Image at top:  Crofutt, George.  “American Progress.” <em>Library of Congress</em>, c1873, https://www.loc.gov/pictures/item/97507547/ . Accessed: 6.14.2020.

Overview

At Anti-textbook.org, we have curated the best active learning lesson plans for American History Teachers.  For over a year, we’ve been sifting through the resources on amazing free sites like Stanford History Education Group (S.H.E.G.), Gilder Lehrman, and Facing History and Ourselves.  We’ve picked the best activities and given you a brief description.  You could skim through these sites yourself and read each of the 15-page activity descriptions.  Or you can let us do the work of searching and synthesizing so that you can get some sleep.

Because your teaching might be remote or in-person or both, we’ve added a description of the remote readiness of each lesson. In many lessons, compelling primary sources from multiple perspectives have been edited for length and combined with an activity, often times a group activity. For remote students, teachers can easily post or email a link to the primary sources and/or the full activity. Students can work together via phone or video conferencing to complete the assignment or do it themselves. When they’re done, they can post the completed assignment to your LMS or email it to you. And in many cases, the very same lesson can be printed and completed in class.

Each box below contains a lesson. The icons at the top of each box tell you if the lesson contains primary sources, secondary sources, research, group work, a writing assignment, maps, videos, or games. The description tells you which free site the lesson comes from, what grades it is intended for, how much class time it will take, and how much reading is required. Click the blue button at the bottom of each box for more information and the ability to bookmark the lesson to your profile.

Lessons on this page are about the The West, Andrew Jackson, and Slavery.  We have divided the into 3 categories and several sub-categories. As always, there’s a heading at the end of every page for OER Textbooks and Primary Source centers:

Westward Expansion
(includes Mexican American War)

Lewis and Clark and Louisiana Purchase

Lewis and Clark Treatment of Native Americans

From: Stanford History Education Group (SHEG)
Grade Level: (MS), (HS), (College)
Remote Ready: With modifications
Time: 1-2 class periods
Length of Reading: Pages

Lewis and Clark SAC (Structured Academic Controversy)

Students read docs (5 docs, each 1 page or less) and fill out graphic organizer. "Students are [then] assigned to teams to locate evidence [within the docs] to support or refute the claim that Lewis and Clark were respectful to Native Americans." And they discuss their conclusions in groups of 4 with 2 people refuting and 2 people supporting. In the last 10 minutes of the debate all 4 group members work to build a consensus. Includes background info and slides for brief lecture.

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Lesson Identifier: 7B

Louisiana Purchase and Manifest Destiny

From: Parlay Universe
Grade Level: (MS), (HS), (College)
Remote Ready: With minimal modifications
Time: 1 class period or less
Length of Reading: None

Louisiana Purchase
and "Manifest Destiny"


Students watch a 3 minute video on the Louisiana Purchase then look at the painting "American Progress." Students answer questions and then comment on the comments of 2 classmates.

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Lesson Identifier: 7D

Louisiana Purchase Objectors

From: Stanford History Education Group (SHEG)
Grade Level: (MS), (HS), (College)
Remote Ready: With minimal modifications
Time: 1 class period or less
Length of Reading: Paragraphs

Louisiana Purchase

2 very short docs (less than 1 page each) by those who oppose the Louisiana Purchase and a graphic organizer for students to fill in.

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Lesson Identifier: 7C

Mexican American War

For or Against: Mexican American War

From: Gilder Lehrman
Grade Level: HS, College
Remote Ready: With modifications
Time: 2-3 class periods
Length of Reading: Pages

Mexican American War: Arguments for and Against Going to War

Role play debate. Students read 2 primary sources (2 pages each), one for and one against the Mexican American War. Students then write a script for a mock debate in groups.

Click the button below for a more detailed description of activities.

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Lesson Identifier: 7E

Mexican American War: Role Play, Reading, Textbook Critique

From: Zinn Education Project
Grade Level: MS, HS
Remote Ready: With minimal modifications
Time: 2-3 class periods for all activities
Length of Reading: Pages

US Mexico War: "We Take Nothing by Conquest, Thank God"

Available in Spanish. 3 separate yet overlapping activities are detailed here. In the first, students read a bio and introduce themselves as someone involved in the Mexican American War. In the second activity, students read a 9 page article on the War from Howard Zinn and journal about it. Finally, students read a half-page textbook description of the Mexican American War, answer questions, and discuss.

