American History Toolkit

Items

• This Land is Our Land Inquiry Unit: "How did (does) Europeans’ view of land impact their (our) relationship and interactions with Indigenous peoples?"
  SOCIAL STUDIES: 3 – H3.0.5 Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.
  DescriptionSOCIAL STUDIES: 3 – H3.0.5 Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.3 – H3.0.6 Use a variety of sources to describe interactions that occurred between Indigenous Peoples and the first European explorers and settlers in Michigan.5 – U1.4.1 Describe the convergence of Europeans, Indigenous Peoples, and Africans in the Americas after 1492 from the perspective of these three groups.5 – U2.1.1 Describe significant developments in the Southern colonies, including: - interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.5 – U2.1.2 Describe significant developments in the New England colonies, including: - interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples, growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.5 – U2.1.3 Describe significant developments in the Middle colonies, including: - interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.6 – G2.2.3 Explain how culture and experience influence people’s perception s of places and regions. 6 – G4.3.2 Describe patterns of settlement and explain why people settle where they do and how people make their livings.6 – C1.1.1 Compare and contrast different ideas about the purposes of government in different nations, nation-states or governments. 6 – P3.1.1 Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied.7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. 7 – H1.2.4 Compare and evaluate differing historical perspectives based on evidence.7 – G4.3.3 Explain the patterns, causes, and consequences of major human migrations.7 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups.7 – G4.4.2 Describe examples of cooperation and conflict in the era being studied.LITERACY/ELA RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

  CreatorAn Oakland University Student and C3 Teachers

  PublisherC3 Teachers
• Settler Colonialism and the American Revolution: Women and the American Story History Unit (1692-1783)
  Content wise, this unit goes best with 5th grade USHG Eras 2 and 3. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 5th grade USHG Eras 2 and 3. There are opportunities for geography, economics, and civics integration. Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• Modernizing America: Women and the American Story History Unit (1889–1920)
  Content wise, this unit goes best with 8th grade and High School USHG Era 6. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 8th grade and High School USHG Era 6. There are opportunities for geography, economics, and civics integration.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• It Starts With Me! Lesson Plan
  K – C5.0.1 Describe situations in which they demonstrated self-discipline and individual responsibility.
  DescriptionK – C5.0.1 Describe situations in which they demonstrated self-discipline and individual responsibility.K – P4.2.2 Participate in projects to help or inform others. 1 – C5.0.2 Explain important rights and how, when, and where members of American society demonstrate their responsibilities by actively participating in civic life.1 – P4.2.1 Develop and implement an action plan to address or inform others about a school issue. 1 – P4.2.2 Participate in projects to help or inform others. 2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life. 2 – P4.2.2 Participate in projects to help or inform others.3 – P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens.3 – P4.2.2 Participate in projects to help or inform others. 4 – C5.0.2 Explain rights of citizenship, why rights have limits, and the relationships between rights and responsibilities. 4 – C5.0.3 Describe ways in which people can work together to promote the values and principles of American democracy. 4 – P4.2.2 Participate in projects to help or inform others.5 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue. 5 – P4.2.2 Participate in projects to help or inform others.5 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue. 5 – P4.2.2 Participate in projects to help or inform others.

  PublisherMichigan Department of EducationClick here for a full list of Black history resources that can be used all year long.
• Industry and Empire: Women and the American Story History Unit (1866-1904)
  Content wise, this unit goes best with 8th grade USHG Eras 5 + 6 and High School USHG Era 6. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 8th grade USHG Eras 5 + 6 and High School USHG Era 6. There are opportunities for geography, economics, and civics integration.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.Click here to learn how to use WAMS in your classroom.

  PublisherThe New York Historical
• Growth and Turmoil: U.S. History Unit (1948–1977)
  Content wise, this unit goes best with High School USHG Eras 7 + 8. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with High School USHG Eras 7 + 8. There are opportunities for geography, economics, and civics integration.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• Expansions and Inequalities: Women and the American Story History Unit (1820-1869)
  Content wise, this unit goes best with 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• End of the Twentieth Century Women and the American Story History Unit (1977-2001): A Conservative Turn
  Content wise, this unit goes best with High School USHG Eras 8+ 9. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with High School USHG Eras 8+ 9. There are opportunities for geography, economics, and civics integration.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• Early Encounters: Women and the American Story History Unit (1492-1734)
  Content wise, this unit goes best with 5th grade USHG Eras 1 and 2.
  DescriptionContent wise, this unit goes best with 5th grade USHG Eras 1 and 2.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards. How to use WAMS in your classroom

  PublisherThe New York Historical
• Day in The Life of An Arab Youth: A Lesson Plan Using Stories to Learn About Places
  SOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community.
  DescriptionSOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community. 3 – G4.0.3 Describe some of the current movements of goods, people, jobs, or information to, from, or within Michigan and explain reasons for the movements.4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.CCSS.ELA-LITERACY.RI.K-5.2 Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

  PublisherArab American National Museum
• Cultural Diversity Inquiry Unit: What do Things I Wear Say About Me?
  SOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community
  DescriptionSOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community 3 – G4.0.2 Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).LITERACY/ELA STANDARDS: RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.SL.2.1a-c: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. W.3.2a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.1a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

  PublisherSikh Coalition
• Confidence and Crises: Women and the American Story History Unit (1920-1948)
  Content wise, this unit goes best with High School USHG Eras 6, 7, and 8. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with High School USHG Eras 6, 7, and 8. There are opportunities for geography, economics, and civics integration.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• Building a New Nation: Women and the American Story History Unit (1776-1831)
  Content wise, this unit goes best with 5th grade USHG Era 3 and 8th grade USHG Eras 3 + 4. There are opportunities for geography, economics, and civics integration. Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.
  DescriptionContent wise, this unit goes best with 5th grade USHG Era 3 and 8th grade USHG Eras 3 + 4. There are opportunities for geography, economics, and civics integration. Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• Big Moves: This is the Rope Read Aloud
  1-H2.0.2: Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.
  Description1-H2.0.2: Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life. 3-G4.0.2: Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).4-G2.0.2: Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.4-G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration."

  PublisherMichigan Department of Education
• Beyond Aladdin Unit Plan
  K – C5.0.1 Describe situations in which they demonstrated self-discipline and individual responsibility.
  DescriptionK – C5.0.1 Describe situations in which they demonstrated self-discipline and individual responsibility. 1 – G4.0.1 Use components of culture to describe diversity in family life. 2 – G4.0.3 Use components of culture to describe diversity in the local community. 3 – G4.0.2 Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors.) 4 – C5.0.3 Describe ways in which people can work together to promote the values and principles of American democracy.ELA-LITERACY: RI.K-5.2: Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.K-5.9: Analyze how two or more texts address similar themes/topics in order to build knowledge or to compare the approaches the authors take.

  PublisherArab American National Museum
• Asian American Education Resource Database
  AHT note: all standards listed in the database are from Illinois. It is our hope that we will be able to align each resource in this database to Michigan standards, but we haven't had the opportunity yet.
  DescriptionAHT note: all standards listed in the database are from Illinois. It is our hope that we will be able to align each resource in this database to Michigan standards, but we haven't had the opportunity yet.

  PublisherAsian Americans Advancing Justice: Chicago
• A Nation Divided: U.S. History Unit (1832-1877)
  Content wise, this unit goes best with 5th grade USHG Era 3 and 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 5th grade USHG Era 3 and 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration. Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical