Securing the "Blessings of Liberty:"

Weaving and Supporting the Theme of Freedom Throughout American History

Taylor Smith

Fall 2014

C&T 762
 As expressed through various works, Historian Eric Foner places freedom at the base of

many national failures, triumphs, struggles, and sagas in a way that displays this national ideal as

a transformative process that has deeply influenced the United States' national identity. In his

essay "American Exceptionalism, American Freedom," Foner contends that American

exceptionalism--although not coined until the early 20th Century-- is rooted in American cultural

history through value of freedom. Ultimately, the fires of freedom that persist to trump

oppression and secure the beacon of liberty ignite the passion surrounding American history.

From the rebellion of Revolutionaries and Confederates and the limits of civil liberties for the

nourishment of security, to the drive toward individual freedom for the citizen as exhibited by the

ambitions of rugged Jeffersonians, Abolitionists, Populists, and Suffragists, the study of

American history through the lens of freedom allows for the exploration of social, economic,

geographical, and political impacts of this fundamental value (Foner, 2013). Whether being

idealistic or critical of American progress, the movers and shakers of our history consistently link

their goals and struggles to the idea that lights the glistening path from "sea to shining sea." The

purpose of teaching early American history through the conceptual lens of freedom is not one

that focuses on the exceptional social and political values of the nation; rather, this particular

approach provides students with the opportunity for a critical analysis and evaluation of the

debate over one of America's most valued ideals through the eyes of those whom they study.

The trouble with freedom, however, is that its meaning shifts across time and place,

limiting a consistency that holds a significant difficulty for middle school students to grasp,

especially since the student and the subjects that they study are fallible toward their own biases.

Eric Foner's account of this national identity in The Story of American Freedom presents many
questions or challenges that one may face in weaving this theme throughout an 8th grade

American history course. For example, due to a variety of circumstances in which Foner

discusses that may lend to one's freedom political, economic, or social the teacher may

necessitate a purpose for generalizing meaning for the purpose of allowing students the

opportunity to synthesize the information across time and place (Foner, 1998). Therefore, as

many contentious conversations have discussed before, whose freedom do we guide students

towards learning, and what does it look like? As demonstrated through his work in Historical

Thinking and other Unnatural Acts, Sam Wineburg presents the case that having students think

historically goes against the natural order of how the human brain generally learns about the

past; thus, making it easier to learn trivial concepts. Despite this difficulty, Wineburg exemplifies

the idea that the purpose of history is not to have students create a slogan for freedom, or

passively accept the names of heroes, and the accounts of success. Rather, students must be

taught how to grapple with the complexities of determining the meaning of freedom and

questioning our country's history of securing the "Blessings of Liberty" (Wineburg, 2001).

The examples that follow demonstrate how to weave the theme of freedom throughout an

8th grade American history course, with a specific example of a problem-based learning unit

over modern-day slavery. For the purpose of aligning with the Common Core and the standards

designed by the Kansas State Department of Education, I have outlined a rationale of how

teaching through the specific conceptual lens of freedom meets the demands of inquiry-based

instruction. Subsequently included are the supplements needed to guide students through this

"unnatural" process through formative assessments that use a continuum that evaluates freedom,

as well as a collaborative Museum Box that students will consistently modify throughout the
year. The purpose of these formative assessments are aligned with the Common Formative

Assessment initiative implemented by the Shawnee Heights Unified School District.

Freedom within the Framework of Common Core and KSDE Social Studies Standards

As adapted by the Kansas State Department of Education, the current Social Studies

standards call upon a broad study of American history where the design of units allows teachers

to adapt the scope and sequence, as well as compelling questions, where they see fit. The most

unique feature about the KDSE Social Studies Standards is the emphasis of tying historical

events to contemporary issue, strengthening relevance for students. Therefore, the threading of

freedom as the conceptual lens through which the students will focus their attention provides an

opportunity to sequence, analyze, and create an understanding of American freedom throughout

time. As exhibited by the summative assessment, students will be able to track freedom as an

ideal that sparks continuous passion for change and maintenance of norms; the relationships

between American jurisprudence and the dynamic interpretation by leaders and citizens, alike;

the way the citizen interprets their privileges, rights, and responsibilities, in regards to securing

or obtaining freedom; the various meanings of American freedom as a core value and pursuit;

and the reciprocal nature of choices to uphold freedom for many and the consequences that often

limit the freedoms of others (KSDE, 2013).

