Secondary/High School

Letters from George Washington and Samuel Cabble, and Speeches by Franklin D. Roosevelt and John F. Kennedy


By Lee Ann Potter
Students will grapple with what it means to “embrace the future” when they study primary documents related to four noteworthy individuals who embraced the future in distinct ways.

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The Updated Verdict of the Keys


By Allan J. Lichtman
Read this article to see what a historically accurate prediction system forecasts as the outcome of the popular vote this presidential election.

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Rough Journal Page Documenting Ratification and Final Page of the Treaty of Paris, 1783 (Teaching with Documents)


By Lee Ann Potter
The featured documents highlight for students the significance of the Treaty of Paris, not only in ending the Revolutionary War, but also in transforming British North America.

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Frederick Douglass Changed My Mind about the Constitution


By James Oakes
Like Frederick Douglass, this historian had originally viewed the Constitution as pro-slavery. Yet a close look at Douglass’s writings revealed a Constitution that empowered the federal government to abolish slavery.

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Habeas Corpus and “Enemy Combatants”


By Carolyn Pereira and Nisan Chavkin
The writ of habeas corpus has been a critical tool for balancing the rights of individuals with the government’s responsibility to protect the nation’s welfare. The featured elementary, middle, and high school lessons explore the significance of this right.

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Dear Miss Breed: Using Primary Documents to Advance Student Understanding of Japanese Internment Camps


By Patrick Westcott and Martha Graham Viator
The authors highlight the Carter G. Woodson award winner Dear Miss Breed—which recounts the stories of 19 children of Japanese descent interned in U.S. camps during World War II—as an excellent resource for studying the Japanese American wartime experience.

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Integrating Government and Literature: Mock Civil and Criminal Trials Based on [em]To Kill A Mockingbird[/em]


By Lori Kumler and Rina Palchick
In a project that connected social studies classes with literature classes, students honed academic skills as they constructed mock trials from the events of a famous novel.

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Letter to, and Paintings by, George Catlin (Teaching with Documents)


By David Rosenbaum, Lee Ann Potter, and Elizabeth K. Eder
A letter from the Secretary of War to painter George Catlin in the 1830s and Catlin’s subsequent paintings of Native Americans in the West help students explore the encounter of two cultures.

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The “Starving Time” Wikinquiry: Using a Wiki to Foster Historical Inquiry


By Jeremy D. Stoddard, Mark J. Hofer, and Molly G. Buchanan
Highlighting a wikinquiry on the Jamestown colony’s ‘starving time,’ the authors demonstrate a wiki’s power to promote student collaboration, enhance communication, and improve construction of knowledge.

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The Technology of Unequal Rights for Women: Patent Drawings of a Voting Machine (Teaching with Documents)


By Michael Hussey
The featured voting machines patents can inspire thoughtful classroom discussion on voting rights, voting privacy, and the accuracy of voting machines.

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