In this lesson, students will analyze primary sources to identify the perspectives of various political parties regarding the Kansas Nebraska Act and Scott v. Sandford in order to write an ECR (multi-paragraph essay) which determines the impact these events had on national political unity.

This lesson will explore the implementation of the war-making power from the first declared war under the Constitution—the War of 1812—to the Iraq War. Using primary source documents, students will investigate how the constitutional powers to initiate war have been exercised by the legislative and executive branches of the Federal Government at several key moments in American history. They will also evaluate why and how the balance of authority in initiating war has changed over time. Students will assess and evaluate the current balance of power.

This video describes the events and outcomes of the Constitutional Convention of 1787 and George's Washington's role at the convention.

This resource provides a link to the primary document of the Constitution of the United States, as well as a link to the full transcript of the document.

Students will hear about the economic, political, and social impacts of disease. Students hear about the shifting role of the state when it comes to coping with epidemics. They will listen to renowned U.S historians discuss how people understand the causes and experiences of disease in their own time. The historians delve into the impact of smallpox in New York at the turn of the 20th Century, and explore how diseases ravaged camps of slaves behind Union lines during and after the Civil War. Segments can be listened to seperately.

In this lesson, students demonstrate how the cotton gin, and expanding cotton production, fostered regional interdependence and Northern industrial growth during the antebellum period. Students will also be introduced to the processes of creating and protecting intellectual property.

In this lesson, students will gain an understanding of the tensions that existed among world powers during the Cuban Missile Crisis. After participating in a mock air-raid, students will listen to the actual speech President Kennedy gave during the Crisis to address the Soviet threat coming from Cuba, and discuss the implications for American citizens during the period. Finally, students will compose a letter to Khrushchev from the perspective of the President, indicating how they believe a resolution could be reached.

In this lesson, students will learn historical research skills and basic facts about September 11 and its aftermath by acting as curators for a small exhibition on life after September 11.

In this activity, students use primary source documents in order to assess the validity of this statement, with regard to diplomacy, religion, and commerce: "From 1607 to 1763, Indian/white relations in colonial America shifted from mutual dependency and cooperation towards conflict and tension." Students will write an essay based on their analysis of the documents.

In this activity, students use primary source documents in order to answer this question: "To what extent did colonial encounters with Native Americans from 1607 to 1763 shape a unique American identity?" Students will write an essay based on their analysis of the documents.

In this activity, students use primary source documents to assess the validity of this statement: "The Supreme Court's decision in Brown v. Board of Education paved the way for a new level of justice for all Americans," with reference to political, economic, and social developments during the last three decades of the twentieth century.

In this activity, students use primary source documents in order to respond to the statement: "Analyze the extent to which western expansion affected the lives of Native Americans during the period 1860–90 and evaluate the role of the federal government in those effects." Students will write an essay based on their analysis of the documents.

In this activity, students use primary source documents in order to respond to this statement: "Assess the social, political, and economic impact of the development of the Federal Interstate Highway System from 1940 to the mid-1960s." Students will write an essay based on their analysis of the documents.

In this lesson, students will analyze the Allied war aims, strategies and major turning points of the war by reading the prescribed text pages and participate in class discussions and by defining terms and names into notebooks. They will describe the impact of events on the people at the home front by creating cartoons summarizing events depicted in the New York Times articles and describe the role and sacrifices of members of the American armed forces by writing a letter home from the perspective of a D-Day survivor.

This virtual field trip from Historic Bath State Site is a fun way to learn more about a kid's life in the 18th century. The field trip packet contains ,links to YouTube videos of costumed interpreters demonstrating historic activities, pre- and post-watch content for educators that provide context and engagement, and follow-up activities (games, crafts, and coloring pages). Live Q&A can be booked as part of the field trip as well.

In this lesson, students examine statistical data related to the Great Depression, identify problems and offer solutions. Students reflect on the course of action taken by then-President Franklin Delano Roosevelt (FDR) and focus on New Deal programs. Students classify New Deal programs as relief, reform or recovery and analyze the effects of these programs on the unemployment rate, government spending, Gross Domestic Product (GDP) and the role of government in the economy.

In this lesson, students review the events of how Hawaii became annexed by the United States. A set of discussion questions is provided. In an associated activity, students will participate in a debate. One-third of the students will role-play the imperialists of 1898 who favored an American overseas empire. Another third of the students will role-play the anti-imperialists who opposed an empire. The final third of the students will represent the American public who will decide the debate.

This resource provides a link to the primary document of the Declaration on Independence, as well as a link to the full transcript of the document.

In this lesson, students read about how Thomas Jefferson, drawing on the current thinking of his time, used natural rights to justify declaring independence from England. A set of discussion questions is provided. In an associated activity, students further discuss some of the ideals in the Declaration of Independence.