The initiative of the Common Core State Standards (CCSS) serves the purpose of preparing

students for the rigorous and diverse demands of their post-secondary careers. The emphasis lies

in straightening students' abilities to perform in reading, writing, and speaking and listening

endeavors in a multi-faceted manner (Common Core State Standards). Despite placing a heavy

emphasis on Mathematics and English Language Arts, the study of American History, with the

design of the KSDE Social Studies Standards, provide opportunities for students to seek and
create understandings about historical events and contemporary issues in a manner that

tremendously supplements the goals set forth by the CCSS. Furthermore, the National Council

for the Social Studies' development of the C3 Framework further incorporates social studies into

the CCSS through discipline-specific elements that supplement the general literacy practices

being implemented across content areas. The C3 Framework provides social studies teachers and

their prospective states to enhance their curriculum by designing instruction that allows students

to study a variety of disciplines within social studies, while developing their ability to respond to

the challenges of college, career, and civic life. The inquiry-based approach developed

demonstrated throughout the dimension of the C3 Framework requires teachers and states to

update and create instruction that allows students to practice how to question, seek information

in regards to a given discipline, and create and communicate their various understandings of

people, places, and ideas throughout time (Herczog, 2014).

Inquiry-based instruction and learning begins with the creation of compelling questions. The

importance of providing students with compelling questions lies in allowing students to critically

think about historical events and people across time and place. With the C3 Framework, NCSS

believes that compelling questions are the first step that students need to work through in order to

collect valid sources and data to construct their understandings. As one part of the "Inquiry Arc"

of the C3 Framework, compelling questions meet the demand of implementing rigorous

instruction that prepares students for college, career, and civic life. At its core, the C3 Framework

provides students with the necessary skills ability to create questions, think in a discipline-

specific manner, collect and evaluate evidence, and seek conclusions and action to recognize

and criticize societal problems (National Council for the Social Studies, 2013). For example, a

particular unit may ask students to determine that if there is a threat to national security, should
the rights of Americans be protected, or does the Federal government have the power to restrict

them? The creation of this compelling question not only gives students the opportunity to explore

the meaning of their rights and American freedom, it further allows them to question historical

and contemporary practices of limiting the freedoms of Americans. An example unit of where

this question may fit may require students to analyze a variety of primary sources from John

Adams and Thomas Jefferson, in regards to the Alien and Sedition Acts, while also digging into

sources that discuss the actions of our government after the attacks on September 11th, the

consistency of American opinion of security and privacy, and the opinions and impacts of

practices of the 21st Century intelligence community. In conclusion, students would develop an

argumentative essay; thus, the summative performance infused a combination of discipline

specific (contextualizing and corroborating sources) and interdisciplinary practices allows

students to question and create an individual understanding of American freedom and the

common limits during wartime.

Teaching American history in a manner that where students critically analyze and evaluate

American freedom meets the demands of the KSDE Social Studies standards, the CCSS, and the

NCSS C3 Framework. Below, I will describe how sequencing American freedom throughout 8th

grade American history is made possible through a critical analysis of its progression throughout

time, and one may view examples of units on subsequent pages.

Significance of Freedom in 8th Grade American History

Within the framework of an 8th grade American History course, the significance of

American freedom is outlined below. The considerations of how to weave the theme, and what it

looks like if different eras is based on the viewpoints discussed by Historian Eric Foner in his

work The Story of American Freedom. As demonstrated through this discussion, the ultimate
goal is to concurrently demonstrate the transformative characteristics of freedom, in regards to

time and place, and the consistency of the desires of this fundamental value. Therefore, the

outlined units, as well as the provided examples, will demonstrate how students will view the

continuity of the value of freedom, while examining how its meaning and the actions to achieve

this ideal differ in time, place, and among groups. With consideration to the organization of

Foner's conception of how to weave the theme of freedom, the examples below will discuss the

differences in meaning and examples of application from Americans in the eras after the

American Revolution, Westward Expansion, Industrialization and Sectionalism in antebellum

America, and Abolitionism. Each unit will also provide examples of contemporary connections

to the identified historical periods. Each will discuss the identified dimensions of freedom

economic, political, or socialas they fit within various eras. As they are related, the theme of

freedom will be viewed within the scope of its meaning, various social conditions that influence

obtainment, and the boundaries political, social, or economicthat exist (Foner, 1998).

