American History Toolkit

Items

• Who Killed Vincent Chin: Civil Rights Activism
  USHG 8.3.4 Civil Rights Expanded – evaluate the major accomplishments and setbacks in securing civil rights and liberties for all Americans over the 20th century.
  DescriptionUSHG 8.3.4 Civil Rights Expanded – evaluate the major accomplishments and setbacks in securing civil rights and liberties for all Americans over the 20th century.USHG 8.3.5 Tensions and Reactions to Poverty and Civil Rights – analyze the causes and consequences of the civil unrest that occurred in American cities, by comparing civil unrest in Detroit with at least one other American city.USHG C – 2.1.2 Identify and analyze various Democratic Values of the United States as found in the Declaration of Independence.USHG C – 2.2.3 Use examples to investigate why people may agree on Democratic Values and Constitutional Principles in the abstract, yet disagree over their meaning when they are applied to specific situations. USHG C – 6.4.1 Explain and evaluate how people, individually or collectively, seek to bring the United States closer to its Democratic Values. ELA.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.ELA .RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.ELA.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.ELA.• W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.ELA.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.ELA.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.ELA.SL.11--12.3 Evaluate a speaker's point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

  Creator"Freda Lin is the co-director of YURI Education Project, a business that develops curriculum and professional learning with a focus on Asian American and Pacific Islander stories. She began this work as a student activist leader for Asian American Studies at Northwestern University. This led her to become a middle and high school teacher to integrate these and other marginalized stories in schools. She taught history and leadership at Chicago and San Francisco Bay Area schools for 16 years. After leaving the teaching field, she facilitated social movement history tours with Freedom Lifted and consulted with the Center for Asian American Media and UC Berkeley History-Social Science Project. She also served as the education program director of the Fred T. Korematsu Institute, where she implemented new programming to promote awareness of the World War II Japanese American incarceration experience and its connection to current issues. Freda currently serves on the National Council for History Education Board of Directors." - PBS About the Author Page

  PublisherPBS
• Understanding Arab Refugees Unit Plan
  CreatorThe Arab American National Museum, located in Dearborn, Michigan, is the nation's only museum focused on connecting people to Arab Americans' history, art, and culture.

  PublisherEnglish
• Ugly History: The Armenian Genocide
  WHG 7.2.1 World War I – explain the causes, characteristics, and long-term consequences of World War I, including the major decisions of the Versailles Treaty.
  DescriptionWHG 7.2.1 World War I – explain the causes, characteristics, and long-term consequences of World War I, including the major decisions of the Versailles Treaty. WHG 7.2.6 Case Studies of Genocide – analyze the development, enactment, and consequences of, as well as the international community’s responses to, the Holocaust (or Shoah), Armenian Genocide, and at least one other genocide. Michigan Public Act No. 170 of 2016 states: “Beginning in the 2016-2017 school year, the board of a school district or board of directors of a public school academy shall ensure that the school district’s or public school academy’s social studies curriculum for grades 8 to 12 includes age- and grade-appropriate instruction about genocide, including, but not limited to, the Holocaust and the Armenian Genocide. The legislature recommends a combined total of 6 hours of this instruction during grades 8 to 12.”

  PublisherTED-Ed
• 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
• The LGBTQ+ Identity: Teacher's Guide
  From the website: "Understanding LGBTQ+ Identity: A Toolkit for Educators offers a series of digital media resources to help teachers, administrators, guidance counselors, and other educators understand and effectively address the complex and difficult issues faced by LGBTQ students. "These resources, intended for use in teacher professional development settings or with GSAs, feature short segments of video content from the groundbreaking PBS Digital Studios show First Person. First Person delivers candid personal narratives illustrating larger conversations about gender, sexuality, social norms, and identity development. "All video content is scaffolded by a suite of materials (informational text, conversation guides, discussion questions, and teaching tips) to facilitate their use in either classroom or professional development settings. The videos and accompanying educational resources are designed to help promote understanding, awareness, and self-esteem."
  CreatorThis resource was created in collaboration between PBS, the New York Department of Education, the Hetrick-Martin Institute, and the Human Rights Campaign. The Hetrick Martin Institute is the oldest organization in the U.S. "helping queer and trans youth reach their full potential." The Human Rights Campaign is the nation's largest LGBTQ+ Civil Rights Organization. To learn more, please click the links below.About the Hetrick-Martin InstituteAbout the Human Rights Campaign

  DescriptionFrom the website: "Understanding LGBTQ+ Identity: A Toolkit for Educators offers a series of digital media resources to help teachers, administrators, guidance counselors, and other educators understand and effectively address the complex and difficult issues faced by LGBTQ students. "These resources, intended for use in teacher professional development settings or with GSAs, feature short segments of video content from the groundbreaking PBS Digital Studios show First Person. First Person delivers candid personal narratives illustrating larger conversations about gender, sexuality, social norms, and identity development. "All video content is scaffolded by a suite of materials (informational text, conversation guides, discussion questions, and teaching tips) to facilitate their use in either classroom or professional development settings. The videos and accompanying educational resources are designed to help promote understanding, awareness, and self-esteem."

  PublisherPBS and the New York City Department of Education
• 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
• Research and Resources on American Muslims and the Impact in the United States of Events in Gaza, Israel, and Surrounding Region
  PublisherInstitute for Social Policy and Understanding
• Muslim students face tough challenges during Ramadan. Here's what teachers can do to help.
  PublisherUSA Today
• 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
• Maawndoonganan: Anishinaabe Resource Manual to Accompany the State of Michigan Social Studies Standards
  Please read the document for a full list of supported Michigan Social Studies standards.
  DescriptionPlease read the document for a full list of supported Michigan Social Studies standards.

