Since 1988, the U.S. Government has set aside the period from September 15 to October 15 as National Hispanic Heritage Month to honor the many contributions Hispanic Americans have made and continue to make to the United States of America. Our Teacher's Guide brings together resources created during NEH Summer Seminars and Institutes, lesson plans for K-12 classrooms, and think pieces on events and experiences across Hispanic history and heritage.

The lessons in this unit are designed to help your students recognize how people of different cultures and time periods have used cloth-based art forms (quilts) to pass down their traditions and history.

Students reflect on the Holocaust from the point of view of those who actively resisted Nazi persecution.

In this lesson, students compare and contrast a Winslow Homer's painting with a Civil War photograph from Gettysburg in order to better imagine what a returned Civil War veteran might think and remember as he tends his wheat fields back home.

On the third Monday of January, Americans celebrate the life and achievement of one of our most respected citizens -- Martin Luther King, Jr.

Students will learn about the impact of enjambment in Gwendolyn Brooks' short but far-reaching poem "We Real Cool." One element of this lesson plan that is bound to draw students in is a compelling video of working-class Bostonian John Ulrich reciting the poem.

Students analyze archival material such as photos, documents, and posters, to understand the who was involved in constructing, and the lasting phenomenon of, the Transcontinental Railroad.

Students take a virtual field trip to the ruins of Pompeii to learn about everyday life, art and culture in ancient Roman times, then display their knowledge by creating a travelogue to attract visitors to the site. They can also write an account of their field trip modeled on a description of Pompeii written by Mark Twain.

How shall we judge the contributions to American society of the great financiers and industrialists at the end of the nineteenth and beginning of the twentieth centuries? In this lesson, students explore a variety of primary historical sources to uncover some of the less honorable deeds as well as the shrewd business moves and highly charitable acts of the great industrialists and financiers, men such as Andrew Carnegie, J. Pierpont Morgan, John D. Rockefeller, and Cornelius Vanderbilt.

About a century has passed since the events at the center of this lesson-the Haymarket Affair, the Homestead Strike, and the Triangle Shirtwaist Factory Fire. In this lesson, students use primary historical sources to explore some of the questions raised by these events, questions that continue to be relevant in debates about American society: Where do we draw the line between acceptable business practices and unacceptable working conditions? Can an industrial-and indeed a post-industrial-economy succeed without taking advantage of those who do the work?

Through their interpretation of primary documents that reflect Victorian ideals, students can learn the cultural expectations for and limitations placed on Victorian women and then contemplate the writer Charlotte Brontes position in that context. Then, through an examination of the opening chapters of Jane Eyre, students will evaluate Jane's status as an unconventional Victorian heroine.

This resource includes a lesson and two accompanying activities designed to assist learners with working with metaphors on a deeper level. Beginning with a quick review, the lesson directs learners to read noted poetry and analyze deeper meaning within given metaphors. As a culminating activity, learners are asked to write their own metaphors using abstract concepts while bein provided mediums for comparison.

This lesson is designed to assist learners with understanding the traditional essay, its development, and skills required to effectively practice this traditional form of writing. Students will spend time evaluating specific essay writing techniques prior to practicing writing an essay using some of the techniques they have covered.

Students will explore images from the Klondike and read White Fang closely to learn how to define and differentiate these terms, ultimately presenting their findings as nature and culture detectives.

This collection of free, authoritative source information about the history, politics, geography, and culture of many states and territories has been funded by the National Endowment for the Humanities. Our Teacher's Guide provides compelling questions, links to humanities organizations and local projects, and research activity ideas for integrating local history into humanities courses.

The lessons in this unit provide you with an opportunity to use online resources to further enliven your students' encounter with Greek mythology, to deepen their understanding of what myths meant to the ancient Greeks, and to help them appreciate the meanings that Greek myths have for us today. In the lessons below, students will learn about Greek conceptions of the hero, the function of myths as explanatory accounts, the presence of mythological terms in contemporary culture, and the ways in which mythology has inspired later artists and poets.

Students learn how civil rights activists including the Freedom Riders, state and local officials in the South, and the Administration of President Kennedy come into conflict during the early 1960s.

Students will be able to describe three specific moments in the Civil Rights Movement: the Freedom Rides, the 1963 Birmingham Movement, and the 1963 March on Washington; contrast the different roles of activists such as the Freedom Riders, demonstrators in Birmingham, and leaders such as Martin Luther King, Jr. and Malcolm X; analyze and evaluate the relationship between civil rights activists and the Federal Government, specifically the Kennedy Administration.

This lesson provides students with an opportunity to study and analyze the innovative legislative efforts of Presidents Kennedy and Johnson in the social and economic context of the 1960s.

In this lesson, students analyze Jacob Lawrence'sThe Migration of the Negro Panel no. 57(1940-41), Helene Johnson's Harlem Renaissance poem"Sonnet to a Negro in Harlem"(1927), and Paul Laurence Dunbar's late-nineteenth-century poem"We Wear the Mask"(1896), considering how each work represents the life and changing roles of African Americans from the late nineteenth century to the Harlem Renaissance and The Great Migration.