You don't pay my phone bill!: Exploring Our Rights During a Threat to National Security

Compelling Question: If there is a threat to national security, should our rights be protected, or
does the government have the power to restrict them?

During the formative years of America, the framers contested the idea of freedom and how to

ensure its security after independence from Britain. Individuals like James Madison contended

that the only way to live up to the ambitions of the Revolution was to use the upper hand of the

national government, rather than the personal character of individual citizens. This belief became

the argument for the creation of the Constitution and through the actions of the government when

there was a posed threat to national security. Despite future convictions against the actions of

President John Adams with the Alien and Sedition Acts, James Madison was one of many who
presented the ideas that a strong national government would protect the people from oppressive

state institutions, as well as from themselves. However, it must be understood that upon

structuring the general government, the Founders intended to create a Republican that would

balance power and liberty (Foner, 1998). As demonstrated through the attached unit outline,

students examined the reasons for heightened security after the quasi-war with France in 1798

and the attacks on September 11th, 2001. The purpose of this unit was two-fold: students had to

examine how the Federal government, during two completely different time periods, restricted

the freedom of citizens, while determining whether or not the Federal government has the power

to restrict our most basic rights. Students analyzed various documents from Federalist John

Allen, Thomas Jefferson, George W. Bush, Edward Snowden, the American Civil Liberties

Union, and public opinion surveys conducted by Pew Research. The documents from Federalist

John Allen and George W. Bush communicate the necessity of restricting freedomsspeech,

press, and privacyfor the purpose of securing the nation against threats from within and

without. Contrarily, the ACLU and Thomas Jefferson believe that the expansion of power during

wartime is an encroachment upon individual liberty.

To the Moon and Back: Expanding the Destiny of Freedom

Compelling Question: How did expansionist ideas impact the growth of the United States, while
continuing to spark the desire to explore new frontiers?

When narrating the life of American freedom, one can pinpoint its spirit as its being

visualized through the era of expansion. By looking at the ideas that surrounded the reasons for

Westward expansion in American, students discovered how the beliefs impacted our physical

territorial growth as a nation, as well as our desires to continue exploring and expanding today.

The purpose of this unit is to have students explore the self-improvement and self-determination
values set forth as a result of the Second Great Awakening. These beliefs led many to believe that

land was powerful symbol for freedom as the individual sought their own meaning and

application of freedom where no government or other group could interfere. This demonstrates

that many Anglo-Saxon Americans during this time sought their own freedoms by expanding

West, no matter the cost. For example, students may communicate that the results of the beliefs

held by Anglo-Saxon Americans during this time eventually led to deforestation, the creation of

towns, geographical barriers, and the removal of Native Americans (Foner, 1998). Therefore,

this particular unit asked students to examine the goals of the the Lewis and Clark expedition, the

beliefs that motivated and justified expansion, and the subsequent impacts. Furthermore, students

looked at how NASA continues to expand the idea of Manifest Destiny for the purpose of

obtaining support for their out-of-this-world endeavors. Within this unit, students evaluated the

social dimension of freedom by focusing on how Americans justified their actions because of a

set of beliefs. However, the element where government does come into play is with the Louisiana

Purchase, and this is where students began their expedition into the goals and potential impacts

of Westward expansion. The actions of the government in regards to the sets of values and their

limits on freedom during this time are addressed in a separate unit.

The Great Divide: How Economic Freedoms Caused a Rift in America

Compelling Question: Was slavery the antithesis of freedom?

Eric Foner describes that some of the major fears during antebellum America rested in the

belief that one may become subjected to slavery. Therefore, the sectional divide and the

industrial revolution during antebellum America created a conflict where many Americans

compared slave and wage labor, as slavery was the greatest antithesis to freedom. Therefore, this

particular unit would focus on the economic conditions that surrounded the fear of slavery and
one of the causes of the Civil War. Students will explore how economic values of Southern

citizensAristocracy and slave labor restricted the freedoms of African American slaves,

eventually fueling the fires of abolition. Likewise, students will examine the labor conditions in

the North that were driven by the Capitalist Free-Market (Foner, 1998).

