History-Social Sciences Lesson Resource |
Teacher Note: The following resources comes from the History and Geography Project. Each lesson will force you to make a copy before you view it.
Elementary:
3rd Grade:
Content Standard |
Inquiry Question |
Resources |
3.1 |
Chavez Ravine: What happens to a place across time? – Lost LA Curriculum Project |
Lesson |
3.1 |
What can this photograph tell us about the Harvey family in 1874? This lesson includes the primary source analysis chart and writing frames. – UC Berkeley History-Social Science Project |
Lesson |
3.1 |
What can we learn about Japanese culture through their folktales and artwork? – UC Berkeley History-Social Science Project |
Lesson |
3.3 |
What Impact has Urban Development had on Biodiversity in the Los Angeles Area? – Lost LA Curriculum Project |
Lesson |
4th grade:
Content Standard |
Inquiry Question |
Resources |
4.1 |
Why would Charley Parkhurst decide to live as a man? – UC Berkeley History-Social Science Project |
Lesson |
4.1 |
What are the main characteristics of the four geographical regions of California? – UC Berkeley History-Social Science Project |
Lesson |
4.2 |
What was life like for the Tongva Before and After Spanish Arrival? – Lost LA Curriculum Project |
Lesson |
4.2 |
How did land grant requirements under Mexican rule effect the population of California during the Mexican period? – UC Berkeley History-Social Science Project |
Lesson |
4.3 |
How did Mexican Diseños and land grant court cases of the 1840s and 1850s impact the Californios as they gained United States citizenship? – UC Berkeley History-Social Science Project |
Lesson |
4.4 |
How has our concept of water use changed over time? – UC Berkeley History-Social Science Project |
Lesson |
4.4 |
How did railroads affect California’s economy in the late 1880s? – UC Berkeley History-Social Science Project |
Lesson |
4.4 |
How did this part of California- the dry, desert- become as agricultural area? – UC Berkeley History-Social Science Project |
Lesson |
4.4 |
How did miners and mining change the environment of California? – UC Berkeley History-Social Science Project |
Lesson |
5th Grade:
Content Standard |
Lesson Title |
Resources |
5.2 |
Why did the French claim land in North America? – UC Berkeley History-Social Science Project |
Lesson |
5.2 |
What was Columbus’s attitude toward the native people of the islands and how did this affect his treatment of them? – UC Berkeley History-Social Science Project |
Lesson |
5.3 |
Why did the Five Nations choose to come together to form the Iroquois League? – UC Berkeley History-Social Science Project |
Lesson |
5.3 |
What was the purpose of the Proclamation of 1763, and how did the colonists respond? – UC Berkeley History-Social Science Project |
Lesson |
5.3 |
How did the Spanish and indigenous people in the Americas view each other upon their first meeting? – UC Berkeley History-Social Science Project |
Lesson |
5.4 |
How did the thirteen colonies participate in the triangular trade? – UC Berkeley History-Social Science Project |
Lesson |
5.5 |
How was consumption and production a response to the Townsend Acts? – UC Berkeley History-Social Science Project |
Lesson |
Middle School
World History:
Content Standard |
Lesson Title |
Resources |
6.5 |
Did the Caste System Unite Ancient Indian Society? |
Lesson |
6.6 |
Which Chinese philosophy would be most effective for running your school? |
Lesson |
6.6 |
How should we remember Emperor Qin Shi Huang Di? |
Lesson |
6.6 & 6.4 |
How did belief systems influence society in China? |
Lesson |
Early Modern:
Content Standard |
Lesson Title |
Resources |
7.2 |
What was the Silk Road? – UCI History Project |
Lesson |
7.3 |
How can we study Buddhist art to learn about the movement of goods, peoples, and ideas across the Silk Roads? – UCI History Project |
Lesson |
7.3 |
Can looking at the past help rulers succeed in the future? |
Lesson |
7.4 |
How did trade connections between the Gupta Empire in India facilitate the spread of Buddhist and Hindu ideas and beliefs in Srivijaya? |
Lesson |
7.4 |
How did Islam Spread to Multiple Countries? – UCI History Project |
Source Set |
7.4 |
What were the Effects of Arabic trade on West Africa? – UCI History Project |
Source Set |
7.3 |
How did the Mongols control their vast empire? |
Lesson |
7.5 |
How did the lives of women, as reported by writers of Heian Period, compare to the lives of women today? |
Lesson |
7.5 |
How Should Historians Remember Prince Shotoku? |
Lesson |
7.5 |
How did medieval Japan’s acts of borrowing from other parts of Asia shape their culture? – UC Berkeley History-Social Science Project |
Lesson |
7.6 |
What were the Effects of the Crusades? – UCI History Project |
Lesson |
7.6 |
Where is the Holy Land? Why is it called Holy Land? – UCI History Project |
Lesson |
7.6 |
