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Global trends of ocean warming, deoxygenation, and acidification are not easily extrapolated to coastal environments. Local factors, including intricate hydrodynamics, high primary productivity, freshwater inputs, and pollution, can exacerbate or attenuate global trends and produce complex mosaics of physiologically stressful or favorable conditions for organisms. In the California Current System (CCS), coastal oceanographic monitoring programs document some of this complexity; however, data fragmentation and limited data availability constrain our understanding of when and where intersecting stressful temperatures, carbonate system conditions, and reduced oxygen availability manifest. Here, we undertake a large data synthesis to compile, format, and quality-control publicly available oceanographic data from the US West Coast to create an accessible database for coastal CCS climate risk mapping, available from the National Centers for Environmental Information (accession 0277984) at https://doi.org/10.25921/2vve-fh39 (Kennedy et al., 2023). With this synthesis, we combine publicly available observations and data contributed by the author team from synoptic oceanographic cruises, autonomous sensors, and shore samples with relevance to coastal ocean acidification and hypoxia (OAH) risk. This large-scale compilation includes 13.7 million observations from 66 sources and spans 1949 to 2020. Here, we discuss the quality and composition of the synthesized dataset, the spatial and temporal distribution of available data, and examples of potential analyses. This dataset will provide a valuable tool for scientists supporting policy- and management-relevant investigations including assessing regional and local climate risk, evaluating the efficacy and completeness of CCS monitoring efforts, and elucidating spatiotemporal scales of coastal oceanographic variability

Harry S. Truman (1884-1972) spent 64 years of his life in Independence, Missouri. The qualities instilled in him there as a child and young adult guided him personally and in his careers as farmer, judge, senator, and President of the United States (1945-53). After leaving public office in 1953, he returned to his hometown to live among the family and neighbors who had always supported him. The house where Truman and his wife shared 53 years of married life is preserved today as the Harry S. Truman National Historic Site. The home and neighborhood help people understand the life and character of the 33rd President. This lesson can be used in U.S. history, social studies, or geography courses in a unit on Truman's presidency; or incorporated in a study of the role of small towns in U.S. society and how notable people are shaped by their early years. The lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Missouri; Kansas City, Independence, and Grandview, Missouri); (5) "Determining the Facts: Readings" (Years of Growth (1884-1906); Years of Change and Challenges (1906-1934); Harry Truman and National Politics (1935-1952); Retirement Years (1953-1972); (6) "Visual Evidence: Images" (Harry Truman's Independence; Truman House, 1904; Truman House Today; Courthouse Square, Independence); (7) "Putting It All Together: Activities" (The Place We Call Home; Why Preserve Old Buildings?); and (8) "Supplementary Resources." (BT)

During the summer of 1777 the British undertook an ambitious campaign to isolate New England from the rest of the colonies. For two months General John Burgoyne led his army down the Lake Champlain-Hudson River toward Albany (New York) with apparent ease, but he then found he needed provisions, wagons, cattle, and horses for his army. He sent an expeditionary force to the small town of Bennington, Vermont, where the British Army and its Canadian, Indian, and Loyalist supporters faced U.S. Patriots defending their newly proclaimed independence. The Patriots won, which contributed to the British defeat at Saratoga (New York) a little later and helped decide who would win the U.S. War of Independence. This lesson is based on the National Historic Landmark documentation file,"Bennington Battlefield" and other sources. The lesson can be used in U.S. history, social studies, and geography courses in units on the Revolutionary War. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Northeast United States; British Campaign 1777); (5) "Determining the Facts: Readings" (British Forces; Americans; Battle of Bennington); (6) "Visual Evidence: Images" (Lt. Durnford's Map of the Site of the Battle of Bennington; British Position and the American Attack); (7) "Putting It All Together: Activities" (The People, the Cause, the Land, the Strategy; Historical Languages and Images; Moments of Heroism); and (8) "Supplementary Resources". (BT)

Wilbur and Orville Wright undertook the first test airplane flight on December 17, 1903, at the Outer Banks of North Carolina. Their success represented the culmination of four years of painstaking research and trials in which they designed and improved their flying machines at home in Dayton, Ohio, and tested them each year near Kitty Hawk, North Carolina. The site where the brothers launched their gliders and eventually flew a powered aircraft is preserved today as Wright Brothers National Memorial. This lesson is based on National Park Service materials and other sources related to the Wright brothers. The lesson can be used in U.S. history, social studies, and geography courses in units on technological and scientific advances at the turn of the 20th century, aviation history, or great inventors. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps "(Outer Banks, North Carolina; Kitty Hawk and Kill Devil Hills Area); (5) "Determining the Facts: Readings" (Quest for Flight; From Gliding to Controlled Powered Flight; Excerpt from Orville Wright's Diary, Dec. 17, 1903; Wright Brothers' Legacy); (6) "Visual Evidence: Images" (Wilbur Wright Flying the 1901 Glider; Orville Wright Flying the 1902 Glider; Interior of Wrights' Shed/Living Quarters, 1902; Wright Brothers' Camp and Flyer, 1903; Liftoff on December 17, 1903; First Flight Markers Today; Wright Brothers' Monument Today); (7) "Putting It All Together: Activities" (Designing a Glider; Impact of Airplanes; Honoring Achievements in the Local Community); and (8) "Supplementary Resources." (BT)

Beginning a journey mid-May 1804, what became known as the Corps of Discovery, under the command of Meriwether Lewis and William Clark, set out to investigate the newly acquired Louisiana Territory, locate a water route to the Pacific Ocean, and strengthen U.S. claims to the northwest. The 55-member group navigated a variety of terrains and endured hardships, successes, and discoveries. This lesson plan is based on the National Register of Historic Places registration files for "Fort Clatsop National Memorial,""Lemhi Pass,""Lolo Trail," and other sources. The lesson can be used in units on 19th-century westward expansion and U.S. and Native American Indian relations. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3)"Setting the Stage: Historical Context"; (4) "Locating the Site: Maps (United States in 1800, United States in 1810, Lewis and Clark Trail)"; (5) "Determining the Facts: Readings (Corps of Discovery, Lemhi Pass and Lolo Trail, Wintering on the West Coast, Lemhi Shoshone and Coastal tribes); (6) "Visual Evidence: Images" (Lewis and Clark Expedition, 1814; Lewis and Clark Expedition, 1958; Jefferson Peace Medal; Fort Clatsop; Salt Works; Shoshone Smoking Pipe; Fern Leaf); (7) "Putting It All Together: Activities" (Legacy of Lewis and Clark, American Indians, Power of the Pen, Creating maps); and (8) "Supplementary Resources." (BT)

