LibGuides: History Unbound: 18th Century and Before

Library of Congress Primary Source Sets 18th Century Index

Beyond the Bubble Assessments - 18th Century

The First Thanksgiving
Common Core: #1 (Gr. 6-12), #6 (Gr. 6-8), #7 (Gr. 6-8)
Washington Crosses Delaware BtB Assessment
Like The First Thanksgiving, this assessment measures students’ ability to source a document.
Signing of the Mayflower Compact
Historical content: The Colonial Era
Historical skills: Sourcing
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Like The First Thanksgiving, this assessment measures students’ ability to source a document. When historians interpret a document, they first look to find out who wrote it and when. This information presents important clues about whether the document provides reliable evidence about the past. This assessment gauges whether students understand an important aspect of sourcing: the time elapsed between when a document was produced and the event that it depicts.
Declaration of Independence
Historical content: The Revolutionary War and Early America
Historical skills: Sourcing
Seven Years' War
Historical content: The Colonial Era
Historical skills: Contextualization, Sourcing, Use of evidence
The Virginia Company
Historical content: The Colonial Era
Historical skills: Contextualization, Sourcing, Use of evidence
Portrait of an Iroquois Leader
Historical skills: Contextualization, Sourcing, Use of evidence
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Source:
In 1710, the British brought three Mohawks and one Mahican to England to meet Queen Anne, introducing them as “kings” of the Iroquois confederacy. During their visit, English artist John Verelst painted their portraits. This is his portrait of the Mohawk Tee Yee Neen Ho Ga Row, also known as Hendrick.

Before 1764 Lesson Plans 3-8

Drake’s West Indian Voyage 1588-1589
Lesson Overview
Students will investigate a series of maps depicting a voyage by Sir Francis Drake which involved attacks on the Spanish settlements off the coast of Africa (Santiago), Caribbean (Santo Domingo), South America (Cartagena), and North America (St. Augustine). Students will then examine a map of the entire voyage. Students will look closely at the details of each of these depictions and draw conclusions about the individual events as well as the entire voyage
The Evolution of the Book: Introducing Students to Visual Analysis
Lesson Overview
Students will develop visual literacy skills by analyzing the images from John White Alexander’s mural in the Thomas Jefferson building of the Library of Congress, while learning about the history of the Library of Congress. Then, students will further their skills by using tools of art and design to analyze other images from the Library’s extensive online collections.
The Huexotzinco Codex
Lesson Overview
Students will analyze a set of pictograph documents created by native peoples of Puebla, Mexico in 1531. Students will take on the role of historians, study the documents, and create a scenario to explain what these documents were for, who created them, and why. The codex was an accounting of excess taxation and students will decode the images and tabulate the quantities of goods paid to the local government.
Waldseemüller’s Map: World 1507
Lesson Overview
The 1507 World Map by Martin Waldseemüller is one of the world’s most important maps. For the first time, this map labels America and shows the continent as a separate land mass. It is often referred to as America’s Birth Certificate. Students will investigate this map by looking closely at the details of each section of the map and then draw conclusions on the revelation of this new and unusual world to the people of 1507.
Geography and Its Impact on Colonial Life
Grades 6-8:
European settlement patterns were influenced by geographic conditions such as access to water, harbors, natural protection, arable land, natural resources and adequate growing season and rainfall. Examine a variety of primary sources to determine why colonists were drawn to a particular region of the country.
Onondaga Nation Lesson - 5-8
Research and create a presentation on elements of culture of the Onondaga Nation.
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The lesson plan and its accompanying materials were created and assembled by the Central New York Library Resources Council in support of the Central New York Heritage Project, supported by Federal Library Services and Technology Act funds, awarded to the New York State Library by the Federal Institute of Museum and Library Service

Constitutional Era Social Studies Framework Key Ideas

4.3 COLONIAL AND REVOLUTIONARY PERIOD IN NEW YORK: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period. (Standards 1, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV)

4.4 GOVERNMENT: There are different levels of government within the United States and New York State. The purpose of government is to protect the rights of citizens and to promote the common good. The government of New York State establishes rights, freedoms, and responsibilities for its citizens. (Standards: 1, 5; Themes: GOV, CIV)

7.3 AMERICAN INDEPENDENCE: Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome of the American Revolution. (Standards: 1, 4, 5; Themes: TCC, GOV, ECO)

7.4 HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights. (Standards: 1, 5; Themes: GOV, CIV)

7.5 THE CONSTITUTION IN PRACTICE: The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens. The Constitution is considered a living document that can respond to political and social changes. The New York Constitution also has been changed over time. (Standards: 1, 5; Themes: TCC, GOV, CIV)

11.2 CONSTITUTIONAL FOUNDATIONS (1763 – 1824): Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.(Standards: 1, 5; Themes: TCC, GOV, CIV, ECO)

The American Revolution: 1763-1783; Lessons

Each of the lesson plans that follow link to primary source documents for use in the lesson and the overview gives the grade appropriateness.

