{"title":"US I History Labs","description":null,"products":[{"product_id":"inquiry-lessons-for-history-template-history-detective-sheet","title":"History Lab Template","description":"\u003cp\u003eInquiry is a way to make history exciting and engaging for students and these sheets help students work through the inquiry process. \u003cstrong\u003eThis universal template could be used for any history inquiry lesson- either digitally or printed out. \u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eAll the teacher needs is an 'investigation' question and a few documents and the rest of the sheet will help students analyze the documents, sources, and support them finding a thoughtful answer to the question! Inquiry can be a scary for teachers and students- but this will help take out some of the fear and put in a lot more fun and excitement.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eInquiry means students explore the past through sources and artifacts\u003c\/strong\u003e to discover what happened and come to their own conclusions while developing essential critical thinking skills in the process instead of just being told what happened in the past. Isn't that so much more exciting and interesting? It transforms your room from a place where content is packaged up and served to students to an environment of exploration, curiosity, and thoughtful debate and discussion.  See previews for more details.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eGet kids excited with these \"History Detective\" inquiry sheets! \u003c\/strong\u003e\u003c\/p\u003e","brand":"History For Humans","offers":[{"title":"Default Title","offer_id":41154366144721,"sku":"","price":2.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0588\/7623\/1889\/products\/inquiry-for-history-classes.png?v=1660873345"},{"product_id":"roanoke-the-lost-colony-history-lab-investigation","title":"Roanoke: The Lost Colony History Lab Investigation","description":"\u003ch3 class=\"PDq2pG_selectionAnchorContainer\"\u003eHistorical Mystery Investigation | Primary \u0026amp; Secondary Sources History Lab\u003cspan class=\"PDq2pG_selectionAnchor\"\u003e\u003c\/span\u003e\n\u003c\/h3\u003e\n\u003cp\u003e\u003cstrong\u003eQUESTION: What really happened to the Lost Colony of Roanoke\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp class=\"PDq2pG_selectionAnchorContainer\"\u003eIn this \u003cstrong\u003eHistory Lab investigation\u003c\/strong\u003e, students become history detectives as they examine \u003cstrong\u003e7 pieces of historical evidence\u003c\/strong\u003e and try to determine what most likely happened to the Lost Colonists of Roanoke.\u003cspan class=\"PDq2pG_selectionAnchor\"\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eAnd the evidence doesn't all point in the same direction!\u003c\/p\u003e\n\u003cp\u003eStudents investigate John White's firsthand account, the mysterious CROATOAN carving, a deadly attack on a colonist, later reports of survivors, scientific evidence of a massive drought, archaeological discoveries on Hatteras Island, and a mysterious symbol recently discovered hidden beneath a patch on one of John White's maps.\u003c\/p\u003e\n\u003ch3\u003eAs students investigate, they'll consider \u003cstrong\u003efive competing theories\u003c\/strong\u003e:\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003eThe colonists moved to Croatoan\/Hatteras\u003c\/li\u003e\n\u003cli\u003eThey moved inland\u003c\/li\u003e\n\u003cli\u003eThey split into different groups\u003c\/li\u003e\n\u003cli\u003eMost or all eventually died or were killed\u003c\/li\u003e\n\u003cli\u003eAnother explanation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eANALYZING \u0026amp; SCRUTINIZING EVIDENCE:\u003c\/h2\u003e\n\u003cp\u003e\u003cmeta charset=\"utf-8\"\u003eFor each piece of evidence, students answer \u003cstrong\u003eInvestigator Questions\u003c\/strong\u003e that ask them to analyze clues, consider the reliability and limitations of evidence, corroborate sources, and continually reconsider which theory is best supported.\u003c\/p\u003e\n\u003ch2\u003eCOMING TO A VERDICT \u0026amp; WRITING AN ARGUMENT\u003c\/h2\u003e\n\u003cp\u003e\u003cmeta charset=\"utf-8\"\u003eAfter examining all seven pieces of evidence, students decide what they can confidently conclude, identify what remains unknown, weigh the competing theories, and develop their own \u003cstrong\u003eCase Verdict\u003c\/strong\u003e supported by historical evidence.\u003c\/p\u003e\n\u003cp\u003eThis lesson builds historical thinking skills in a fun way and will get kids loving history early-on in the year!\u003c\/p\u003e","brand":"History For Humans","offers":[{"title":"Default Title","offer_id":43279193833681,"sku":null,"price":5.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0588\/7623\/1889\/files\/Roaonoke_CSI_activity.png?v=1788226443"},{"product_id":"bacon-s-rebellion-history-lab-investigation","title":"Bacon’s Rebellion History Lab Investigation","description":"\u003ch2 class=\"PDq2pG_selectionAnchorContainer\"\u003eHistorical Interpretation Investigation | Primary \u0026amp; Secondary Sources History Lab\u003cspan class=\"PDq2pG_selectionAnchor\"\u003e\u003c\/span\u003e\n\u003c\/h2\u003e\n\u003cp\u003e\u003cstrong\u003eQUESTION: Which historian’s interpretation of Bacon’s Rebellion is better supported by the evidence?\u003c\/strong\u003e\u003cstrong\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp class=\"PDq2pG_selectionAnchorContainer\"\u003eIn this History Lab investigation, students step into the role of historians as they compare two competing interpretations of Bacon’s Rebellion and test them against the primary-source evidence.\u003cspan class=\"PDq2pG_selectionAnchor\"\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eStudents first examine the arguments of historians Howard Zinn and James D. Rice, who emphasize different causes of the rebellion. Then they analyze two primary sources from the period to determine which interpretation is better supported by the primary source evidence.\u003c\/p\u003e\n\u003ch3\u003eStudents investigate two competing interpretations:\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cstrong\u003eHoward Zinn:\u003c\/strong\u003e Bacon’s Rebellion grew out of both conflict with Native Americans and resentment toward Virginia’s wealthy ruling class.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eJames D. Rice:\u003c\/strong\u003e Conflict over Native Americans, land, and westward expansion was at the heart of the rebellion.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eANALYZING \u0026amp; CORROBORATING EVIDENCE\u003c\/h2\u003e\n\u003cp\u003e\u003cstrong\u003eStudents examine excerpts from:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eHoward Zinn’s \u003cem\u003eA People’s History of the United States\u003c\/em\u003e\n\u003c\/li\u003e\n\u003cli\u003eJames D. Rice’s scholarship on Bacon’s Rebellion\u003c\/li\u003e\n\u003cli\u003eNathaniel Bacon’s Declaration of the People of Virginia from 1676\u003c\/li\u003e\n\u003cli\u003eThomas Mathew’s firsthand account of the Bacon's confrontation with Governor Berkely\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eAs they work through the sources, students identify each historian’s argument, pull out specific evidence, analyze Bacon’s grievances, and compare how strongly the primary sources support each interpretation.\u003c\/p\u003e\n\u003ch2\u003eWEIGHING THE EVIDENCE \u0026amp; WRITING HISTORY\u003c\/h2\u003e\n\u003cp\u003eAfter analyzing the documents, students decide which historian’s interpretation is better supported by the evidence.\u003c\/p\u003e\n\u003cp\u003eThey then write their own 5–7 sentence textbook entry explaining Bacon’s Rebellion, including both major causes while making a clear argument about which cause they believe mattered most.\u003c\/p\u003e\n\u003cp\u003eThis lesson helps students see that history is not just a set of facts to memorize. Historians can examine the same event, emphasize different evidence, and reach different conclusions.\u003c\/p\u003e\n\u003cp\u003eIt’s a simple, engaging way to build skills with primary sources, corroboration, historical interpretation, evidence-based argument, and historical writing.\u003c\/p\u003e","brand":"History For Humans","offers":[{"title":"Default Title","offer_id":43306210197713,"sku":null,"price":5.