Paterson, New Jersey, was established in the 1790s to utilize the power of the water that cascades through the Passaic River Gorge. Massive brick mill buildings lined the canals that transformed the power of the falls into energy to drive machines. These mills manufactured many things during the history of this industrial city. In the late 19th and early 20th centuries, they produced silk fabrics in such quantities that Paterson was known as the "Silk City." Today, many of the mill buildings survive, mute witnesses to a turbulent history. This lesson is based on several National Historic Landmark nomination files, the National Register of Historic Places registration file, Belle Vista, and additional information. The lesson can be used in U.S. history, social studies, and geography courses in units on labor-management conflict and the rise of unions, or on immigration. It contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Paterson and Surrounding Region; Great Falls/S.U.M. Historic District); (5) "Determining the Facts: Readings" (Working 'In the Silk'; Strike!; Owners and Workers); (6) "Visual Evidence: Images" (Dye House in the S.U.M. District, ca. 1910; Dye House Workers, ca. 1900; Silk Weaving Mill in the S.U.M. District; Jacquard Silk Looms, ca. 1900; Belle Vista (Lambert Castle), 1896; Strike Rally at the Botto House, 1913); (7) "Putting It All Together: Activities" (Working and Workers; Labor Unions and Strikes; Local Industry); and (8) "Supplementary Resources." (BT)

By 1860 much of the beauty of St. Anthony Falls in Minneapolis (Minnesota) had been destroyed, as mills on both sides of the river used the power of the falls to turn millions of bushels of wheat into flour. Steel rails linked bonanza farms hundreds of miles to the west to the mills. The mills, the farms, and the railroads depended on each other for success. This efficient combination dominated flour production in the United States for more than half a century. This lesson is based on National Register of Historic Places registration files and documents supplied by the Minnesota and North Dakota historical societies. The lesson could be used in relevant U.S. history, social studies, and geography courses or in courses in economic history. It is divided into eight sections: (1)"About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Railroads in Minnesota and North and South Dakota, 1890); (5) "Determining the Facts: Readings" (Waterpower and Flour Milling; Bonanza Farms of North Dakota; Saint Paul, Minneapolis, and Manitoba Railway); (6) "Visual Evidence: Images" (West Side Milling District, 1890 and early 1920s; Pillsbury Mill Complex; Wheat Harvesting on a Bonanza Farm, 1891; Bagg Bonanza Farm, 19302 and 1985); (7) "Putting It All Together: Activities" (Web of Interdependence; Reactions of Interdependence; Change over Time in the Community); and (8) "Supplementary Resources." (BT)

When friends and family visited the Douglas family at Brucemore in Cedar Rapids, Iowa, they had the opportunity to enjoy the beauty and grace of the mansion's public places. On its 33 acres, Brucemore had a duck pond, swimming pool, tennis courts, and large formal gardens, besides its 21 extravagant rooms and furnishings. Domestic servants were integral to the sophistication and decorum, much less the functionality, of the Brucemore estate their work touched every part of the estate. During the years the Douglas family made Brucemore their home, 10 or more people maintained the mansion and grounds at any given time. This lesson is based on the National Register of Historic Places property, "T. M. Sinclair Mansion" (or Brucemore) as well as primary and secondary materials available at Brucemore. The lesson can be used in units on the Gilded Age. It is divided into eight sections: (1) "About This Lesson; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Cedar Rapids, 1906; Brucemore Estate, 1911-1928); (5) "Determining the Facts: Readings" (Servants at Brucemore; Danny's Diary; Comparing Period Sources); (6) "Visual Evidence: Images" ( 10 photographs taken at Brucemore); (7) "Putting It All Together: Activities" (Ideal and Real; Built-In Service; Factory Work vs. Domestic Service; Preserving the Past); and (8) "Supplementary Resources." (BT)

During the Jim Crow era, separation of the races in public places was either required by law or permitted as a cultural norm. Public school systems across the U.S. south were typically segregated. After 1896, these schools were supposed to adhere to the separate but equal rule established by the U.S. Supreme Court in "Plessy v. Ferguson." However, schools for blacks were most often inferior to schools for whites. The New Kent School and the George W. Watkins School, New Kent County, Virginia, are associated with the most significant public school desegregation case the Supreme Court decided after "Brown v. Board of Education" in 1954. The 1968 "Charles Green, et al., v. County School Board of New Kent County, Virginia, et al." decision defined the standards by which the Supreme Court judged whether a violation of the U.S. Constitution had been remedied in school desegregation cases. This lesson is based on the National Historic Landmark nomination, "New Kent School and George W. Watkins School," and other primary sources. This lesson can be used in U.S. history courses in units on the civil rights movement or education history in America, or in studying African-American history. The lesson plan is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (New Kent County Map); (5) "Determining the Facts: Readings" (History of 'Green v. County School Board of New Kent County VA'; Excerpts from the 'Green' Decision; Perspectives on the New Kent County Experience); (6) "Visual Evidence: Images" (five era photographs of New Kent students); (7) "Putting It All Together: Activities" (Oral Interviews: Preserving a Piece of History; History of My School; First Person Account); and (8) "Supplementary Resources." (BT)

Several hundred thousand people converged on the Kennedy Space Center (Florida) on July 16, 1969, to view the launch of the "Saturn V" rocket that would propel "Apollo 11" to the moon. The engineers and technicians watching their computer screens may secretly have kept their fingers crossed, but at two minutes before launch, a reporter recorded that "idle conversation halted.""We have liftoff," said Mission Control. In another two minutes, there was nothing to see but the blue sky. This lesson, based on the National Register of Historic Places registration files for Cape Canaveral Air Force Station in Florida and for related government properties, can be used in U.S. history, social studies, and geography courses in units on the space program, the Cold War, and its effects on U.S. society, or interdisciplinary units on science and technology. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (United States Space Installations; Cape Canaveral and the Kennedy Space Center); (5) "Determining the Facts: Readings" (Preparing the Way; The "Apollo" Hardware; "The 'Eagle' Has Landed"); (6) "Visual Evidence: Images" (Transporting the "Apollo" Space Vehicle to the Launch Site; "Saturn V" Lifting Off, July 16, 1969; Mission Control Center, Diagram and Key; Front Page of the (Washington) "Evening Star," July 21, 1969; View of the Earth from Space); (7) "Putting It All Together: Activities" (Unexpected Benefits from Space Research; A Mission to Mars?; What Price History?); and (8) "Supplementary Resources." (BT)

