Students listen to a biography of Martin Luther King, Jr., view photographs of the March on Washington, and study King's use of imagery and allusion in his "I Have a Dream" speech.

In this lesson, students review President Johnson's political career, especially with regard to legislation. A set of discussion questions is provided. In an associated activity, students will role play as a member of Congress. Their job is to forge a compromise on a piece of controversial legislation.

This collection offers a brief video introduction into the March on Washington in 1963, which brought national attention to many of these issues, and asks students to analyze a photograph and three artifacts from the March. Students will answer the question "What problems did participants in the March on Washington aim to solve?" and consider how these issues continue to have relevance in the United States today.

Students will understand the New Deal, its programs, goals, and in particular students will evaluate the success of the New Deal in preserving a market economy.

In this lesson, students will use editorial cartoons dealing with the Nixon and Watergate scandal to understand the role of executive privilege.

This Educator Notebook provides information on Women’s History in North Carolina for teachers to use as a resource, either as stand-alone units, or integrated into standard curriculum. Included is research from museum curators and educators, and articles published in the Tar Heel Junior Historian magazine which are written for students in grades 4-12. Lesson plans and suggested activities complement many of the topics. Adaptable to multiple ages, they meet curriculum goals set forth by the NC Department of Public Instruction and connect to classes in national and world history, geography, economics, and the arts, and can be part of any unit of social studies. This resource's link takes you to a very short form that gives you free downloadable access to the complete PDF book.

In this lesson, students will collaboratively analyze and compare editorial cartoons focusing on the Cold War and nuclear weapons. Students will identify the cartoonists' intentions and evaluate the effectiveness of the message of each cartoon. Then, they will put forward a three to five paragraph essay explaining the assign cartoon packets theme.

In this lesson, students read about how the "Wobblies," the Industrial Workers of the World, organized and helped shape the modern American labor movement. A set of discussion questions is provided. In an associated activity, students form pairs to research one of the people, organizations, or events who played an important role in the labor movement at the turn of the 20th century. Group members should use library resources and the Internet to investigate their subject. They should prepare a brief presentation to the class on their subject.

This learner resource includes a 26 minute documentary where Charles Moore explains the context of many of his most famous civil rights images. Then, students examine the images and think about the importance of photojournalism to the civil rights movement. Finally, students are presented with Andy Warhol's image based on a Charles Moore photograph and asked to consider why certain images remain culturally significant.

Students will analyze ads from two presidential campaign years. In the process, they will learn how ads reflect their historical context while also addressing themes and concerns common to most modern presidential campaigns. Students will be able to explain how key historical figures have exemplified values and principles of American democracy.

In this lesson, students will analyze primary sources to compare and contrast two views on the effectiveness of political machines.

In this lesson, students explore the 1912 presidential election and how its outcome had far reaching social, economic, and political consequences for the nation. Discussion questions are provided. In an associated activity, students will role play as one of the candidates and present how they are the most capable of advancing progressive ideas in the United States.

In this lesson, students will complete a research assignment on a particular president. They will use the Library of Congress website to find the inaugural address of the president and then use the speech and additional research to identify accomplishments that the president made while in office.

In this exercise, students will watch a television advertisement known as the Daisy ad. This 1964 advertisement, now one of the most famous political commercials of all time, was created by the advertising firm Doyle Dane Bernbach (DDB) for President Lyndon Johnson, a Democrat, who was running for reelection against Senator Barry Goldwater, a Republican. Students watch and listen the first time the ad is played and answer the following questions: What do you notice about this political advertisement? What questions do you want to ask about this political advertisement? After discussing these questions, students learn more about the historical context and draw conclusions about what message the ad is trying to convey and what it reveals about the political climate in 1964. (This activity is a professional development module that could be modified to serve as an activity for students.)

This series of lessons can be used when teaching about the Progressive era. In the first lesson, students will be able to define Progressivism and link it to past and present social issues. In the second lesson, students will learn about the formation of labor unions in the United States and how businesses responded. The third lesson provides background information about stikes in the United States during the progressive era, including the Homestead and the Pullman strikes. Lessons 4-7 focus on the coal mining industry and the lifestyles of those who worked in the mines. In the eighth lesson, students will examine problems between management and labor, and what happens when compromises cannot be achieved. In Lessons 9, 10, and 11, students learn about the Ludlow Massacre and examine the link between history and current events. Lesson 12 examines the long-term effects of the Progressive Era and labor strikes in the United States. In the final lesson, students analyze oral histories to better understand the Progressive Era.

This lesson requires students to analyze editorial cartoons focusing on progressive reform and further research the message of the cartoons. Questions accompany the editorial cartoons to guide student research. Students will compare their analysis and research before presenting the consequences of progressive reform. This lesson is designed to conclude with a discussion of the cost of reform leading to the creation of a national income tax through the passage of the 16th Amendment.

In this activity students learn about literacy tests and other barriers that kept black Southerners from being able to vote. Students also take a 1960s literacy test from Alabama.

This lesson compares civil and racial inequality during the Civil Rights movement with inequality in the present. Students will examine prison population statistics to gain an understanding of the issues with America's mass incarceration system. They will chose an event and write a newspaper article about it that describes the event and its significance. Students will then choose a present day related event that connects with the article they chose from the Civil Rights movement. Students will reflect and make connections between civil and racial inequalities that have been reoccurring in America's present day society to the civil injustices that occurred during the Civil Rights era.

In this lesson, students describe some of the reasons why people protest against government policies or laws. Students will also identify a variety of methods for protest and begin to analyze the conditions under which people choose to protest.

In this lesson, students investigate where on the bus Rosa Parks sat on the day of her arrest. They explore two primary documents—one that contests and one that supports—the account presented in the textbook. First, the teacher elicits students’ beliefs about where Rosa Parks sat, and asks where students learned their information. Then, students read a textbook passage and two conflicting primary documents. Finally, students decide which of the primary documents they believe is more trustworthy and write a paragraph defending their choice.