Click the button below for a more detailed description of activities.

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Lesson Identifier: 7F

Alamo

From: Digital History
Grade Level: MS, HS
Remote Ready: With modifications
Time: 1 class period
Length of Reading: Pages

Remembering the Alamo

Eight interesting, short (a couple of paragraphs to a page long each) primary documents are available about preparations for battle and the actual battle at the Alamo. There's just 2 simple overarching questions about these documents for students to answer (see the Teacher Resources tab). So you can structure the activity however you'd like. You could have students answer the questions individually or divide the documents up and Jigsaw.

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Lesson Identifier: 7G

Texas Revolution

From: Stanford History Education Group (SHEG)
Grade Level: (MS), (HS)
Remote Ready: With modifications
Time: 1 class period or less
Length of Reading: Pages

Texas Revolution

Includes background info and slides for a brief lecture. Students read 5 short primary sources on why Texas revolted and answer provided questions (all 5 sources total 2 pages).

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Lesson Identifier: 7H

Mexican American War: Songs as Primary Sources

From: Digital HIstory
Grade Level: (HS), College
Remote Ready: With minimal modifications
Time: 1 class period or less
Length of Reading: Pages

Songs of Mexican American Resistance and Cultural Pride

This lesson features translated songs about Anglo-Mexican relations in the West and events surrounding the Mexican American War. Each has brief contextual explanation. Students answer 2 overarching questions.

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Lesson Identifier: 7I

Westward Movement

Manifest Destiny

From: Stanford History Education Group (SHEG)
Grade Level: (MS), (HS), (College)
Remote Ready: With minimal modifications
Time: 1 class period or less
Length of Reading: Pages

Manifest Destiny

Students check out a painting, a map, and 2 very short primary sources on Manifest Destiny (totaling 2 pages). They answer questions on the map and questions for discussion

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Lesson Identifier: 7A

Play Oregon Trail
BUT read this first!

From: Zinn Education Project
Grade Level: (HS), (College)
Remote Ready: Yes!
Time: 1 class period or more
Length of Reading: Pages

Play Oregon Trail Game Here

BUT read this article first: On the Road to Cultural Bias: A Critique of Oregon Trail. It's a 12-page article giving you historical context for the game.

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Lesson Identifier: 7J

Kids' Perspectives on the Trail Westward

From: Digital History
Grade Level: (HS), College
Remote Ready: With minimal modifications
Time: 1 class period or less
Length of Reading: Pages

Children and Westward Movement

Students read bite-sized docs from children headed to Oregon, California, Utah and the West from the 1840s through 1860s. Students answer 2 overarching questions. You could divide the documents up and Jigsaw.

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Lesson Identifier: 7K

Clips from PBS Documentaries Online:
Native Americans and White Farmers

From: PBS
Grade Level: (MS), (HS), (College)
Remote Ready: With minimal modifications
Time: 1 class period or less
Length of Reading: None

3 clips on White Farmers
in the American West: 1800s

Or
3 clips on Native Americans

Each link offers 3 clips from PBS documentaries. Each clip is 5-15 min long. One set is about white farmers in the West. The other set is about Native Americans. There are discussion questions and optional activities under "Support Materials."

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Lesson Identifier: 7L

Andrew Jackson
(Trail of Tears, Nullification, Bank War)

AJ Himself

Was Jackson a Hero or Villain?

From: Parlay Universe
Grade Level: (HS), (College)
Remote Ready: With minimal modifications
Time: 1 class period or more
Length of Reading: Pages

Heroes or Villains in U.S. History: Andrew Jackson

Students check out two short articles and two videos. These articles are 4+ and 2 printed pages respectively. Skip the article in step 2; it's the same as in step 1. The videos on Andrew Jackson are 15 min and 10 min long respectively. Then students answer questions about whether he was a hero or villain. Finally, they respond to 2 of their classmates comments.

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Lesson Identifier: 7M

Jackson Podcast

From: American History Tellers Podcast via Bullhorn
Grade Level: (HS), (College)
Remote Ready: Yes!
Time: 1-2 class periods
Length of Reading: None

American History Tellers,
Season 3, Episode 2,
"The Age of Jackson - Good Feelings"


This entertaining episode of the American History Tellers podcast describes Jackson's background, military exploits, marital scandal, history as a slaver, etc.