What can Primary and Secondary Sources tell us about the Black Death? – UCI History Project |
Lesson |
7.6 |
Why did Europeans decide to go Crusade to Jerusalem in the 11th century? – UCI History Project |
Lesson |
7.7 |
How did use and control over water affect the expansion of agriculture, trade, and empire under the Aztecs? – UCI History Project |
Lesson |
7.7 |
How does the Gold Artistry of the Mesoamericans Reveal their Cultural and Religious Beliefs? – UCI History Project |
Lesson |
7.8 |
Why Would Florence be the “Mother” of the Renaissance? How did the City give Birth to this Cultural Movement? – UCI History Project |
Lesson |
7.8 |
How did Renaissance Artists Change our Understanding of Perspective? – UCI History Project |
Lesson |
7.9 |
What Abuses in the Catholic Church caused Luther to Demand Reform? – UCI History Project |
Lesson |
7.9 |
What Ideas of Reform (and Church abuses) were Spread through Europe? – UCI History Project |
Lesson |
7.9 |
How did the Reformation Divide People and the States? – UCI History Project |
Lesson |
Growth and Conflict:
Content Standard |
Lesson Title |
Resources |
8.1 |
How does the biography of an important figure like Benjamin Franklin help us to understand the philosophical principles on which the United States was founded? – UCI History Project |
Lesson |
8.1 |
Why was diplomacy important for the success of the Americans in the Revolutionary war? – UCI History Project |
Lesson |
8.1 |
How did Thomas Jefferson state in the Declaration of Independence that the colonies had the right to break away from King George III? – UC Berkeley History-Social Science Project |
Lesson |
8.1 |
How did the Patriots use propaganda to turn the killings on King Street in Boston on March 5, 1770 into the Boston Massacre? – UC Berkeley History-Social Science Project |
Lesson |
8.1 |
How can we use primary sources to better understand the American Revolution? – UCI History Project |
Primary Source Set |
8.1 |
What occurred during the Boston Massacre? – UCI History Project |
Lesson |
8.2 |
How did the Pilgrims use the Mayflower Compact to justify forming a new colony in North America? – UC Berkeley History-Social Science Project |
Lesson |
8.2 |
Were the Founders in favor of the slave trade or were they opposed to it? |
Lesson |
8.2 |
Why is a centralized government important for the founding of America? – UCI History Project |
Lesson |
8.2 |
How did state constitutions define the rights of citizens? – UC Berkeley History-Social Science Project |
Lesson |
8.2 |
Why did the Antifederalists fail? – UCI History Project |
Primary Source Set |
8.3 |
How did the conflicts between Jefferson and Hamilton shape the politics of the nation? – UC Berkeley History-Social Science Project |
Lesson |
8.3 |
How and why do federal and state governments borrow money? – UC Berkeley History-Social Science Project |
Lesson |
8.3 |
Should the freedom of speech and the press ever be limited? – UCI History Project |
Lesson |
8.3 |
How much power should the federal government have and what should it do? – UCI History Project |
Primary Source Set |
8.3 |
How did the views of Hamilton & Jefferson differ on the issue of a National Bank? – UCI History Project |
Lesson |
8.3 |
How did Hamilton’s ideas about the American political system differ from and Jefferson’s ideas? – UC Berkeley History-Social Science Project |
Lesson |
8.4 |
How do Washington Irving and James Fenimore Cooper reflect and influence American writing and artists in the new republic? – UC Berkeley History-Social Science Project |
Lesson |
8.6 |
How and why was the Declaration of Sentiments modeled after the Declaration of Independence? – UC Berkeley History-Social Science Project |
Lesson |
8.6 |
How did water power the early Industrial Revolution in the United States? What effect did industrialization have on American rivers? – UCI History Project |
Lesson |
8.6 |
How did Americans and Native Americans respond to westward expansion?– UCI History Project |
Lesson |
8.6 |
What was life like for Chinese Railroad Workers in the 1860s? |
Lesson |
8.7 |
How did slave resistance impact the southern plantation and economy? – UC Berkeley History-Social Science Project |
Lesson |
8.8 |
How were Native Americans affected by Jacksonian Democracy? – UC Berkeley History-Social Science Project |
Lesson |
8.8 |
How did the Gold Rush impact California’s population and economy? – UC Berkeley History-Social Science Project |
Lesson |
8.8 8.9 |
How did the land grant court cases of the 1840s and 1850s violate the Californios’ rights gained under the Treaty of Guadalupe Hidalgo? |
Lesson |
8.9 |
How did members of the Antislavery movement differ in motivation and strategy? – UC Berkeley History-Social Science Project |
Lesson |
8.9 |
How did slavery contribute to the onset of the Civil War? – UC Berkeley History-Social Science Project |
