The two features that we like best about this lesson are the interesting primary source materials and the framework that is provided for group work related to the texts. The readings are presented as a packet of letters, documents, stories, and speeches that have been edited to make them easier for students to read. The group guidelines establish clearly defined roles within the groups. These roles compel students to look at specific features of the texts like source, context, and audience. Thus the group-work guidelines make it easier for students to see what they need to pay attention to when looking at primary sources.

The focus questions for each document which are provided at the end of the document package are also helpful. These questions help to ensure that students understand the documents, but teachers will likely want to add additional questions to meet their specific learning objectives.

The two lessons in this unit use the same basic packet of 10 readings, but neither lesson provides detailed instructions about how the materials should be used. Teachers are encouraged to select readings and questions to meet the needs of their students. Finally while neither lesson requires writing, there are a variety of opportunities to insert meaningful writing tasks into the lessons, particularly in the final assessment of the second lesson.

In this lesson students view and take notes on a 10-minute newsreel describing the evacuation and relocation of Japanese Americans from western states during World War II. Students analyze the movie using a handout. Questions focus students' attention on analyzing the government's case for the necessity of the incarceration. This newsreel activity and a set of introductory readings, pictures, and interviews make up the recommended core of the lesson. Most of the remaining eight activities, by contrast, illustrate the Japanese American perspective on the incarceration. Each activity is organized around a different type of primary source, including photographs, diaries, autobiographies, poetry, and theater. Classroom activities range from analyzing textual and visual sources to performing scripted dramatic readings. Some activities include potentially challenging reading material, but teachers can tailor the lesson to the needs of their students by choosing from the many options available. We think that teachers will appreciate the diversity, high quality, clear presentation, and emotional resonance of the materials provided by this lesson.

This lesson provides an opportunity for students to see how Lincoln's home and life in Springfield influenced the way he thought about the important issues of the time. Students answer questions about photographs and maps to develop a context for thinking about documents related to Lincoln and the Civil War. An engaging set of vintage photographs and maps shows Lincoln's world and helps students better understand the spirit of the times. But the real strength of this lesson is in the excellent text resources and accompanying questions provided for students. We especially like the carefully excerpted passages from key speeches by Abraham Lincoln that are provided in the readings section of the resources. We suggest that teachers use this excellent set of materials to design their own final writing assignment. We would love to see something that has students make explicit their understanding of how Lincoln's political ideas were influenced by the place and time in which he lived and died. Students could use evidence from both the visual and print media they have studied to write an essay on this topic. Another approach would be to assign separate essays relating to specific texts such as Lincoln's Farewell Address to Springfield. The suggested activities, listed in the Putting it All Together section of the lesson plan, unfortunately do not focus on helping students do this kind of synthesis.

We love the way this lesson challenges students to closely read and analyze the two versions of the Declaration of Independence. The two versions of the opening paragraphs of the Declaration are placed side-by-side, in small, manageable chunks of text. Even if a teacher were not using this particular lesson plan, this presentation would be especially useful in helping all students access an otherwise difficult text. Other reading and analysis supports include guiding questions and a step where the teacher models the process of comparing the juxtaposed texts.

The lesson begins with students looking at the first pages of the original documents and answering questions that get at the historical context of the documents, before doing careful analysis of the transcribed prose. These procedures potentially convey the necessity of slowing down to read, question, and understand primary sources. And they do so using the Declaration of Independence, a document that all students SHOULD read!

As it stands, the lesson has plenty of opportunity for reading and discussion, but requires very little writing. Teachers may want to enhance the writing component of this lesson by having students write responses to some or all of the discussion questions. There is also an engaging extension activity that could be enhanced by requiring written responses.

This easy-to-follow lesson cuts to the heart of historical thinking. Its strength is that it requires students to go to the sources in order to develop historical knowledge. Not only does it show students how public memory and history textbooks can oversimplify complex events, it gives students the means to craft their own textbook passage by drawing on specific textual evidence, including sources that contradict one another.

The simplicity and clarity of the lesson make it ideal for introducing both historical thinking in general and the Civil Rights Movement specifically. More experienced teachers may chafe at the lesson's tight structure—so, they can create their own lesson by using the website's multiple resources regarding the Montgomery Bus Boycott.

Of the two suggested writing assignments, Prompt One, which asks students to rewrite a standard textbook account, is particularly good. Prompt Two asks students to take a position for or against using a standard textbook. While this may prompt students to consider the implications of the traditional Rosa Parks story, it is also problematic. Would it be possible for a student to argue for and still receive a good grade?