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Lesson Identifier: 7N

Native Americans and Trail of Tears

Native American Policy

From: Gilder Lehrman
Grade Level: MS, HS
Remote Ready: With modifications
Time: 1-2 class periods
Length of Reading: Pages

Native American Policy

Jigsaw with 6 primary sources documents on Native American assimilation and Indian removal. Each document is 1 page long printed. Students write summaries of docs and/or answer questions. Comparison worksheet provided.

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Lesson Identifier: 7O

Indian Policy Docs

From: Digital History
Grade Level: (HS), College
Remote Ready: With Modifications
Time: 1-2 class periods
Length of Reading: Pages

Indian Removal

This lesson features several excellent, short primary sources. Docs include excerpts regarding the Indian policies of: TJ, Monroe, and Jackson, in their own words. Maps and political cartoons about removal are also included. Read what those on the Trail of Tears and Indian leaders said about removal.

There is an overarching question about how Indian Policy changed over time (under the "teacher resources" tab) but no recommended activity. Teachers might have students read the docs, fill out a standard Document Analysis Worksheets, and discuss. Or each group can tackle a few docs; then groups can jigsaw to explain their docs to each other.

Several links are no longer working, but these are non-essential and there are many other primary sources. The broke links include links to: the Cherokee alphabet, Indian Affairs laws and treaties, the Cherokee newspaper, speech against removal, and speech in favor of removal.

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Lesson Identifier: 7P

Perspectives on Trail of Tears

From: Gilder Lehrman
Grade Level: HS, (College)
Remote Ready: With Modifications
Time: 1-2 class periods
Length of Reading: Pages

Perspectives on the Trail of Tears

Students check out maps, a painting, primary sources (three 1-2 page docs) and secondary sources. The teacher provides a short introduction to the Trail of Tears. On day 2 of the activity, students make posters which answer provided questions.

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Lesson Identifier: 7Q

Nullification Crisis and Bank War

Nullification Crisis

From: Gilder Lehrman
Grade Level: MS, HS, College
Remote Ready: With Modifications
Time: 2 class periods
Length of Reading: Pages

Nullification Crisis

Students read an excerpt of the Tariff of 1828. They are divided into groups; each group reads a particular (1-4 page) response to it. On the second day, the class does a fishbowl discussion of the tariff and responses to it while answering provided discussion questions.

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Lesson Identifier 7R

Jackson Vetoes the National Bank

From: Teaching American History
Grade Level: HS, (College)
Remote Ready: With Modifications
Time: 3-4 class periods
Length of Reading: Pages

Jackson Vetoes the National Bank

This is a 4 day activity. Students debate whether Congress had the authority to create the Bank of the United States. They then read speeches from prominent folks on Jackson's veto of the Bank of the United States, summarize them, and share their summaries.

Click the button below for more information on each day's activity.

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Lesson Identifier: 7S

Bank War

From: Gilder Lehrman
Grade Level: HS, (College)
Remote Ready: With Modifications
Time: 2-3 class periods
Length of Reading: Pages

Andrew Jackson and the Bank War

Each of 6 groups is assigned a particular topic to research (Jackson, panic 1819, second bank of US, etc). The site recommends links to 2-4 short to medium sized articles for each topic.

The second part of the lesson recommends creating a panel discussion with 3 students for and 3 students against the Bank of the United States. You may want to make adaptations so that the whole class is included in the discussion; maybe there are multiple panel discussions happening simultaneously. You could jigsaw the research topics or just have an old fashioned debate.

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Lesson Identifier: 7T

Slavery, Immigrants, Women

Slavery (See our Civil War page for more resources on slavery in the 1800s)

Slave Trade

From: Stanford History Education Group (SHEG)
Grade Level: MS, HS
Remote Ready: With Modifications
Time: Less than 1 class period
Length of Reading: Paragraphs

Second Middle Passage

This lesson plan contains 4 short primary sources on the slave trade, including the personal accounts of an enslaved person and a slave trader, and questions/worksheets for each. There is also a short outline for a mini-lecture.