One reason the Mormons, who wanted to be left alone, migrated to the Utah territory was its isolation. But that changed in 1869, when the new transcontinental railroad came to Utah. The completion of the transcontinental railroad not only made it easier to transport people and goods across the country, it also put an end to the hard work of thousands of immigrant workers and U.S. citizens who constructed the railroad. Its completion was cause for much celebration, which is why the Golden Spike Ceremony took place. This teacher's packet contains 18 exercises: (1) "How the Transcontinental Railroad Affected Utah"; (2) "Worksheet"; (3) "Reenactment of the Golden Spike Ceremony"; (4) "Script for 4th through 6th Grade"; (5) "Script for 7th through 9th Grade"; (6) "The First Transcontinental Railroad"; (7) "History Page"; (8) "Word Search"; (9) "Word Search Answer Key"; (10) "Worksheet" (for older students); (11) "Worksheet" (for younger students); (12) "Locomotive Operations Page"; (13) "Locomotive Diagram and Worksheet"; (14) "Locomotive Diagram Answer Key"; (15) "Locomotive Crossword Puzzle"; (16 "Answer Key"; (17) "Fun Pages"; and (18) "Pages to Color". (BT)

This teacher's guide explores Fort McHenry and the British attack on Baltimore Harbor (Maryland) in 1814. The guide contains 11 lessons: (1) "Where in the World Is Baltimore?" (no handout-use classroom resources); (2) "Why Baltimore?" (Handout-Why Baltimore?); (3) "Now Where Do We Place the Fort?" (Handout-Map of Patapsco River/Baltimore Harbor); (4) "The Star Fort" (Handout-Diagram of Fort McHenry; Handout-The Star Fort); (5) "Defenders of Fort McHenry" (Handout-The Defenders); (6) "An African American Soldier Defends Fort McHenry" (Handout-A Black Soldier Defends Fort McHenry); (7) "Fort McHenry Measurements Today" (Handout-Fort McHenry Today: Wall Measurements); (8) "The Great Garrison Flag" (Handout-Great Garrison Flag); (9) "Francis Scott Key" (Handout-Francis Scott Key); (10) "The Star-Spangled Banner" (Handout-"Star-Spangled Banner"); and (11) "History of Fort McHenry" (Handout-History of Fort McHenry). An extensive bibliography contains references about the flag, Francis Scott Key, and the War of 1812. A teacher's guide evaluation sheet also is attached. (BT)

Springwood, the birthplace and home of Franklin Delano Roosevelt, is a large, rambling structure faced with stucco and fieldstone, situated in a landscaped clearing on a bluff overlooking the Hudson River. Roosevelt was born there to a family of wealth and position on January 30, 1882. It is the only site in the U.S. where a president was born, maintained a lifelong connection, and lies buried. This lesson, one of a series that brings the stories of historic places into classrooms across the country, is based on the National Register of Historic Places registration file for the "Home of Franklin Delano Roosevelt National Historic Site" and other source material. The lesson can be used in U.S. history, social studies, and geography courses in units on FDR's presidency, the Great Depression, the New Deal, and World War II. It is divided into eight sections: "About This Lesson" (gives student objectives, materials needed); "Getting Started: Inquiry Question"; "Setting the Stage: Historical Context"; "Locating the Site: Maps" (New York State and surrounding area; Springwood); "Determining the Facts: Readings" (Early Years and Influences; Physical Challenge and the Road Ahead; Political Life in an Era of Crisis; International Scene at Hyde Park); "Visual Evidence: Images" (Aerial View of Springwood;. Springwood; WPA Flood Project, 1937; Roosevelts with King George VI and Queen Elizabeth; Four Freedoms Poster); "Putting It All Together: Activities" (Lifestyles; Remembering When); and "Supplementary Resources." (BT)

The Freeman School, originally called the Red-Brick School House, served the community of Blakely Township, Nebraska from 1872 to 1967. It is representative of the one-room schools that once dotted the western landscape of the United States. The Freeman School served not only as an educational center but also as the church, a meeting hall, the township polling place, and as the social and political center of the community. At present, the National Park Service maintains and preserves this historic structure. This lesson is based on the National Register of Historic Places registration file "Freeman Homestead and Freeman School" and other sources. The lesson can be used in U.S. history, social studies, and geography courses in units on westward expansion and homesteading, the history of education in the United States, early mapping of lands, and studies of U.S. cultural developments. It is divided into: "About This Lesson"; "Getting Started: Inquiry Question"; "Setting the Stage: Historical Context"; "Locating the Site: Maps" (Plat Map of Blakely Township); "Determining the Facts: Readings" (Red Brick School; Community's Experience; Treasurer's Account Book); "Visual Evidence: Images" (Red Brick School; Teacher and Pupils, 1914; Children in Front of School, 1913; Interior of Freeman School; Children at Play); "Putting It All Together: Activities" (And Today in the School; To Preserve or Not to Preserve; How Did My Town Grow?); and "Supplementary Resources." (BT)

Twenty-four year old Jens Jensen came to the United States, settled in Chicago (Illinois), and promptly fell in love with the Midwest's prairie landscape. Although some thought that prairie was boring, monotonous, and ordinary, Jensen saw great beauty in the tree-filled groves, long winding rivers, natural rock formations and waterfalls, and the flat stretches filled with colorful native grasses and wild flowers. Jens Jensen began designing Chicago's Columbus Park in 1915 on a 150-acre parcel of land, where he attempted to interpret the native landscape of Illinois as comprehensively as possible. This lesson is based on the National Register of Historic Places registration file, "Columbus Park." The lesson can be used to teach units on landscape design, urbanization, and conservationism in the early 20th century, or in an interdisciplinary unit on indigenous regional plants and leisure time combining biology and sociology. It is divided into: "About This Lesson"; "Getting Started: Inquiry Question"; "Setting the Stage: Historical Context"; "Locating the Site: Maps" (West Park System, Chicago, 1917; Jensen's Original Plan for Columbus Park); "Determining the Facts: Readings" (An American Garden; Columbus Park--The Prairie Idealized; Beauty of the Wild); "Visual Evidence: Images" (Recent Photograph of the Prairie; Stone Outcropping, c. 1910; Natural Prairie River, c. 1911; Excavation of the Lagoon 1916; Lagoon with Boaters, c. 1920; Council Ring with Children, 1920s; Original Swimming Hole with Children, c. 1935); "Putting It All Together: Activities" (Save That Site; Green Scene); and "Supplementary Resources." (BT)

