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THE CHOICES PROGRAM BROWN UNIVERSITY
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How do primary sources strengthen understanding of the roles and experiences of racial and ethnic groups in U.S. history?

Preview this collection for the table of contents and one lesson plan. Preview all units.
Additional unit descriptions for the U.S. History Series that summarize key events, people, and terms, as well as underrepresented histories and skill development are available, along with a timeline, on this MIRO board.

First edition. August 2022. – This collection of twelve lessons adapted from the Choices Program’s U.S. History Series provides teachers with stand-alone activities that can be used in an ethnic studies course. The lessons are arranged chronologically and can help students explore groups that played vital roles, but that are sometimes underrepresented, in U.S. history. The lessons can be used to help broaden students’ perspectives of historical and contemporary experiences of ethnic and racial groups in the United States. Each lesson contains sources presented from the perspectives of different ethnic and racial groups. 

The lessons are provided as a guide and vary in length and difficulty. Each lesson can be completed in one or more periods and most include videos that feature leading experts. Choices Program encourages teachers to adapt them to the needs of their students.

“I love the Ethnic Studies curriculum that you developed. I particularly like the Native American lesson with the map drawn from the Catawba perspective; it’s a great opener! So many new ideas can be learned from this one activity.” – Kate, English and Ethnic Studies Teacher, Rhode Island

LESSONS

Interpreting a Native Map

Students interpret an eighteenth-century Catawba map and consider the perspective of the Native mapmaker about relations with the colonists.

The Geography of Expansion and Dispossession

Students identify geographical landmarks in the eastern third of the United States and examine U.S. government documents as well as statements by Native people about land treaties from the 1780s.

“Invisible” Churches

Using excerpts from first-person narratives of enslaved people, students learn about “invisible” churches and understand their role in Black people’s resistance to slavery.

Legend as an Historical Source

In this lesson, students examine a Kiowa legend about smallpox and develop an understanding of its value as a historical source.

Letters from Black Soldiers and Their Families

Students closely analyze the language and craft of letters by Black soldiers and consider their experiences and key role in the Union Army.

Native Hawaiian Resistance to Annexation

Students analyze different types of primary sources to deepen their understanding of Native Hawaiians’ resistance to U.S. annexation.

Immigrant Experiences in U.S. History

Using a selection of diverse first person immigrant accounts, students learn about and compare the motivations and challenges involved in the process of immigration.

Puerto Rico’s Political Status and the Legacies of Colonialism

Students explore the more than 120-year-long colonial relationship between the United States and Puerto Rico and examine historical and contemporary Puerto Rican calls for change to their colonial status.

Documenting Life in the Camps: The Watercolors of Kango Takamura

After analyzing an incarceree’s watercolors depicting camp life for Japanese Americans, students consider the benefits and limitations of analyzing art as a primary source.

Women's Experiences in SNCC

Students use primary sources to understand the experiences and contributions of Black female SNCC organizers in Mississippi.

Cuban American Experiences

Using excerpts from Cuban American memoirs, students present perspectives representing a wide array of Cuban American experiences and points of view.

#StopAAPIHate and the Importance of Difficult Histories

Students consider why it is important to study “difficult histories” as they examine primary and secondary sources that reveal the long history of anti-AAPI (Asian American and Pacific Islander) racism in the United States.

VIDEOS
Why is it important to incorporate Native American perspectives in U.S. history?
Why is it important to center marginalized people in the study of American history?
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MATERIALS
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