Political Cartoons: Finding Point of View
Grades 4-7:
A careful analysis of political cartoons can provide a glimpse into key moments of U.S. political history. In this activity, students will closely examine political cartoons about the Stamp Act; make inferences about the political, social, and economic situations depicted therein; and offer informed speculations concerning each creator’s point of view.
The Declaration of Independence: From Rough Draft to Proclamation
Grades 6-12:
This lesson focuses on the drafting of the Declaration of Independence in June of 1776 in Philadelphia. Students will analyze an unidentified historical document and draw conclusions about what this document was for, who created it, and why. After the document is identified as Thomas Jefferson’s “original Rough draught” of the Declaration of Independence, students will compare its text to that of the final document adopted by Congress on July 4, 1776 and discuss the significance of differences in wording.
The Declaration of Independence: Created Equal?
Grades 9-12:
This lesson focuses on a few key concepts of the Declaration of Independence, beginning with the phrase "All men are created equal." Students gain an appreciation of Thomas Jefferson's efforts to deal with the complex issues of equality and slavery in the Declaration of Independence.
George Washington: First in War, First in Peace, and First in the Hearts of His Countrymen
Grade 9-12:
George Washington: First in War, First in Peace, and First in the Hearts of His Countrymen consists of three lessons examining George Washington's leadership in the French and Indian War, at the Federal Convention, and as chief executive. They are based on primary source documents from George Washington Papers, 1741-1799. The documents from Washington's Letterbooks include focus questions that may be used in Socratic seminars, cooperative learning, individual and group work.
The U.S. Constitution: Continuity and Change in the Governing of the United States
Grades 6-12:
This unit includes four lessons using primary sources to examine continuity and change in the governing of the United States. Lessons one and two are focused on a study of the Constitution and Bill of Rights and provide access to primary source documents from the Library of Congress. Lesson three investigates important issues which confronted the first Congress and has students examine current congressional debate over similar issues. Lesson four features broadsides from the Continental Congress calling for special days of thanksgiving and remembrance.
The Constitution: Counter Revolution or National Salvation?
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It is Fall 1787. The Federal Convention has recently concluded its closed door meetings in Philadelphia and presented the nation with a new model for the government. It is now up to each special state convention to decide whether to replace the Articles of Confederation with this new constitution. The debate is passionate and speaks directly to what the founding fathers had in mind in conceiving this new nation. Does this new government represent salvation or downfall? As a politically active citizen of your region, you will take a stand on this crucial issue of the day
The Constitution: Drafting a More Perfect Union
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This lesson focuses on the drafting of the United States Constitution during the Federal Convention of 1787 in Philadelphia. Students will analyze an unidentified historical document and draw conclusions about what this document was for, who created it, and why. After the document is identified as George Washington’s annotated copy of the Committee of Style’s draft constitution, students will compare its text to that of an earlier draft by the Committee of Detail to understand the evolution of the final document.

Before 1764 Social Studies Framework Key Ideas

4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking groups, inhabited the region that became New York. Native American Indians interacted with the environment and developed unique cultures. (Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)

4.3a Europeans in search of a route to Asia explored New York’s waterways. Early settlements began as trading posts or missions.
4.3b Colonial New York became home to many different peoples including European immigrants, and free and enslaved Africans. Colonists developed different lifestyles.
4.3c In the mid-1700s, England and France competed against each other for control of the land and wealth in North America. The English, French, and their Native American allies fought the French and Indian War. Several major battles were fought in New York.
4.3d Growing conflicts between England and the 13 colonies over issues of political and economic rights led to the American Revolution. New York played a significant role during the Revolution in part due to its geographic location.

5.1 EARLY PEOPLES OF THE AMERICAS: The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures. (Standards: 1, 2, 3; Themes: ID, MOV, TCC, GEO)

5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E, complex societies and civilizations developed in the Western Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. (Standards: 2, 3; Themes: ID, TCC, GEO, GOV)

5.3 EUROPEAN EXPLORATION AND ITS EFFECTS: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound impact on Native Americans and led to the transatlantic slave trade. (Standards: 1, 2, 3, 4; Themes: MOV, TCC, GEO, ECO, EXCH)

7.1 NATIVE AMERICANS: The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America. (Standards: 1, 2; Themes: ID, MOV, GEO)

7.2 COLONIAL DEVELOPMENTS: European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally. (Standards: 1, 2, 3, 4; Themes: MOV, GEO, ECO, TECH, EXCH)

9.10 INTERACTIONS AND DISRUPTIONS: Efforts to reach the Indies resulted in the encounter between the people of Western Europe, Africa, and the Americas. This encounter led to a devastating impact on populations in the Americas, the rise of the transatlantic slave trade, and the reorientation of trade networks.(Standards: 2, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV, CIV, ECO, TECH, EXCH)

11.1 COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange among diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America. (Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)