In 1777, out of the confusion, fear, and chaos of battle, soldiers of the Continental Army forged a victory over professional British and German soldiers near Saratoga (New York). The two battles fought there changed the course of the American Revolution and insured the independence of the former British colonies that became the United States of America. This lesson plan, based on materials from the archives at Saratoga National Historical Park, can be used in U.S. history, social studies, and geography courses in units on the American Revolution or New York state history. The lesson lists educational objectives and materials needed. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (New York and Surrounding Region; Campaign for the Lake Champlain-Hudson Valley); (5) "Determining the Facts: Readings" (Battles of Saratoga; 18th-Century Warfare; Voices of Battle); (6) "Visual Evidence: Images" (Saratoga National Historical Park; Bemis Heights Today; Catherine Schuyler Torches a Wheatfield; "Capitulation de Burgoyne a Saratoga"); (7) "Putting It All Together: Activities" (Council of War; War Continues; Soldiers and Settlement); and (8) "Supplementary Resources." (BT)

The small rural town of Bethlehem, Connecticut, contains pristine examples of modest 18th-century houses that surround a charming village green. Opposite the village green, the Reverend Joseph Bellamy's immense white clapboard house rises from a hilltop, an imposing presence that makes the village appear diminutive. The house stands today as a reminder of Bellamy's role as a leading preacher, author, and educator in New England from 1740 to 1790 and of the great awakening in Puritan New England. This lesson plan, based on the National Register of Historic Places file, "Joseph Bellamy House," and other sources on the Great Awakening and Joseph Bellamy, can be used in U.S. history, social studies, and geography courses in units on religion in the colonies. The lesson helps students gain a deeper understanding of the great awakening and the role Puritan ministers played in 18th-century New England. It cites U.S. history standards and lists educational objectives and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Colonial Connecticut; Original Lost for Sale in North Purchase); (5) "Determining the Facts: Readings" (Great Awakening; Joseph Bellamy; Insight into Joseph Bellamy); (6) "Visual Evidence: Images" (View of the Center of Bethlehem, 1836; Conjectured Floor Plan of the Bellamy House; Modern Floor Plan of the Bellamy-Ferriday House; Bellamy-Ferriday House; Reverend Joseph's Pulpit; Old Cemetery); (7) "Putting It All Together: Activities" (Letter Writing; Gravestone Design; Historical Research in the Community); and (8) "Supplementary Resources." (BT)

Inhabited by humans for less than a century, Midway Atoll dominated the world news for a brief time in the early summer of 1942. These tiny Pacific islands were the focus of a brutal struggle between the Japanese Imperial Navy and the U.S. Pacific Fleet. The U.S. victory here ended Japan's seemingly unstoppable advance across the Pacific and began a U.S. offensive that would end 3 years later at the doorstep of the home islands. This lesson plan is based on the National Historic Landmark file "World War II Facilities at Midway" and historic accounts of the campaign. The lesson can be used in U.S. history, social studies, and geography courses in units about World War II. It cites relevant National History Standards, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Japanese Offensive, 1941-42; Midway Atoll); (5) "Determining the Facts: Readings" (Out of Obscurity; Battle of Midway; Voices from Midway); (6) "Visual Evidence: Images" (Midway Atoll, 1941; Midway after Japanese Attack, 1942; Bombing of U.S. Carrier Yorktown, 1942; Dive Bombers, 1942; Bombers on Midway, 1942; Ammunition Magazine on Midway); (7) "Putting It All Together: Activities" (Victory or Defeat?; Technology and Warfare; Remembering the Middle of Midway; Local War Memorials); and (8) "Supplementary Resources." (BT)

Waterford, Virginia, preserves the ambiance and many of the structures that characterized it during its heyday as a flour milling town in the 19th century. The village has changed so little in shape and size that founder Amos Janney would find it recognizable. He could stroll from his 1733 home to the area of his original mill and then on to the Quaker meeting house he founded in 1741. This lesson plan is based on the National Register of Historic Places file "Waterford Historic District" and materials in the collection of the Waterford Foundation. The lesson, which focuses on changing life in a Quaker agricultural community and mill town, can be used in U.S. history, social studies, and geography courses in a unit about early industrialization or to illustrate how communities adapt to economic change. It cites relevant National History Standards, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Loudoun County, Virginia, 1870s; Waterford and Surrounding Farms, 1853); (5) "Determining the Facts: Readings" (Waterford: From Mill Town to National Historic Landmark; Early 19th Century Wheat Farming near Waterford; Waterford's Mill Ledger); (6) "Visual Evidence: Images" (Plan of Waterford, 1853; Mill and Miller's House, 1882; Mill and Miller's House Today; View down Main Street, c. 1862; View down Main Street Today; Quaker Meeting House); (7) "Putting It All Together: Activities" (Step Back in Time; Waterford, Then and Now; Change over Time in Your Town); and (8) "Supplementary Resources." (BT)

Encountering the U.S. Civil War on a smaller, human scale makes the conflict more approachable, vivid, and real. Rivers Bridge State Historic Site (South Carolina) offers a glimpse of the Civil War on such a scale. The small area allows visitors to comprehend the entire battlefield, its tactics, and to see how veteran troops near the end of the war sought to avoid high casualties. The relatively few casualties, most identified through historical research, are people, not numbers, and they convey the true human tragedy of this battle and all of the Civil War battles. This lesson plan, based on the National Register of Historic Places file for Rivers Bridge can be used in teaching U.S. history, social studies, or geography units on the Civil War or the South. The lesson cites educational objectives and materials needed. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Battlefield at Rivers Bridge); (5) "Determining the Facts: Readings" (Surviving on the Battlefield, 1965; Official Reports; Soldiers' Accounts); (6) "Visual Evidence: Images" (Sherman's March through South Carolina; Rivers Bridge Battlefield; Pvt. Edgar W. Cherry, 1865; Edgar W. Cherry, ca. 1890; Confederate Monument (front); Confederate Monument (rear)); (7) "Putting It All Together: Activities" (Your Account of a Civil War Battle; Following the Local Boys through the War; Memories of War; Monuments); and (8) "Supplementary Resources." (BT)