Lesson |
8.9 |
How did John Brown affect the movement to abolish slavery? – UC Berkeley History-Social Science Project |
Lesson |
8.9 |
How did Americans’ movement to the West contribute to tension between the North and the South? – UC Berkeley History-Social Science Project |
Lesson |
8.11 |
How did the development of the cotton gin impact the economy of the agrarian south and lead to the increased dependency on slavery? – UC Berkeley History-Social Science Project |
Lesson |
8.11 |
How were the rights of African Americans, guaranteed by Congress in the 13th, 14th, and 15th Amendments, later restricted? – UC Berkeley History-Social Science Project |
Lesson |
8.12 |
How did the relationship between the federal government and the Sioux change as federal policies toward Plains Indians evolve? – UC Berkeley History-Social Science Project |
Lesson |
8.12 |
Were Chinese Americans free in the West? |
Lesson |
High School:
Modern US History:
Content Standard |
Lesson Title |
Resources |
11.2 |
What were the causes of the Anti-Chinese Massacre? – Lost LA Curriculum Project |
Lesson |
11.2 |
How was gender challenged during urbanization in the late-19th century and what was the response? – ONE Archives |
Lesson |
11.5 |
What do blues songs of the 1920s and 1930s tells us about women’s sexuality? |
Lesson |
11.5 |
In what ways did the Entertainment Industry Impact African Americans in Los Angeles During the Early 1900s? – Lost LA Curriculum Project |
Lesson |
11.5 |
What were the costs and benefits of Los Angeles urban growth in the 1920s? – Lost LA Curriculum Project |
Lesson |
11.5 |
Were LGBT Americans welcome in Hollywood during the 1920s and 1930s? – ONE Archives |
Lesson |
11.6 |
What internal and external factors shaped African-American South Central between the 1920s and 1950s? – Lost LA Curriculum Project |
Lesson |
11.8 |
How did The Ladder magazine provide lesbian women support in the 1950s? |
Lesson |
11.8 |
How can we make the Beach Culture in So Cal Equitable for all? – Lost LA Curriculum Project |
Lesson |
11.8 & 11.10 |
How did African Americans adapt to the challenge of traveling in the United States over time? – Lost LA Curriculum Project |
Lesson |
11.8 & 11.10 |
What can historical markers tell us about what is important in the San Gabriel Valley (SGV) and in the Greater Los Angeles area? – Lost LA Curriculum Project |
Lesson |
11.9 |
How were gays and lesbians viewed and treated by the U.S. government? |
Lesson |
11.9 |
How did LGBT Americans respond to the Vietnam War? – ONE Archives |
Lesson |
11.10 |
What led to the segregation of neighborhoods in the United States? – UC Berkeley History-Social Science Project |
Lesson |
11.10 |
How have opportunities for Mexican immigrants to the U.S. changed during the 20th century? – UC Berkeley History-Social Science Project |
Lesson |
11.10 |
How was Prop 187 resisted and ultimately defeated? |
Lesson |
11.10 |
How did the Black Panther Party’s survival programs, specifically the Free Breakfast Program, support the organization’s larger goals for systemic change? – UC Berkeley History-Social Science Project |
Lesson |
11.10 |
How were the ideas of Martin Luther King Jr. and Malcolm X similar and different as they worked to achieve a better future for black people in America? – UC Berkeley History-Social Science Project |
Lesson |
11.10 |
How did the black civil rights movement influence other activist movements of the late 1960s and 1970s? – UC Berkeley History-Social Science Project |
Lesson |
11.10 |
What caused the Black Cat Tavern Riots? |
Lesson |
11.10 |
To what extent was the movement for LGBT rights part of the broader movement for Civil Rights? |
Lesson |
11.10 |
How did the movement for LGBT equality go from assimilation to “coming out” in the 1950s-1970s? |
Lesson Powerpoint |
11.10 |
How did Bayard Rustin’s identity shape his beliefs and actions? |
Lesson |
11.10 11.11 |
Were the 1950s truly the “dark ages” for gay men and women as some historians have claimed? |
Lesson |
11.11 |
Why and how did activists respond to the AIDS crisis of the 1980s? |
Lesson |
11.11 |
How did Harvey Milk and the Briggs Initiative unite marginalized groups? |
Lesson |
11.11/12.2 |
Through analyzing Audre Lorde’s essay on multiple identities and systems of oppression, how do power and privilege impact the relationships people have with each other as well as with institutions? |
Lesson |
12th Grade- US Government and Economics
Content Standard |
Title |
Lesson |
11.11/12.2 |
Through analyzing Audre Lorde’s essay on multiple identities and systems of oppression, how do power and privilege impact the relationships people have with each other as well as with institutions? |
Lesson |
12.2/12.7/12.8 |
The FAIR Act: What are students’ rights to LGBT representation in the classroom? |
Lesson |