In this lesson, students will explore Dickinson's poem "Safe in their Alabaster Chambers" both as it was published as well as how it developed through Dickinson's correspondence with her sister-in-law Susan Huntington Gilbert Dickinson.

This lesson plan will explore the wide-ranging debate over American slavery by presenting the lives of its leading opponents and defenders and the views they held about America's "peculiar institution."

Lesson 2 is a study of symbols in William Golding's novel "Lord of the Flies." After reviewing the general concept of symbolism, students focus on four of the most dominant symbols that permeate the novel: the island itself; the conch; the Lord of the Flies effigy; fire.

Did the increased right to vote translate into an increase in the percentage and totals of white males who actually voted? Students will look for connections between the candidacy of Andrew Jackson and trends in voter participation in the presidential election of 1828.

In reviewing events, documentary evidence, and biographical information, students come to understand the complex nature of political decision-making in the United States. In this lesson, they consider the momentous questions facing the country during the Reconstruction debate by weighing the many factors that went into the solutions offered. Students also think critically as they consider whether and how other solutions might have played out.

Through the use of maps and original documents, this lesson will focus on the key battles of the Civil War, Gettysburg and Vicksburg and show how the battles contributed to its outcome. It will also examine the "total war" strategy of General Sherman, and the role of naval warfare in bringing about a Union victory.

Many accounts portray Harrison's image as manufactured and Van Buren's image also open to criticism and ridicule. This lesson offers students the opportunity to reflect on the nature of the candidates in 1840. Though intended for the teacher, all or part of the following background information may be useful for some students.

What provisions in the U.S. Constitution are relevant to the debate over the Sedition Act? For this lesson, students will read brief excerpts from actual debates in the House of Representatives as the legislators attempted to work with the version of the bill "Punishment of Crime" (later known as the Sedition Act) already passed by the Senate.

American foreign policy debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its failure provides insight into international affairs in the years since Great War. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

All of the major candidates for president in the 1824 election claimed allegiance to the same party, the Democratic-Republicans. What distinguished the candidates from each other? What were the important issues in the campaign of 1824?

This lesson involves a detailed analysis of Alexander Hamilton's and James Madison's arguments in favor of the extended republic in The Federalist Nos. 9, 10 and 51. Students consider and understand in greater depth the problem of faction in a free republic and the difficulty of establishing a government that has enough power to fulfill its responsibilities, but which will not abuse that power and infringe on liberties of citizens.

In this lesson, students examine the critical factors leading to the development of the Federalists and Democratic-Republicans and look at the timeline of key events and issues caused the differences in opinion.

Abraham Lincoln felt that the attempt of seven states to leave the American union peacefully was, in fact, a total violation of law and order. This lesson will examine Lincoln's First Inaugural Address to understand why he thought his duty as president required him to treat secession as an act of rebellion and not a legitimate legal or constitutional action by disgruntled states.

In the late 1940s and early 1950s, relations between the United States and the Soviet Union had deteriorated to the point of "cold war," while domestically the revelation that Soviet spies had infiltrated the U.S. government created a general sense of uneasiness. This lesson will examine the operations of House Un-American Activities Committee (HUAC) in the late 1940s.

How did conditions in Europe relate to the independence movements in South America? What reasons did President Monroe give for recognizing the independence movements in South America?

When the delegates to the Philadelphia Convention convened in May of 1787 to recommend amendments to the Articles of Confederation, one of the first issues they addressed was the plan for representation in Congress. This lesson will focus on the various plans for representation debated during the Constitutional Convention of 1787.

In this triumph of magical realism, One Hundred Years of Solitude chronicles a century of the remarkable Buendía family's history in the fictional Colombian town of Macondo. The three lessons presented here explore the fantastic elements of this imaginary world, the real history that lies behind them, and García Márquez's own philosophical musings on writing about Latin America.

This lesson engages students in the debate over the Social Security Act that engrossed the nation during the 1930s.

On April 11, 1898, two months after the battleship U.S.S. Maine was destroyed by an explosion in Havana harbor, President McKinley sent a message to Congress requesting authority to use the U.S. armed forces to end a brutal civil war in the Spanish colony of Cuba. This lesson plan, through the use of primary sources and a WebQuest Interactive, will focus on the causes of the war and the political debate in the United States over the advisability of intervening militarily in the affairs of countries.

The unwillingness of the Soviet Union to allow the creation of independent and democratic states in Eastern Europe, and the failure of East and West to reach a compromise on Germany, left many Americans puzzled. Why were the Soviets acting as they did? Moreover, how should the United States respond? This lesson will consider containment through the use of original documents, mostly from the Truman Presidential Library. They will study what it meant in theory, and then examine the first two major instances of its application"”the Truman Doctrine and the Marshall Plan.