Strolling through the old city of Savannah, Georgia's rigid, grid pattern streets, down its linear brick walkways, past over 1,100 residential and public buildings of unparalleled architectural richness and diversity, visitors and residents come to appreciate the original plan that has existed intact since Savannah's founding in 1733. Twenty-four tree-shaded, park-like open spaces called squares are the essence of the city. Savannah is one of the few surviving colonial city plans in the United States, a testament to the ingenuity of Georgia's founders. This lesson is based on the National Register of Historic Places file for "Savannah Historic District." The lesson plan can be used to teach U.S. colonial history, the antebellum era and the cotton economy, and the rise of cities in the United States. It cites relevant National History Standards, objectives for students, and materials needed. The lesson plan is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (British and Spanish Claims in the Southeast; Portion of the Southeast Atlantic Coastline); (5) "Determining the Facts: Readings" (Establishing Savannah; The City Plan and How It Was Built; Good Intentions Don't Always Last); (6) "Visual Evidence: Images" (View of Savannah, 1734; Detail from View of Savannah; Savannah, 1800; Savannah, 1818; Panorama of Savannah, 1837); (7) "Putting It All Together: Activities" (Draw the City Plan of Savannah; Then and Now in Your Town); and (8)"Supplementary Resources." (BT)

Deep in the rugged coal fields of West Virginia, the rumble of a steam locomotive mingles with the sound of the New River crashing through its steep rocky gorge. With brakes squealing, the train passes a signal and slows for its approach into the town of Thurmond (West Virginia). This lesson plan is based on the National Register of Historic Places file "Thurmond Historic District," and other source materials about railroading in the New River Gorge. The lesson, which can be used in units on transportation history and community development, helps students understand how important these transportation services were to an otherwise inaccessible region. It cites National History Standards for grades 5-12, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Chesapeake and Ohio Railroad; Coal Mine Connection); (5) "Determining the Facts: Readings" (A Railroad Town; Behind the Scenes; A Ballad); (6) "Visual Evidence: Images" (Thurmond, c. 1920; Layout of Thurmond; Postcard Picture of Thurmond Depot; Ticket Office at a C&O Depot); (7) "Putting It All Together: Activities" (Role Play; Recognizing Others; Transportation Then and Now); and (8) "Supplementary Resources." (BT)

In spite of facing continual discrimination, Japanese and Japanese Americans living on the U.S. west coast made lives for themselves. On December 7, 1941, everything changed. After the attack on Pearl Harbor (Hawaii), individuals saw every Japanese or Japanese American as a potential spy, ready and willing to assist in a mainland invasion at any moment. In February 1942, President Franklin Roosevelt signed an executive order that moved nearly 120,000 Japanese and Japanese Americans into 10 isolated relocation centers in Arizona, Arkansas, California, Colorado, Idaho, Utah, and Wyoming. This lesson is based on the National Register of Historic Places files "Manzanar War Relocation Center" and "Rowher Relocation Center Memorial Cemetery," and other related materials. The lesson can be used in an U.S. history unit about World War II or in a social studies unit about human rights. It cites National History Standards, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (South Pacific in 1942; War Relocation Centers in the U.S.); (5) "Determining the Facts: Readings" (Fear!; "To All Persons of Japanese Ancestry...; Life in Relocation Centers); (6) "Visual Evidence: Images" (Residential Block Layouts; Evacuees Arriving, Manzanar, 1942; Residential Block, Rowher, 1943; Typical Barracks Room, Manzanar, 1942; Mess Hall, Manzanar, 1942; Remains of Security Fence, Manzanar; Manzanar with Mt. Williamson in Background, 1942; Monument to the Men of the 100th Battalion/442nd Combat Team, Rowher Memorial); (7) "Putting It All Together: Activities" (Rights of Citizens; Being There; Reactions; Lest We Forget); and (8) "Supplementary Resources." (BT)

The rhythmic noises of the turning water wheel and the roar of the furnace blast never stopped at Hopewell Furnace (Pennsylvania) during its years of operation (1771-1883). As long as the furnace was in blast, the ironworkers' jobs were safe. In case of trouble, they could escape to the woods, fields, and creeks of rural Pennsylvania. Now a national historic site, Hopewell Furnace lies in a setting of forested hills and valleys along a French Creek in Berks County in southeastern Pennsylvania. It provides a glimpse into the early days of the iron and steel industry that played a central role in the growth of the United States as an industrial nation. This lesson plan on Hopewell Furnace can be used in U.S. history, social studies, and geography courses in units on the growth of the U.S. economy during the early national period. The lesson plan is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Pennsylvania and Surrounding Areas; Southeastern Pennsylvania); (5) "Determining the Facts: Readings" (Works at Hopewell Furnace; Owner and Iron Master; Hopewell Furnace Community); (6) "Visual Evidence: Images" (19th Century Blast Furnace in Operation; 'Jumping the Pit,' 1936; Artist's View of Hopewell Furnace, 1950s; Ironmaster's House with Outbuildings; Tenant Houses; Typical Hopewell Furnace Products); (7) "Putting It All Together: Activities" (Working at Hopewell; Economic History in the Local Community); and (8) "Supplementary Resources." (BT)

Northern New Mexico boasts river valleys surrounded by snow covered mountains. But it is also harsh and unforgiving. One settler called it a "glorious hell." The "Hispanos," as the early Spanish settlers and their descendants were called, and the "Anglos," the immigrants from the east, were often in conflict. The physical fabric of their early ranchos, which combines the traditions of both cultural groups, testifies to the Hispanos' age-old heritage and to their ability to adapt to change. Some of the small subsistence farms (ranchos), created in the mid-19th century, survive in the mountain valleys of the Pecos and Mora rivers. This lesson plan is based on the Valencia Ranch Historic/Archeological District, the La Cueva Historic District, and other sources. The lesson plan can be used in U.S. history, social studies, and geography courses in units on settlement of the West or New Mexico history, and in units on cultural diversity. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Northern Provinces of New Spain; Spanish Settlement in New Mexico, 1769); (5) "Determining the Facts: Readings" (Hispanos and Anglos; Continuity and Change in the Valleys; Valencia and La Cueva Ranchos); (6) Visual Evidence: Images" (Traditional Hispano House; Plan of a Traditional House; Main House, Valencia Rancho; Romero House, La Cueva Rancho; Valencia Rancho; Aerial View of the Valencia Rancho); (7) "Putting It All Together: Activities" (Comparing Early Building Techniques; Traditional Building and Cultural Identity; Continuity and Change in the Community); and (8) "Supplementary Resources." (BT)