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Lesson Identifier 7U

Teaching Hard History:
The Changing Face of Slavery

From: Teaching Tolerance, Teaching Hard History
Grade Level: MS, HS, (College)
Remote Ready: With Modifications
Time: Depends Upon Lesson
Length of Reading: Pages

Teaching Hard History Framework

After clicking on the link above, scroll to the "The Changing Face of Slavery (1808-1848)" Heading. And then choose the Summary Objective that most interest you. You will be linked to a short list of wonderful online resources and their descriptions. We do NOT recommend clicking on the red "DOWNLOAD THE 6-12 FRAMEWORK" icon; while the same resources are showcased, the links are broken.

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Lesson Identifier: 7X

Twelve Years a Slave (Short Selections and Census Records)

From: DocsTeach
Grade Level: (MS), HS, (College)
Remote Ready: Yes!
Time: 2-3 Class Periods
Length of Reading: Paragraphs

Twelve Years a Slave

Students read several short sections from Twelve Years a Slave (just a paragraph or two each) along with corroborating documents (sections from 3 different census records are featured). They answer questions online and have the option to write 3 paragraphs online answering overarching questions. Students enter their teacher's email address with their written responses, and their answers show up via a link in your inbox. While this is remote ready (and we love it), we would recommend paraphrasing the questions into your LMS so that they are easier to access and grade.

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Lesson Identifier: 7V

Twelve Years a Slave
(2 Passages, 7 Pages)

From: EDSITEment!
Grade Level: HS, (College)
Remote Ready: With Modifications
Time: 1 Class Period
Length of Reading: Pages

Twelve Years a Slave: Analyzing Slave Narratives


2 activities available. There is a short background text and a link to a 12 Years a Slave movie trailer. Students read two 3-4 page sections of Solomon Northup's narrative about being kidnapped into slavery and what he saw once enslaved. One section is about an enslaved mother losing her children. The other is about an enslaved woman being whipped. The activity contains good overarching questions for discussion though the discussion focuses on how slavery undermined families and this brings up mature and sexual themes. The second activity involves the editor's intro to Northup's narrative and his verification methods.

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Lesson Identifier: 7W

Immigrants and Ladies

Irish Immigration

From: Stanford History Education Group (SHEG)
Grade Level: (MS), (HS), (College)
Remote Ready: With Modifications
Time: 1 class period or less
Length of Reading: Paragraphs

Irish in 19th Century America

Irish immigrants were discriminated against in 19th-century America. This lesson tackles the question: Were Irish immigrants considered "white"? It includes background info and slides for brief lecture, 2 very short docs, 2 political cartoons, worksheets and a graphic organizer.

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Lesson Identifier: 7Y

Potato Famine

From: Zinn Education Project
Grade Level: HS, (College)
Remote Ready: With Modifications
Time: 1-2 class periods
Length of Reading: Paragraphs

Hunger on Trial: An Activity on the Irish Potato Famine and Its Meaning for Today

Students are divided into 5 groups, each representing one of the following: Irish Tenant Farmers, British Landlords, British Government, Anglican Church, or the system of Colonial Capitalism. Just like "The People vs. Columbus, et al," activity, students defend their group vs charges of genocide and indicate which group they find guilty. Each group is given a paragraph of background on their group. You might consider adding your own reading assignment on the Potato Famine

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Lesson Identifier: 7Z

Senaca Falls Convention

From: Zinn Education Project
Grade Level: HS, (College)
Remote Ready: With Modifications
Time: 2-3 class periods
Length of Reading: Chapter

Seneca Falls, 1848:
Women Organize for Equality


Students read chapter 6 from A People's History of the United States, by Howard Zinn (available online). Discussion questions are provided.

Then students are divided into 5 groups. Each group is assigned an identity: white middle and upper-class reformers, mill workers in New England, Cherokee women in Oklahoma, Mexican women in New Mexico, and African American women who are enslaved. There is a one page description of each group. Students write resolutions from the perspective of the group they represent using the provided instructions. Next "traveling negotiators" from each group cycle through the other groups, attempting to build consensus on resolutions. Top resolutions are brought to the floor for group discussion.

Finally, students discuss the actual resolutions at the Senaca Falls Convention. Students put each actual resolution into their own words. And students critique the actual declaration from the perspective of their assigned group.