The market revolution that gave way to wage labor brought about the belief that one can have

control over their own future. However, many began to deconstruct the image of the free market

by claiming that, if tied to a wage, one was not truly free from the control of others as owners of

businesses simply retained the benefits of slave labor without calling themselves "Masters." For

Southerners, they believed that slave labor greatly contrasted the Northern Capitalist system by

protecting slaves from the low-wage exploitative jobs of of the marketplace. Contrarily, many

argued that slave labor is what ultimately protected the Southern elite from the marketplace that

caused them to compare the two in the name of slavery. Thus, the fear of enslavement whether

literally or in terms of economic practices caused Southern slave holders to believe that

abolition would eliminate their way of life due to the incompatibility of the two institutions. As

Lincoln concluded, the existence of slavery could not persist to sustain the Union. Therefore, a

subsequent unit may communicate how the Federal government used its power to limit the

freedom of the Southern states by forcing the abolition of the institution of slavery (Foner, 1998).

To make contemporary connections, students will examine the economic conditions created

by Capitalist practices in the 21st Century lead to the enslavement of during the Modern-Day

Slavery Problem-Based Learning unit below. Likewise, this unit will focus on how individual

citizens are working towards increasing the economic freedom of Americans currently working

minimum-wage jobs. Students will examine how various individuals contend that increasing the

minimum wage will provide more opportunities for these individuals. However, students will
also examine the contentions made by various corporations and citizens who refute the proposal

of the $10.10 per hour Federal limit as they believe it is a detriment to their business practices.

The Moral Fight for Freedom: Abolitionism in antebellum America and the Modern World

Compelling Question: If any, what responsibility do we have to hold our leaders accountable in
ending global slavery, for the purpose of securing freedom worldwide?

For someespecially African American slavesslavery resulted in the ultimate lack of all

attributes of freedom. Therefore, this particular unit will focus on the contributions of various

citizens to eliminate the practices of slave labor. Due to the elimination of elements like notably

for the requirements of political participation, antebellum America witnessed a unique tide of

challenges to the conception of freedom. As slavery acted as a stark contrast to the American

ideals of freedom, many absorbed a rhetoric that fought against one of the world's oldest

institutions and practices that sustained the Southern American economy. However, many sought

to expand the barriers to freedom by transforming the meaning of this American value. Due to

the market revolution, many abolitionists believed that one could sustain freedom through

earning a wage, eliminating the metaphorical meaning of slavery. In other words, literal chattel

slavery prevented the slave from determining their own fate, and the market revolution made this

transformation of thought possible (Foner, 1998).

Furthermore, many abolitionists drew upon the echoes of the Declaration of Independence

and their evangelical Protestant beliefs, claiming that freedom is an ordained entitlement for all,

regardless of race. Therefore, they held great importance to the idea that personal freedom was

more valuable than one's endeavors to hold property or the security of local political freedom.

With this, students will examine the moral beliefs held by 19th century abolitionists and their

contributions in raising awareness and eliminating the practice of chattel slavery in antebellum
America. With this, as demonstrated on the blog below, students will compare conceptions of

freedom today by examining efforts to eliminate slavery world-wide. Students will examine the

conditions of modern-day slavery, while critiquing and designing efforts to bring about it's

abolition. Students may discover contrasting desires of commercial freedom, and the individual

freedom of the slave. However, they will focus on how citizens are bringing light to the

oppressive institution for the purpose of securing this American value world-wide (Foner, 1998).

The Fight to Abolish Modern Day Slavery: An Example of Sequencing Freedom

Throughout a Course with a Student Blog

Compelling Question: If any, what responsibility do we have to hold our leaders accountable in
ending global slavery, for the purpose of securing freedom worldwide?

Below is a link to a student blog being developed to facilitate students thinking in regards to

abolishing modern day slavery. With this blog, students will explore the conditions of slavery,

while examining how various local, national, and global organizations are contributing to its

disposal. Students will then synthesize their understandings by informing their community about

the conditions of this labor practice, while communicating their proposed solution. They will

then decide how they will act upon persuading local, national, or global actors to partake in

ending these oppressive practices.