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0588\/7623\/1889\/files\/2_fe4de794-7d76-4c63-8a63-822eff55ba96.png?v=1789419337"},{"product_id":"american-revolution-history-lab","title":"American Revolution History Lab","description":"\u003ch2\u003e\n\u003cmeta charset=\"utf-8\"\u003e \u003cstrong\u003eAmerican Revolution Investigation \u0026amp; History Lab\u003c\/strong\u003e\n\u003c\/h2\u003e\n\u003ch3 dir=\"auto\" class=\"PDq2pG_selectionAnchorContainer\"\u003e\n\u003cstrong\u003eINQUIRY QUESTION: To what extent did the American Revolution make America more equal?\u003c\/strong\u003e\u003cspan class=\"PDq2pG_selectionAnchor\"\u003e\u003c\/span\u003e\n\u003c\/h3\u003e\n\u003cp dir=\"auto\"\u003eIn this History Lab investigation, students act as history detectives as they examine the revolutionary ideas of equality and liberty and compare them to the reality of life and real changes in the new United States.\u003c\/p\u003e\n\u003cp dir=\"auto\"\u003eStudents analyze primary (and 1 secondary) sources to investigate how the Revolution expanded ideas of equality while also considering the limits that remained for women, Black Americans, Native Americans, and Americans without property.\u003c\/p\u003e\n\u003cp dir=\"auto\"\u003e\u003cstrong\u003e75-90 Minute Activity\u003c\/strong\u003e\u003c\/p\u003e\n\u003ch2 dir=\"auto\"\u003eANALYZING \u0026amp; CORROBORATING EVIDENCE\u003c\/h2\u003e\n\u003cp dir=\"auto\"\u003e\u003cstrong\u003eStudents examine evidence including:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eThe Declaration of Independence\u003c\/li\u003e\n\u003cli\u003eAbigail Adams’s “Remember the Ladies” letter\u003c\/li\u003e\n\u003cli\u003eJohn Adams’s response to Abigail Adams\u003c\/li\u003e\n\u003cli\u003eA map of slavery and emancipation after the Revolution\u003c\/li\u003e\n\u003cli\u003eA secondary-source interpretation of the Revolution’s impact on equality\u003c\/li\u003e\n\u003cli\u003eThe U.S. Constitution’s compromises over slavery\u003c\/li\u003e\n\u003cli\u003eA chart of state voting requirements by 1790\u003c\/li\u003e\n\u003cli\u003eThomas Jefferson’s instructions regarding Native peoples during the Revolution\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp dir=\"auto\"\u003eAs they work through the sources, students analyze each document, practice sourcing, identify evidence of expanding and limited equality, and consider how the Revolution affected different groups of Americans.\u003c\/p\u003e\n\u003ch2 dir=\"auto\"\u003eWEIGHING THE EVIDENCE \u0026amp; WRITING HISTORY\u003c\/h2\u003e\n\u003cp dir=\"auto\"\u003eAfter analyzing the documents, students evaluate how much the Revolution expanded equality for white men, women, Black Americans, and Native Americans.\u003c\/p\u003e\n\u003cp dir=\"auto\"\u003eStudents then place the Revolution on an equality continuum and write a short 2–3 paragraph mini-essay answering the inquiry question. They use evidence from multiple documents to support their argument while also addressing evidence that challenges their claim.\u003c\/p\u003e\n\u003cp dir=\"auto\"\u003eThis lesson helps students understand one of the central contradictions of the American Revolution: it introduced powerful ideas about liberty and equality while many Americans remained excluded from those promises.\u003c\/p\u003e\n\u003cp dir=\"auto\"\u003eIt’s a powerful, engaging way to build skills with primary sources, sourcing, corroboration, historical interpretation, counterclaims, evidence-based argument, and historical writing.\u003c\/p\u003e","brand":"History For Humans","offers":[{"title":"Default Title","offer_id":43326743740625,"sku":null,"price":6.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0588\/7623\/1889\/files\/2_a5189ca4-7e55-4749-96fb-e3e7833f369d.png?v=1790275962"},{"product_id":"parties_lab","title":"Washington Warning on Political Parties History Lab","description":"\u003ch2\u003e\u003cstrong\u003e\u003cspan\u003ePolitical \u003c\/span\u003e\u003cspan\u003eParties \u003c\/span\u003e\u003cspan\u003ein \u003c\/span\u003e\u003cspan\u003ethe \u003c\/span\u003e\u003cspan\u003eEarly \u003c\/span\u003e\u003cspan\u003eRepublic \u003c\/span\u003e\u003cspan\u003eInvestigation \u0026amp; \u003c\/span\u003e\u003cspan\u003eHistory \u003c\/span\u003e\u003cspan\u003eLab\u003c\/span\u003e\u003c\/strong\u003e\u003c\/h2\u003e\n\u003ch3\u003e\u003cspan style=\"color: rgb(255, 42, 0);\"\u003e\u003cstrong\u003eINQUIRY QUESTION: Why did President Washington warn Americans against dividing into political parties?