  PublisherConfederation of Michigan Tribal Educator Departments (CMTED)
• Lawmakers or Lawbreakers? The Crosswhites and Community of Marshall, Michigan
  4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individ­uals involved in the Underground Railroad in Michigan and in the Great Lakes region.
  Description 4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individ­uals involved in the Underground Railroad in Michigan and in the Great Lakes region. 4 – G1.0.3 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. 4 – C5.0.3 Describe ways in which people can work together to promote the val­ues and principles of American democracy. 4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
• Jewish Life in Colonial America
  5 – U2.1.3 Describe significant developments in the Middle colonies, including immigration patterns leading to ethnic diversity in the Middle colonies. 5 – U2.1.5 Explain the economic, political, cultural, and religious causes of migration to colonial North America.
  Description5 – U2.1.3 Describe significant developments in the Middle colonies, including immigration patterns leading to ethnic diversity in the Middle colonies. 5 – U2.1.5 Explain the economic, political, cultural, and religious causes of migration to colonial North America.
• 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.
• Integrating Asian Pacific Islander Desi Americans (APIDA) in Your Everyday Teaching
  These slides are from a webinar by the Asian American Education Project aimed to help teachers integrate APIDA histories into their existing teaching. The slides share examples of APIDA inclusion into existing curriculum, pedagogical strategies to do so, and reflective questions to help K-12 history teachers probe their own teaching. Example teaching strategies/historical moments are: - Angel Island and Ellis Island - Japanese Incarceration during WWII, Treatment of Muslim Americans and South Asian Americans post 9/11, and U.S. Detention Facilities at the Border - Tape vs. Hurley and Brown vs. Board - Immigration Patterns of Southeast Asian refugees as a result of the Vietnam War - Lue Gim Gong saves Florida's Citrus Plants - Colonization of Hawai'i Standards for each example are below.
  DescriptionThese slides are from a webinar by the Asian American Education Project aimed to help teachers integrate APIDA histories into their existing teaching. The slides share examples of APIDA inclusion into existing curriculum, pedagogical strategies to do so, and reflective questions to help K-12 history teachers probe their own teaching. Example teaching strategies/historical moments are: - Angel Island and Ellis Island - Japanese Incarceration during WWII, Treatment of Muslim Americans and South Asian Americans post 9/11, and U.S. Detention Facilities at the Border - Tape vs. Hurley and Brown vs. Board - Immigration Patterns of Southeast Asian refugees as a result of the Vietnam War - Lue Gim Gong saves Florida's Citrus Plants - Colonization of Hawai'i Standards for each example are below.For Angel Island and Ellis Island4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States.6 – G6.1.1 Identify global issues.8 – U6.1.1 America at Century’s End – compare and contrast the United States in 1800 with the United States in 1898, focusing on similarities and differences in population.USHG 6.1.1 Factors in the American Second Industrial Revolution – analyze the factors that enabled the United States to become a major industrial power, including the increase in labor through immigration and migration. Japanese Incarceration during WWII, Treatment of Muslim Americans and South Asian Americans post 9/11, and U.S. Detention Facilities at the Border Standards

  PublisherThe Asian American Education Project
• 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
• How To Celebrate and Honor Indigenous Peoples’ Day
  Paul Flores IV (Apache) details ways to include Indigenous knowledges, histories, and cultures into your teaching, especially if you do not identify as Indigenous. Flores says in paragraph 3, and we want to highlight: "It’s important to approach topics related to Indigenous peoples with thoughtfulness and care, as many of these subjects can be quite sensitive. Previewing any content before showing your class is recommended to make sure it’s presented in a respectful, culturally appropriate manner. By making the effort to learn directly from Native voices, you can gain invaluable insights into the vibrant, living cultures that have inhabited this land for millennia and participate in the important work of honoring and preserving these irreplaceable traditions."
  Creator"As a man who derives from the Apache tribal heritage, Paul Flores IV takes great pride in his diverse background and is passionate about preserving and celebrating his native traditions. From a young age, Flores has felt a strong calling to make a positive impact on the world, which led him to pursue a career in education."Read more about Flores by clicking here.

  DescriptionPaul Flores IV (Apache) details ways to include Indigenous knowledges, histories, and cultures into your teaching, especially if you do not identify as Indigenous. Flores says in paragraph 3, and we want to highlight: "It’s important to approach topics related to Indigenous peoples with thoughtfulness and care, as many of these subjects can be quite sensitive. Previewing any content before showing your class is recommended to make sure it’s presented in a respectful, culturally appropriate manner. By making the effort to learn directly from Native voices, you can gain invaluable insights into the vibrant, living cultures that have inhabited this land for millennia and participate in the important work of honoring and preserving these irreplaceable traditions."

  PublisherWe are Teachers
• High School Social Studies Curriculum Guide by the Jim Crow Museum of Racist Memorabilia, Ferris State
  PublisherEnglish
• 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
• Famous Author Study #1: Langston Hughes
  SOCIAL STUDIES STANDARDS: 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.
  DescriptionSOCIAL STUDIES STANDARDS: 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.LITERACY/ELA STANDARDS: RI.7.1: CITE several pieces of textual EVIDENCE to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.RI.7.6: Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.RL.7.2: Determine a theme in a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.3: Analyze how particular elements of a story interact.RL.4: Determine the meaning of words/phrases as they are used in a text, including figurative meaning; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem.RL.5.: Analyze how a poem's form or structure contributes to its meaning.

  CreatorRachel Rae Vogel

  PublisherMichigan Department of Education
• 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