CHOCOLATE, DIAMONDS, JORDANS, AND WAR: EXAMINING SLAVERY IN THE

POST-EMANCIPATION WORLD

Assessing Student Progress Throughout: The use of a continuum and Museum Box for
formative assessments

While weaving the theme of freedom throughout the course, guiding student synthesis will
occur with the class freedom continuum, as well as a the Museum Box. Both of these elements
will not only act as advanced organizers, but as formative assessments to monitor student
progress. With each unit, as illustrated below, students will be asked to determine how the
meanings and applications of American freedom change due to governmental practices, or on
behalf of the citizens. Museum box allows students to create a digital archive where they can
collect documents and present their arguments. Each box comes with three layers, and each layer
can have up to 6 cubes. One cube may act as one argument. Functionally, students would create
one cube for each unit, then they would present this cube to the class to determine where the
continuum should shift. Students will be expected to collaboratively research freedom during the
assigned time period and demonstrate its meaning and application through the analysis of
primary source documents. For example, for the first unit discussed above, students may take on
the belief that the Federal government must protect our rights. Therefore, students may present
their contention by analyzing the opinions of Thomas Jefferson through the Virginia and
Kentucky Resolutions, while connecting this to the recent arguments over the ethics of the
National Security Agency. Therefore, if their group persuades the panel of judges, the shift will
occur on the continuum that indicates government restrictions to freedom, rather than restrictions
from the majority population of the United States.

In regards to the continuum, students may select that the government has restricted the
freedom of the American people with the attributes being that of national security. However, if
the student argues that the Federal government has the power to restrict our rights for the purpose
of securing our liberty when there is a threat to national security, they may select that there is a
balance of freedom due to the government's efforts to protect the nation. That being said,
students will need to provide justification for their selection. Groups will collaboratively
persuade a panel of judges about where to move the continuum by presenting their arguments
that they constructed with the Museum Box. The responsibility for determining selection is left
for the freedom panel. Within my classroom, there are 6 groups of students; thus, each group will
serve as the freedom panel at least once during the school year. They will collaboratively decide
where to move the continuum. After a selection is made, students will need to record their
thoughts on this determination in their historian journals. Furthermore, the tracker on the
continuum will be marked with the name of the particular unit, and the dates discussed for the
purpose of tracking the transformation of freedom throughout American history. An example of
the continuum is presented in the document below. The purpose of this is to help students
synthesize this information for when they create their freedom timelines as their summative
piece.

Student Performance: End of the year assessment

To serve the purpose concluding their study of American freedom throughout history and

contemporary times, students will consider the attributes of freedom they have listed throughout

the year, the continuum they have used to evaluate the condition of freedom across time, and
 their museum box they have used as an advanced organizer to display their understanding of

American Freedom. Therefore, this performance assessment will act as a summative piece for the

purpose of determining student growth.

Compelling question: In what ways does freedom have a different meaning during different
times and with different groups in their journey to "secure the blessings of Liberty?"

Supporting questions:
1. How have the groups involved defined freedom over time?
2. How have the groups involved had similar and different meanings of freedom?
3. Define your issue.
4. In regards to your issue, how has the meaning of freedom changed over time and place?
5. In regards to your issue, what role does the American citizen play in securing or limiting the
blessings of liberty?
6. In regards to your issue how do the actions of the government secure of limit the blessings of
liberty?
7. With your issue, how may different groups react to solve this problem?
8. With your issue, how is the government reacting to solve this problem?

Task: Using your Museum Box, you are to conclude this item by researching a current issue that
is challenging freedom in America and the efforts to "secure the blessings of liberty." You must
look at how the current issue is present at a local, global, or national level and determine how
groups today are responding to this issue. After completing this cube, you will then create a
virtual timeline that demonstrates what you believe freedom means and how you view that it has
changed across time and place. Use the supporting questions, the completed portions of your
Museum Box, and the Freedom Continuum to help organize your research for this final cube.

I Can Statements:

I can identify how American freedom has been secured or challenged from the Revolution to the
reform movements of the late 1800s, early 1900s.
I can define American Freedom.
I can create a list of the attributes of American Freedom.
I can describe the role of the American citizen at maintaining freedom or criticizing limits at
local, national, and global levels.
I can collaboratively research a contemporary issue that demonstrates my understanding of
American freedom throughout time and place.
I can create a virtual timeline that tracks my issue through the lens of freedom throughout time
and place, including contemporary times.
I can differentiate between various ideas of American freedom.
For your thoughts

Throughout the course, your group has contributed to creating a Museum Box that has answered
the above question throughout each event we explored.

During our unit over Modern Day Slavery, we examined the historical and current efforts to
abolish slavery, globally. We not only looked at the different roles and choices made by those
who are enslaved, while considering the relationship of place, time, the diverse image of the
slave, and the consequences of current business practices, we analyzed how American citizens
are responding at local, national, and international levels for the purpose of securing freedom for
all.

