson 7.6: Declaration of Immediate Causes, South Carolina Legislature, 1860 (Lesson 3.8) ?219 Lesson 7.7: The Souls of Black Folk, W.E.B. Du Bois, 1903 (Lesson 4.5) ?219 Lesson 7.8: Investigation of the Labor Conditions, Massachusetts House Document NO. 50, 1845 (Lesson 4.4) ?220 Lesson 7.9: On Women's Right to Vote, Susan B. Anthony, 1872 (Lesson 1.9) ?220 Lesson 7.10: Appeal for Neutrality, Woodrow Wilson, 1914 (Lesson 5.6) ?220 Lesson 7.11: My Life and Work, Henry Ford, 1922 (Lesson 4.9) ?221 Lesson 7.12: The Klan's Fight for Americanism, Hiram W. Evans, 1926 (Lesson 2.10) ?221 Lesson 7.13: The New Deal, Franklin D. Roosevelt, 1936 (Lesson 4.11) ?221 Lesson 7.14: Day of Infamy, Franklin D. Roosevelt, 1941 (Lesson 5.7) ?221 Lesson 7.15: By Any Means Necessary, Malcolm X, 1964 (Lesson 2.12) ?222 Lesson 7.16: Why I Am Opposed to the Vietnam War, Martin Luther King Jr., 1967 (Lesson 5.10) ?222 Lesson 7.17: A Shining City on a Hill, Ronald Reagan, 1974 (Lesson 1.11) ?222 Lesson 7.18: The War on Terror, George W. Bush, 2001 (Lesson 5.13) ?223 Lesson 7.19: A More Perfect Union, Barack Obama, 2008 (Lesson 1.12) ?223 Appendices ?225 Appendix A: Quick Reference Guide ?225 Appendix B: Course Entry Survey ?234 Appendix C: Course Exit Survey ?234 Appendix D: Unit Entry Survey ?234 Appendix E: Biographical Paper Instructions ?234 Appendix F: Summit Research Worksheet ?235 Appendix G: Unit Exit Survey ?235 Appendix H: 21st-Century Issue Letter Instructions ?236 Appendix I: Designing Your Own Thematic Units ?236 Appendix J: Online Content ?236 References ?237 Index ?239 About the Author ?249
Get started with an innovative approach to teaching history that develops literacy and higher-order thinking skills, connects the past to students' lives, and meets state and national standards (grades 7-12). Now in a second edition, this popular book provides an introductory unit to help teachers build a trustful classroom climate; over 70 primary sources (including a dozen new ones) organized into thematic units structured around an essential question from U.S. history; and a new final unit focusing on periodization and chronology. As students analyze carefully excerpted documents, they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century American. Each unit connects to current events with dynamic classroom activities that make history come alive. In addition to the documents, this teaching manual provides strategies to assess student learning; mini-lectures designed to introduce documents; activities to help students process, display, and integrate their learning; guidance to help teachers create their own units; and more. Book Features: Addresses the politicization of history head-on with updated material that allows students entry points into timely topics like vaccination mandates, election denial, and climate change, as well as debates swirling around their own education, like the one about critical race theory. Makes document-based teaching easy with a curated collection of primary sources (speeches by presidents and protesters, Supreme Court cases, political cartoons) excerpted into manageable chunks for students. Challenges the "master narrative" of U.S. history with texts from Frederick Douglass, Susan B. Anthony, Malcolm X, Dolores Huerta, Jeanne Wakatsuki Houston, and Judy Heumann. Offers printable copies of the documents included in the book, which can be downloaded at tcpress.com.
Rosalie Metro is an associate teaching professor in the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia and author of Teaching World History Thematically: Essential Questions and Document-Based Lessons to Connect Past and Present.