\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cspan\u003eIn this History Lab investigation, students act as history detectives as they investigate the rise of America’s first political parties and why George Washington believed they could threaten the young republic.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eStudents analyze primary and secondary sources to investigate Washington’s warnings about political parties and then compare his fears to what actually happened as the Federalists and Democratic-Republicans battled for power in the years after his presidency.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"color: rgb(255, 42, 0);\"\u003e\u003cstrong\u003e60-75 Minute Activity\u003c\/strong\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003ch2\u003e\u003cspan\u003eANALYZING \u0026amp; CORROBORATING EVIDENCE\u003c\/span\u003e\u003c\/h2\u003e\n\u003ch3\u003e\n\u003cstrong\u003e\u003cspan\u003eStudents examine evidence including:\u003c\/span\u003e\u003c\/strong\u003e\u003cspan\u003e\u003c\/span\u003e\n\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eGeorge Washington’s Farewell Address warning against political parties\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eA map of the Election of 1796 showing growing regional political divisions\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eThe violent fight between Congressmen Matthew Lyon and Roger Griswold\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eFederalist and Democratic-Republican newspaper attacks from the elections of 1796 and 1800\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eHistorian Gordon S. Wood’s description of growing political division and hostility in the Early Republic\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003e\u003cspan style=\"color: rgb(255, 42, 0);\"\u003e\u003cstrong\u003eThere is a second set of simplified texts to help struggling readers!\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cspan\u003eAs they work through the sources, students identify Washington’s major fears about political parties and analyze evidence to determine whether those fears actually became a reality. Students practice analyzing primary sources, interpreting political maps, corroborating evidence, and connecting evidence to a historical argument.\u003c\/span\u003e\u003c\/p\u003e\n\u003ch2\u003e\u003cspan\u003eDOING HISTORY, Not Just Learning About it!\u003c\/span\u003e\u003c\/h2\u003e\n\u003cp\u003eAfter analyzing the documents, students evaluate which of Washington’s fears about political parties became the most serious problem in the years after his presidency.\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eStudents then use evidence from multiple documents to write a short historical argument explaining why Washington feared political parties and whether the events of the Early Republic supported his warnings.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eThis lesson is an engaging way to teach the \u003c\/span\u003erise of political parties in the Early Republic\u003cspan\u003e while building skills with primary sources, corroboration, political maps, historical interpretation, evidence-based argument, and historical writing. And its a lesson that is relevant today and will help students make clear connections about how politics and parties divide Americans today and what it might take to make us a more united nations.\u003c\/span\u003e\u003c\/p\u003e\n\u003ch2\u003e\u003cspan style=\"color: rgb(255, 42, 0);\"\u003eAnswers Keys Available. 100% Editable!\u003c\/span\u003e\u003c\/h2\u003e","brand":"History For Humans","offers":[{"title":"Default Title","offer_id":43336133247185,"sku":null,"price":6.