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Lesson Identifier: 7AA

General
(OER Textbooks and Individual Primary Sources)

OER Textbooks

American Yawp
U.S. History Textbook

From: American Yawp:
A Massively Collaborative Open
U.S. History Textbook

Grade Level: HS, College
Remote Ready: Yes!
Time: Quite a bit!
Length of Reading: Chapters

This excellent textbook, which was written and edited by history professors and published by the Stanford University Press, is available online for FREE. It includes a FREE primary source reader, beautiful images, and footnotes (which are always good as an example to show students how to cite their own research).

The only issue is that the website is not secure. You do not, however, input any personal information, not even a log on.

Check out:

Chapter 7: The Early Republic

Chapter 9: Democracy in America

Chapter 12: Manifest Destiny

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Lesson Identifier: 4AA

MI Open Book Project
United States History Textbook
Revolution Through Reconstruction

From: Michigan Open Book Project
Grade Level: MS, HS
Remote Ready: Yes!
Time: Quite a bit!
Length of Reading: Chapters

This book was created by the Michigan Open Book Project. In Michigan, the entirety of US History is divided across several grades. And there's a different book for each section of the course, intended for a different age group.

  1. The 5th grade edition, United States History: Beginnings Through Revolution, starts with early American History and goes through the American Revolution.

  2. The 8th grade edition, Revolution Through Reconstruction, Starts with the American Revolution and, obviously, ends with Reconstruction.

  3. The High School edition, Reconstruction to Today ends the trilogy.

Because these books are written by the teachers of the grades they are intended for, the language they use and subjects they broach are age appropriate and concise. The chapters are inquiry based; they start with questions. And there are links to video explanations and subjects of interest within the text. Depending on the apps particular to your device, students may even be able to highlight and take notes on their online or PDF textbook.

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Lesson Identifier: 4AD

Openstax
U.S. History Textbook

From: Openstax
Grade Level: HS, College
Remote Ready: Yes!
Time: Quite a bit!
Length of Reading: Chapters

The good people at Rice University, with several charitable organizations, have made this American History Textbook, written by legit history professors, available online for FREE.

On the "Instructor Resources" tab, you can access slides, test questions, and even plug the book into your Canvas or Blackboard LMS.

Check out:

Chapter 10: Jacksonian Democracy

Chapter 11: A Nation on the Move: Westward

Chapter 13: Antebellum Idealism and Reform Impulses, 1820-1860

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Lesson Identifier: 4AB

Openstax
Life, Liberty, and the Pursuit of Happiness
U.S. History Textbook

From: Life, Liberty, and the Pursuit of Happiness and the Bill of Rights Institute
Grade Level: Designed for A.P. US History
Remote Ready: Yes!
Time: Quite a bit!
Length of Reading: Chapters

Check out Openstax latest endeavor, in partnership with the Bill of Rights Institute. This book is intended for Advanced Placement (A.P.) U.S. History courses. You can elect to incorporate online courseware with the book for an additional per student fee.

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Lesson Identifier: 4AC

Individual Primary Source Resources

Primary Sources at Teaching American History

Looking for primary sources? We would recommend the above mentioned primary source sets from Stanford History Education Group and Gilder Lehrman. They're pre-edited for length, paired with other relevant primary sources, and many already have activities or questions for students to answer.

But if you need primary sources for another purpose, check out primary sources from the Teaching American History site. They are sorted first by era and then by category. Plus, each one has an introductory description AND study questions at the end! If you sign up for a free account, you can put documents together to create your own collections.

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Lesson Identifier: 4AF

Primary Sources at American History from Revolution to Reconstruction and Beyond

Need primary sources? We would recommend the above mentioned primary source sets from Stanford History Education Group and Gilder Lehrman. They're pre-edited for length, paired with other relevant primary sources, and many already have activities or questions for students to answer.

But if you need primary sources for another purpose, check out primary sources at American History from Revolution to Reconstruction and Beyond provided by the University of Groningen in the Netherlands. Choose the appropriate time frame on the left side of the screen. Primary sources are both relevant and bite-sized.

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Lesson Identifier: 4AG

Primary Sources From Digital History

We would recommend the above mentioned primary source sets from Stanford History Education Group and Gilder Lehrman. They're pre-edited for length, paired with other relevant primary sources, and many already have activities or questions for students to answer.

But if you need primary sources for another purpose, check out the the Digital History site from the University of Houston, which includes primary sources (click on "Documents" across the top and the appropriate time period on the left) as well as a textbook, quizzes, music, and a variety of other valuable resources, sorted by era.

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Lesson Identifier: 4AH

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