With a group, you taught your community about how they can take action against slavery, while
communicating your evaluation of these practices and your plan to partake in the 21st century
abolitionist movement. This was one example of an issue we can examine through our lens of
securing and obtaining the idea for freedom across time and place.

However, for this project, while including the contemporary fight against slavery, you could
create a timeline that showcases how citizens have fought against slavery throughout American
history (could this include the fear of enslavement prior to the revolution, the discussion of
slavery in the Constitution, the work of abolitionists, the causes and effects of the Civil War, the
treatment of former slaves after the Civil War, the contemporary use and fight against slavery in
the contemporary world, etc.?). In order to do this, you will want to use the Museum Box you
have added to all year, including your contributions to the class Museum Box.

Student Resources for Summative Piece:

Research

https://newsela.com/

News ELA allows students to pick news stories of their interest, while modifying the text in
regards to their reading levels.

http://www.ipl.org/div/news/

The IPL consists of global and national online newspapers. .

http://www.newseum.org/
This site shows the global headlines for news.

http://newsmap.jp/

Newsmap is an application that demonstrates the changes in news around the world, in regards to
what is receiving the most coverage. Students may select topics, like sports, to see what is
trending the most.

http://learning.blogs.nytimes.com/?_r=0

The New York Times Learning Network is a free classroom news service that features current
news summaries, daily news quizzes, 'word of the day,' and more .

http://www.world-newspapers.com/

This site provides links to newspapers around the world for the purpose of providing students
with balances perspectives.

http://www.econedlink.org/economic-current-events.php

This news site provides the latest developments in economic news around the world.

http://news.nationalgeographic.com/news/

This site consists of environmental news around the world

Timeline

http://www.dipity.com/

Dipity is digital timeline website that allows students to incorporate text, images, audio and
video, links, social media, location and. Students can then share their interactive timelines when
they are completed.

http://www.myhistro.com/

MyHistro is a timeline and map tool. With this, students can build a timeline about a theme or
specific events.Students can locate the place for each event in Google Maps.
http://www.timerime.com/

TimeRime allows students to create timelines that include text, images, audio, and video.

http://www.timetoast.com/

TimeToast is a simplistic timeline that is great for students at the elementary and middle school
levels.There is still sharing capacity, and students will find that there is ease in creating their
timelines as advanced editing tools are not needed.

Conclusion

As demonstrated through the sample units, formative assessment with the continuum and

Museum Box, the completed work exhibits how one may weave the theme of freedom through

an American history course. American freedom is complex as its meaning and application is

transformative across time and place. However, with the scaffolds provided, students will be able

to construct a virtual timeline that represents their meaning of freedom and how various groups

have interpreted its meaning and applied it to their lives. Although "unnatural," the historical

thinking process is not only made possible through scaffolds, but student thinking is driven by

the compelling questions that are designed for each unit. These compelling questions meet the

rigorous expectations of the Kansas State Department of Education History and Government

Standards and the Common Core State Standards, as well as the vision provided by the National

Council for the Social Studies with the C3 Framework. The purpose of this course organization

is to provide students the opportunity to critically view the choices made by groups, individuals,

and governments in the light of freedom in hopes that they will create their own meanings and

explore mediums for application.

 Works Cited
Common Core State Standards (CCSS), What Parents Should Know (CCSS, 2014)
Retrieved from: http://www.corestandards.org/what-parents-should-know/
Foner, Eric (2013). "American Exceptionalism, American Freedom. Montreal Review.
Retrieved from http://www.ericfoner.com/articles/012013monreview.html
Foner, Eric (1998). The Story of American Freedom ( New York, NY: W.W. Norton & Company,
1998).
Herczog, Michelle M (2014). "Implementing the C3 Framework: What is our Task as Social
Studies Leaders?"
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
(Silver Spring, MD: NCSS, 2014). Retrieved from: http://www.socialstudies.org/c3
Kansas State Department of Education (KSDE), Kansas Standards for History, Government and
Social Studies (Topeka, KS: KSDE, 2013). Retrieved from:
http://www.ksde.org/Portals/0/CSAS/Content%20Area%20(F-L)/History,
%20Government,%20and%20Social%20Studies/High%20School%20United%20States
%20Government.pdf
National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3)
Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-
12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching
the Past. ( Philadelphia: Temple University Press, 2001.)