In this lesson, students will use use editorial cartoons dealing with the anti-Vietnam conflict movement in order to determine aspects of this protest movement. They will consider the causes, forms and effectiveness of protest as depicted in editorial cartoons.

In this lesson, students attempt to formulate their own declaration before examining the Declaration of Independence. Through a close reading of the document, they come to an understanding of how its structure forms a coherent, lucid, and powerful argument for independence.

With this digital collection, students will review maps, drawings, and paintings that exemplify nineteenth-century America and Mexico, from the first expeditions up the Missouri River, to the development of everyday life along the Mississippi, to the discovery of Yellowstone and the establishment of the national park, to representations of the people and natural resources of Mexico.

With this digital collection, students will review documents including five works of art, each offering a different approach to the representation of Polar exploration, from a first encounter between Europeans and Inuit to a vast arctic landscape to the scientific examination of the natural world to the celebration of the explorer as national hero.

With this digital collection, students will explore the relationships that existed between representations of American Indians in art and the histories of U.S. settlement.

In this lesson, students review the history of lynching in America and how the NAACP led the fight to pass a federal anti-lynching law. A set of discussion questions is provided. In an associated activity, students create, layout, and publish an opinion/editorial page for a 1934 newspaper on the topic of lynching.

In this lesson, students read and interpret eighteenth-century documents in order to make inferences about the nature and characteristics of slavery. Students will communicate findings via annotated diagrams in order to develop a comprehensive picture of slavery in eighteenth-century Virginia.

This lesson will help students understand just how the car came to occupy such a central position in American life. First, students will learn about Henry Ford, whose innovations transformed manufacturing and made automobiles affordable for virtually all Americans. Second, students will be asked to think about the different ways in which the automobile changed American society.

Students compare the 19th-century song "The Battle of New Orleans" to the actual events of the battle. They then assess the impact of the battle occurring after the Treaty of Ghent officially ended the war. In integrated extensions, advanced students compare the resources of the Americans and the British during the battle for a fuller picture of the battle and its impact.

In this lesson, students will examine documents, narratives and maps to gain understanding of the significance of the battle of Trenton. By the end of this lesson, students will be able to write a BCR (single paragraph essay) explaining why the battle of Trenton was a turning point in the American Revolution, citing evidence from an eyewitness account of the battle and Thomas Paine's American Crisis.

In this interactive online lesson, students will examine primary sources to help them understand relationships among events. After each document or set of documents that relate to the Homestead Act of 1862, students will be asked to make the connection between the documents.

In this interactive online lesson, students will examine primary sources to help them understand relationships among events. After each document or set of documents that relate to the Homestead Act of 1862, students will be asked to make the connection between the documents.

In this lesson, students work in cooperative groups to prepare presentations on business organization and Big Business during the second part of the Industrial Revolution (1860-1910) in the United States.

This resource provides a link to the primary document of the Bill of Rights, as well as a link to the full transcript of the document.

In this lesson, students analyze primary source documents related to the creation of the U.S. Bill of Rights. Students cite evidence to explain how the location and the content of Madison's nine proposals presented on June 8th to Congress, to make alterations to the Articles of the Constitution, were altered by Congress and led to the creation of the U.S. Bill of Rights.

In this lesson, students analyse English and colonial documents and State Constitutions and justify if the rights within the U.S. Bill of Rights are more inherited from the English and/or Colonial traditions or created from the revoluntionary period (1776-1787) in the United States.

Students analyze Jim Crow laws, a state constitution, literacy tests, poll taxes and voting eligibility affidavits to evaluate how these tools enabled states, especially in the south, to avoid recognizing the rights of African Americans.

The goal of this inquiry is to help students analyze a pivotal event within the American Revolution. Students look at the grievances of American colonists prior to 1773, and then examine their choice of action, as well as the British response. This inquiry invites students to use multiple perspectives to assess historic and modern-day cries for justice and why revolutionaries often break laws to further their cause.

In this lesson, students use primary sources to answer the essential question: Was the bracero program an exploitation of or an opportunity for Mexican laborers? Students will justify their answer with evidence from the analysis of the primary sources.

In this lesson, students draw a connection between George Washington’s establishment of the two-term precedent for the presidency and Franklin Delano Roosevelt’s breaking of that precedent nearly 150 years later. In this lesson, students will analyze multiple primary and secondary sources, both collaboratively and independently. Discussion and debate is a large focus of this lesson. Students will make interdisciplinary connections between history and government/civics.