Kentucky's Mammoth Cave National Park is important because of its diversity of life on the surface and underground. Some of the plants in the park include trees such as oaks, hickories, tulip poplars, sycamores, and many types of bushes. The animal population is also very diverse and includes bats, squirrels, deer, raccoons, opossums, chipmunks, and many birds. The main rocks found in the park are limestone, sandstone, shale, and gypsum. The most important link that ties it all together is the water, the Green River on the surface and the groundwater in the cave. This multidisciplinary activity guide for Mammoth Cave National Park contains activities for students in grades K-3. All the activities in the guide provide detailed instructions for student implementation. The guide consists of three parts: (1) "Subject Chart"; (2) "Setting Chart"; and (3) "KERA Goals Chart." It also included ten activities: (1) "Park Puzzle"; (2) "Mammoth Cave Mobile"; (3) "Nature/Unnature Walk"; (4) "Shapes of the Season"; (5) "Tasty Trees"; (6) "Squirrels Need a Home or Bats Need a Cave"; (7) "A Place Protected"; (8) "Clay Caves"; (9) "Webbing the Wonders"; and (10) "Card Conclusion." (BT)

This lesson is based on the National Register of Historic Places registration file, "University of Virginia Historic District," and other primary and secondary materials about Thomas Jefferson and the ctreation of the University of Virginia. Thomas Jefferson did not begin the effort of designing the University of Virginia (Charlottesville) until late in his life. The education of the common man had occupied his thoughts for decades. Jefferson imagined that an academic village clustered around a tree-lined lawn would provide an ideal setting in which to pursue higher education. When the Virginia legislature authorized a state university in 1818, the retired U.S. President finally was able to dedicate his intellect, time, and energy to creating this new kind of educational institution. By the time he finished with his design, Jefferson had invented a uniquely American setting for higher education, the college campus. This lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Virginia and Washington, DC; Charlottesville area, 1877); (5) "Determining the Facts: Readings" (Education as the Keystone to the New Democracy; Building the Academical Village; Jefferson's Philosophy of Education); (6) "Visual Evidence: Images" (College of New Jersey, Princeton, 1764; University of Virginia, 1826; Plan of the University of Virginia, 1825; Study for Anatomical Theatre, c. 1825; Students on the Lawn, 19th Century; Aerial View of the Lawn, 1997); (7) "Putting It All Together: Activities" (Village for Learning; Local Schools; Education through the Generations); and (8) "Supplementary Resources." (BT)

The Booker T. Washington National Monument preserves and protects the birth site and childhood home of Booker T. Washington while interpreting his life experiences and significance in U.S. history as the most powerful African American between 1895 and 1915. The programs and activities included in this guide about the Burroughs Plantation (Virginia) are designed to meet the curriculum requirements specified in the Standards of Learning for Virginia Public Schools. This unit for students in grades 4-5 contains activities to introduce students to the impact of the Civil War, especially as it affected those living on the Burroughs Plantation. Engaging in the pre-visit, on-site, and post-site visit activities in the guide, students focus on learning concepts appropriate to their grade level while developing an appreciation for the problems and hardships of rural Virginia plantation life over a century ago. The activities enable students to investigate, research, and participate in hands-on learning experiences. Each program content page in the guide details how the park and its sites can serve as a classroom. The guide describes unit activities and gives specific objectives for each lesson. (Contains a 14-item children's booklist, a 7-item adult booklist, and other informational material.) (BT)

The Booker T. Washington National Monument preserves and protects the birth site and childhood home of Booker T. Washington, while interpreting his life experiences and significance in U.S. history as the most powerful African American between 1895 and 1915. The park provides a resource for public education and a focal point for continuing discussions about the legacies of Booker T. Washington and the evolving context of race in U.S. society. It is the mission of Booker T. Washington National Monument's education program to satisfy the curriculum needs specified in the Standards of Learning for Virginia Public Schools by utilizing the park as a classroom. Through engaging in pre-visit, on-site, and post-visit activities, students in grades K-1 focus on learning concepts appropriate to their grade level while being introduced to Booker T. Washington and his life as a slave. The activities enable students to investigate, research, and participate in hands-on learning experiences. During the site visit students learn about the cultural diversity that makes up Franklin County (Virginia). By learning about the past and the life of Booker T. Washington, individuals can understand the context of race in U.S. society better. Each program content page details how the national monument can serve as a classroom. The guide describes unit activities and gives specific objectives for each lesson. (Contains a 7-item monument booklist, a 14-item children's booklist, a 7-item adult booklist, and additional informational materials.) (BT)

The Booker T. Washington National Monument preserves and protects the birth site and childhood home of Booker T. Washington while interpreting his life experiences and significance in U.S. history as the most powerful African American between 1895 and 1915. The programs and activities included in this guide about the Booker T. Washington and W. E. B Du Bois are designed to meet the curriculum requirements specified in the Standards of Learning for Virginia Public Schools. This curriculum unit for 11th grade compares and contrasts Washington and Du Bois, two prominent African American leaders who had opposing views on many topics. The guide explores the impact these two men had on the modern civil rights movement in the United States. Engaging in the unit's pre-visit, on-site, and post-visit activities, students focus on the differing ideas about civil rights held by Du Bois and Washington. The activities in the unit enable students to investigate, research, and participate in hands-on learning experiences. Each program content page details how the park can serve as a classroom. The unit describes activities and gives specific objectives for each lesson. (Contains a 13-item booklist and informational materials.) (BT)

Land was at a premium during the first quarter of the 19th century in the newly incorporated city of Boston (Massachusetts). Among the first priorities was the development of a safer, healthier city. Boston's burial grounds were seriously overcrowded, and additional space was no longer available within the city limits. Attitudes about death and burial were changing significantly around this time. Mount Auburn Cemetery, founded in 1831, reflected these changing ideas about death, and at the same time addressed the problem of an overcrowded city. Located about four miles outside of Boston, Mount Auburn Cemetery provided ample space for burials amid a tranquil, natural setting. This lesson plan looks at cemeteries and attitudes toward death and burial. The lesson plan is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Boston and Vicinity, 1830; Mount Auburn Cemetery, 1847); (5) "Determining the Facts: Readings" (Founding Vision: A 'Garden of Graves'; The Landscape: Art and Nature; A Place for the Living: Leisure, Learning and Mourning); (6) "Visual Evidence: Images" (Engraved Views of Copp's Hill, Boston, 1851; Engraved View of Lowell Lot, 1847; Engraved View of Stow Gardens, circa 1760; Engraved View of Gossler Lot, 1847; Stereographic View of Jones Lot, 1860s; Engraved View of Appleton Lot, 1847; Mount Auburn Guide Book, 1856); (7) "Putting It All Together: Activities" (Map Mania; Location Is Everything; Observing the Landscape); and (8)"Supplementary Resources". The lesson plan can be used in U.S. history, social studies, and geography courses in units on urbanization and reform movements. (BT)