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0588\/7623\/1889\/files\/3_8968069a-1f92-4227-b305-d3a1c7095e1e.png?v=1790563279"},{"product_id":"jacksonian-democracy-lab","title":"Land of the Free? Antebellum America History Lab","description":"\u003ch2\u003e\u003cstrong\u003eJacksonian Democracy History Lab\u003c\/strong\u003e\u003c\/h2\u003e\n\u003ch3\u003e\u003cstrong\u003e\u003cspan\u003eINQUIRY QUESTION: Was America really the “Land of the Free” during the Antebellum Era?\u003c\/span\u003e\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cspan\u003eIn this History Lab investigation, students act as history detectives as they investigate one of the biggest contradictions in Antebellum America: a nation that celebrated liberty and democracy while millions of Americans were still denied basic freedoms.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eStudents analyze primary and secondary sources from multiple perspectives to investigate how freedom expanded for some Americans during the 1800s while remaining limited or completely denied to others.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan\u003e60-75 Minute Activity\u003c\/span\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003ch2\u003e\u003cspan\u003eANALYZING \u0026amp; CORROBORATING EVIDENCE\u003c\/span\u003e\u003c\/h2\u003e\n\u003ch3\u003e\u003cstrong\u003e\u003cspan\u003eStudents examine evidence including:\u003c\/span\u003e\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eAlexis de Tocqueville’s observations about equality and democracy in America\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eMaps showing the expansion of voting rights between 1800 and 1830\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eFamous Trail of Tears painting\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eLowell mill worker letter showing new opportunities for women\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eThe Seneca Falls Declaration of Sentiments demanding greater rights for women\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eFrederick Douglass’s powerful “What to the Slave Is the Fourth of July?” speech\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eSlave Auction illustration\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003e\u003cspan style=\"color: rgb(255, 42, 0);\"\u003e\u003cstrong\u003eThere is a second set of simplified texts to help struggling readers!\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cspan\u003eAs they work through the sources, students evaluate what each piece of evidence reveals about freedom in Antebellum America and determine whether America was the “Land of the Free,” “Somewhat Free,” or “Not Free.” Students practice sourcing, analyzing primary sources and visual evidence, corroborating evidence, and recognizing how Americans experienced freedom very differently based on race, gender, and legal status.\u003c\/span\u003e\u003c\/p\u003e\n\u003ch2\u003e\u003cspan\u003eDOING HISTORY, Not Just Learning About it!\u003c\/span\u003e\u003c\/h2\u003e\n\u003cp\u003e\u003cspan\u003eAfter analyzing the documents, students look for patterns in the evidence and develop their own verdict on how accurately Antebellum America could be called the “Land of the Free.”\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eStudents then use evidence from multiple documents to build a historical argument supporting their conclusion while also considering evidence that challenges their claim. Their final task is a structured writing assignment where they learn how to use documents to support conclusions and how to account for counterclaims. \u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eThis lesson is an engaging way to teach Jacksonian Democracy and the Antebellum Era while building civic literacy and historical thinking skills. \u003c\/strong\u003e\u003c\/p\u003e\n\u003ch2\u003e\u003cspan style=\"color: rgb(255, 42, 0);\"\u003eAnswer Keys Provided. 100% Editable!\u003c\/span\u003e\u003c\/h2\u003e","brand":"History For Humans","offers":[{"title":"Default Title","offer_id":43366380044497,"sku":null,"price":6.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0588\/7623\/1889\/files\/1_9710afc1-dff4-4f1b-93e2-6456fbc9fed0.png?v=1791405330"}],"url":"https:\/\/history4humans.com\/collections\/us-i-history-labs.oembed","provider":"History For Humans","version":"1.0","type":"link"}