Inquiry-Based Lessons in U.S. History: Decoding the Past provides primary source lessons that focus on teaching U.S. history through inquiry to middle school students. Students will be faced with a question to answer or problem to solve and will examine primary sources for evidence to create hypothetical solutions. The chapters focus on key chronological periods (e.g., the Age of Exploration to the Civil Rights era) and follow the scope and sequence of major social studies textbooks, with activities linked to the U.S. History Content Standards and the Common Core State Standards for Literacy in History/Social Studies. The three lesson plans in each chapter begin with an essential question that sets the focus for the primary sources and teaching strategies that follow. The lesson plans include differing types of primary sources such as photographs, speeches, political cartoons, historic maps, paintings, letters, and diary entries. Grades 5-8

This book encompasses the proceedings of a conference held at Trinity College, Oxford on September 21-25, 1985 organized by a committee comprised of Drs. M. Crumpton, M. Feldmann, A. McMichael, and E. Simpson, and advised by many friends and colleagues. The immune response gene workshops that took place were based on the need to understand why certain experimental animal strains were high responders and others were low responders. It was assumed that identification of the immune response (Ir) genes and definition of their products would explain high and low responder status. Research in the ensuing years has identified the Ir gene products involved in antibody responses as the la antigens, or MHC Class II antigens. These proteins are now well defined as members of the immunoglobulin gene superfamily, and their domain structure is known. Epitopes have been defined by multiple mono clonal antibodies and regions of hypervariability identified. Their genes have been identified and cloned. The basic observation of high and low responsive ness to antigen is still not understood in mechanistic terms, however, at either the cellular or molecular level. This is because the rate of progress in immune regulation has been far slower than in the molecular biology of the MHC Class II antigens. This is not surprising, since immune regulation is a very complex field at the crossroads of many disciplines."

Spanning the time period from 15,000 BCE to 1500 CE, Inquiry-Based Lessons in World History (Vol. 1) focuses on creating global connections between people and places using primary sources in standards-based lessons. With sections on early humans, the ancient world, classical antiquity, and the world in transition, this book provides teachers with inquiry-based, ready-to-use lessons that can be adapted to any classroom and that encourage students to take part in the learning process by reading and thinking like historians. Each section contains chapters that correspond to the scope and sequence of most world history textbooks. Each inquiry lesson begins with an essential question and connections to content and literacy standards, followed by primary source excerpts or links to those sources. Lessons include step-by-step directions, incorporate a variety of literacy strategies, and require students to make a hypothesis using evidence from the texts they have read. Grades 7-10

Spanning the time period from 750 CE to the present day, Inquiry-Based Lessons in World History (Vol. 2) focuses on creating global connections between people and places using primary sources in standards-based lessons. With sections on the world in transition, the era of revolutions, imperialism and global war, and the modern world, this book provides teachers with inquiry-based, ready-to-use lessons that can be adapted to any classroom and that encourage students to take part in the learning process by reading and thinking like historians. Each section contains chapters that correspond to the scope and sequence of most world history textbooks. Each inquiry lesson begins with an essential question and connections to content and literacy standards, followed by primary source excerpts or links to those sources. Lessons include step-by-step directions, incorporate a variety of literacy strategies, and require students to make a hypothesis using evidence from the texts they have read. Grades 7-10

This book encompasses the proceedings of a conference held at Trinity College, Oxford on September 21-25, 1985 organized by a committee comprised of Drs. M. Crumpton, M. Feldmann, A. McMichael, and E. Simpson, and advised by many friends and colleagues. The immune response gene workshops that took place were based on the need to understand why certain experimental animal strains were high responders and others were low responders. It was assumed that identification of the immune response (Ir) genes and definition of their products would explain high and low responder status. Research in the ensuing years has identified the Ir gene products involved in antibody responses as the la antigens, or MHC Class II antigens. These proteins are now well defined as members of the immunoglobulin gene superfamily, and their domain structure is known. Epitopes have been defined by multiple mono clonal antibodies and regions of hypervariability identified. Their genes have been identified and cloned. The basic observation of high and low responsive ness to antigen is still not understood in mechanistic terms, however, at either the cellular or molecular level. This is because the rate of progress in immune regulation has been far slower than in the molecular biology of the MHC Class II antigens. This is not surprising, since immune regulation is a very complex field at the crossroads of many disciplines."

Integrating social, cultural, economic, and political history, this is a study of the factors that grounded--or swayed--the loyalties of non-Spaniards living under Spanish rule on the southern frontier. In particular, Andrew McMichael looks at the colonial Spanish administration's attitude toward resident Americans. The Spanish borderlands systems of slavery and land ownership, McMichael shows, used an efficient system of land distribution and government patronage that engendered loyalty and withstood a series of conflicts that tested, but did not shatter, residents' allegiance. McMichael focuses on the Baton Rouge district of Spanish West Florida from 1785 through 1810, analyzing why resident Anglo-Americans, who had maintained a high degree of loyalty to the Spanish Crown through 1809, rebelled in 1810.

The book contextualizes the 1810 rebellion, and by extension the southern frontier, within the broader Atlantic World, showing how both local factors as well as events in Europe affected lives in the Spanish borderlands. Breaking with traditional scholarship, McMichael examines contests over land and slaves as a determinant of loyalty. He draws on Spanish, French, and Anglo records to challenge scholarship that asserts a particularly "American" loyalty on the frontier whereby Anglo-American residents in West Florida, as disaffected subjects of the Spanish Crown, patiently abided until they could overthrow an alien system. Rather, it was political, social, and cultural conflicts--not nationalist ideology--that disrupted networks by which economic prosperity was gained and thus loyalty retained.