Henry Hopkins Sibley shared his nation's destiny of spanning the American continent from the Atlantic to the Pacific. Sibley's nation was the Confederate States of America, and Confederate President Jefferson Davis shared Sibley's vision of southern manifest destiny. President Davis authorized Sibley to raise volunteers for the Confederate Army of New Mexico, since Sibley's object was to conquer New Mexico and go on to Colorado and California. But the Confederate troops encountered major obstacles they had not foreseen, including cold weather and dry landscape, a distrustful Hispanic population, Apache warriors, and a determined, quickly assembled Union volunteer force. In Glorieta Pass (New Mexico), on March 28, 1862, the dream of a Confederate Western Empire ended. This lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Southwest United States in 1862); (5) "Determining the Facts: Readings" (Gettysburg of the West; A Soldier's Experience; Reports of the Battle of Glorieta Pass); (6) "Visual Evidence: Images" (Battles of Apache Canyon and Glorieta Pass; Fight at Pigeon's Ranch; Pigeon's Ranch, 1880; Glorieta Pass Battlefield Today); (7) "Putting It All Together: Activities" (Consider Life as a Soldier; Impact of the Confederate Invasion; War Memorials in the Local Community); and (8) "Supplementary Resources." The lesson can be used in U.S. history, social studies, and geography courses in units on westward expansion and the U.S. Civil War. (BT)

The Washington Monument (District of Columbia) is one of the most recognizable structures in the United States. Its prominence comes because it commemorates George Washington, who remains one of this country's most admired leaders. The history of the monument reflects Washington's contributions to the development of the United States and shows how people have debated the best way to honor important citizens. The lesson is based on the National Register of Historic Places registration file for the Washington Monument, the visitor's guide to the monument, source material about George Washington, and the structure built to honor him. The lesson plan can be used in teaching units on the American Revolution, the early Federal period, or the formation of a national identity, a collective memory, and interpretations of the past. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started" (Photograph Analysis Worksheet); (3) "Locating the Site: Maps" (Portion of L'Enfant Plan for Washington); (4) "Determining the Facts: Readings and Documents" (George Washington and the Early Republic; Samuel Blodgett's Broadside; Construction of the Monument; Finishing the Monument); (5) "Visual Evidence: Images" (The Washington Monument; Robert Mills's Design for the Washington Monument; The Washington Monument during the Civil War; Alternative Designs for the Washington Monument); (6) "Setting the Stage"; (7) "Putting It All Together: Activities" (Qualities of a Leader; Designing a Memorial; Local Memorial Study); and (8) "Summary." (MR)

In 1870, Boston, Massachusetts, was an overcrowded, noisy, and dirty city. Concerned with the health and happiness of Bostonians restricted to these unhealthy surroundings, the city hired Frederick Law Olmsted to design a park system. The series of parks he designed over the next several years is known as the Emerald Necklace. From lovely waterways to botanical gardens to peaceful meadows to tree museums, each plays a vital role in linking the citizens of Boston together through nature. This lesson plan, based on the National Register of Historic Places registration file, "Olmstead Park System" and other sources, can be used in U.S. history, social studies, and geography courses or in units on urban expansion in the late 19th century or city planning. The lesson cites National History Standards and lists educational objectives and materials needed. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Boston, 1775; Boston Today); (5) "Determining the Facts: Readings" (Boston's First Parks; Green Connection; Creating the Jewels of the Emerald Necklace); (6) "Visual Evidence: Images" (19th-century Boston; Emerald Necklace; Dredging the Back Bay, 1882; Muddy River, 1892; Muddy River, 1920); (7) "Putting It All Together: Activities" (Plan Your Own Greenway; Parks Brochure; Landscape Fun); and (8) "Supplementary Resources." (BT)

Mammoth Cave (Kentucky) was designated as a national park in 1941 because of its beautiful hills and valleys, scenic rivers, and the vast cave system located within its boundaries. Outstanding physiographic features include karst terrains, sandstone capped plateaus, and bluffs overlooking rivers and streams, which provide an unusually wide variety of ecological elements. The Park is part of what is believed to be the most diverse cave ecosystem in the world. This curriculum and activity guide for paleontological study (an examination of the remains of living things) in Mammoth Cave National Park provides information about the National Park Service. The unit is divided into the four parts: (1) "Our Geological Past" (Kitchen Geology, grades 4-6; Weathering and Erosion, grades 4-6; Paleo Time Line, grades 6-12; Time Lapse, grades 6-12); (2) "Fossilization" (Create a Fossil, grades 1-4; Tales of the Dead, grades 6-12; How Do You Become a Fossil? grades 1-6; Crinoid Race, grades 6-9; Fossil Identification, grades 6-12); (3) "Adaptations" (Race for Survival, grades 1-8; Survival of the Fittest, grades 6-12); and (4) "Human Influences" (Shoe Box Midden Dig, grades 6-12; Fossil Search, grades 4-9; Exploring the Past: A Field Trip into Mammoth Cave, grades 6-12). Contains a glossary. (BT)

The National Park Service originated with the passage of the Organic Act of 1916. Since then the National Park Service and the U.S. government have designated many places to be protected, either because of their historical significance or natural significance to the nation. In Kentucky, Mammoth Cave National Park is one of four national parks. Each National Park Service area has its own unique cultural, biological, and geological significance. Cultural heritage (people), vegetation (plants), wildlife (animals), and landforms (rocks) are the reasons the parks were set aside. This multidisciplinary activity guide for Mammoth Cave National Park is for students in grades 4 and 5. The guide provides detailed instructions for implementation of the diverse activities. It is divided into three charts: (1) "Subject Chart"; (2) "Setting Chart"; and (3) "KERA Goals Chart"; and 10 activities: (1) "Plotting Protected Places"; (2) "Exploring Emblems"; (3) "Acorn Mix-Up"; (4) "Case of the Mysterious Rocks"; (5) "Current Song"; (6) "Clear as Mud"; (7) "Kentucky Capsules"; (8) "In Remembrance"; (9) "Findings from the Field"; and (10) "Cover All!" (BT)

By 1890 the legendary outlaws of the 1870s and 1880s were mostly dead or in prison. When Luther Perkins erected his new bank building in Coffeyville, Kansas, a bank robbery was the farthest thing from his mind. But the Dalton cousins, former Coffeyville residents, were interested in the bank because they wanted to outdo the James gang by using the town as a setting for a spectacular double bank robbery. The robbery ended, however, with four of the five outlaws dead. Coffeyville became famous in the nation as the town that stopped the Daltons. This lesson is based on a National Register of Historic Places file, on studies of outlaws of the U.S. West, and on a contemporary description of the robbery. The lesson can be used in U.S. history, social studies, and geography courses and in units on the post-Civil War era, the settlement and culture of the West, or Kansas history. It cites educational objectives and lists materials needed. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Coffeyville, Kansas and Surrounding Area); (5) "Determining the Facts: Readings" (Renegades and Outlaws; Dalton Gang; People of Coffeyville Say 'Enough!'); (6) "Visual Evidence: Images" (C.M. Condon and Company Bank, 1892; Condon Bank after the Attempted Robbery; 'Death Alley,' Coffeyville, Kansas; Bodies of the Dalton Gang After the Shoot-Out; Condon National Bank Building Today); (7) "Putting It All Together: Activities" (Myth of the Outlaw; Taking the Law into Our Own Hands; Locally Famous Events in the Community); and (8) "Supplementary Resources." (BT)

This lesson describes and discusses the U.S. Civil War Siege of Port Hudson (Louisiana). Based on the National Register of Historic Places registration file, "Port Hudson Battlefield," the lesson cites objectives and lists materials for students, and provides information for a site visit. It contains eight sections: (1) "About this Lesson"; (2) "Getting Started: Inquiry Question"; (3)"Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (The Mississippi Valley; Port Hudson and Its Defenses); (5) "Determining the Facts: Readings" (The Setting for Siege; The Mule Diet at Port Hudson; The Account of Pvt. Henry T. Johns; The Letters of John William DeForest); (6) "Visual Evidence: Images" (Confederate Cannon inside Port Hudson; Confederate 'Rat Holes' within the Fort; Confederate Earthworks; Federal Siege Camp in a Ravine; Federal Artillery Battery; African-American Troops at Port Hudson); (7) "Putting It All Together: Activities" (The Life of a Soldier; The Hero; Debating Siege Warfare; Your Community Under Attack); and (8) "Supplementary Resources." (RJC)

This lesson describes and discusses the impact on Carnegie Libraries in U.S. history. The lesson plan contains eight sections: (1) "About this Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Carnegie Libraries in the United States, 1920); (5) "Determining the Facts: Readings" (Andrew Carnegie; Applying for a Carnegie Library; Obtaining a Carnegie Library; Examples of Carnegie Libraries; Distribution of Carnegie Libraries, 1920); (6) "Visual Evidence: Images" (Sample Library Building Plans; Medford Free Public Library, Medford, Wisconsin; Carnegie Free Library, Connellsville, Pennsylvania; Richfield Public Library, Richfield, Utah; Carnegie Library, Spokane, Washington; Carnegie Library, Girard, Kansas;'Harpers Weekly,' March 30, 1901); (7) "Putting It All Together: Activities" (Additional Research on Carnegie; Famous Philanthropists; Spending a Fortune; Libraries in the Local Community); and (8) "Supplementary Resources." (RJC)

This teaching guide provides a teaching unit that has been adapted from materials published as part of the National Register of Historic Places'"Teaching with Historic Places" lesson plan series. The lesson describes and discusses the U.S. Civil War Battle of Mill Springs (Kentucky). The lesson plan contains eight sections: (1) "About the Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Ohio River Valley, 1860; Kentucky and Surrounding Region); (5) "Determining the Facts: Readings" (Kentucky's Importance; Battle of Mill Springs; Remembering Those Who Died at Mill Springs); (6) "Visual Evidence: Images" (Death of General Zollicoffer; Mill Springs Battlefield Today; Zollie Tree; Mill Springs National Cemetery); (7) Putting It All Together: Activities" (Choosing Sides; Soldiers' View; Community Action); and (8) "Supplementary Resources." (RJC)

This lesson describes and discusses the Battle of Bunker Hill (Massachusetts), which took place during the Revolutionary War. The lesson plan contains eight sections: (1) "About this Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Boston Area Today; Boston Area, 1776); (5) "Determining the Facts: Readings" (Setting the Stage for Battle; Battle of Bunker Hill); (6) "Visual Evidence: Images" (Charlestown Peninsula; Battle of Bunker Hill; Redoubt Atop Breed's Hill); (7) Putting It All Together: Activities" (Rebellion--Then and Now; Community Issues); and "Supplementary Resources." (RJC)

The late 19th- and early 20th-century sculptor, Daniel Chester French, spent 34 summers working daily at Chesterwood (Stockbridge, Massachusetts), his summer studio and home. The workplace was designed specifically for creating monumental public structures, works such as the "Abraham Lincoln" that forms the centerpiece of the Lincoln Memorial in Washington, DC. But beyond the open door of his studio, French could admire a panoramic view of the rolling Berkshire Hills. This lesson is based on the Daniel Chester French Home and Studio file. The lesson can be used in U.S. history, social studies, and geography courses in units on late 19th and early 20th century reform and urban movements or in an introduction to U.S. art history. It contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Stockbridge and Surrounding Area); (5) "Determining the Facts: Readings" (The Sculptor: Daniel Chester French; Chesterwood: Home and Workplace; Working on the 'Abraham Lincoln' for the Lincoln Memorial); (6) "Visual Evidence: Images" (Bird's-eye View of Chesterwood; French's Studio at Chesterwood; Main House at Chesterwood; Interior of the Workroom Today; Sculpture on Railroad Track, 1905; 'Minute Man'; 'Abraham Lincoln' Being Installed at the Lincoln Memorial, 1922; Sketch Model of 'Abraham Lincoln'; Working Model of 'Abraham Lincoln'; Detail, 'Abraham Lincoln,' Washington, DC); (7) "Putting It All Together: Activities" (Reading a Sculpture; Sculpture as Work; Public Art in the Community); and (8) "Supplementary Resources." (BT)