In this lesson, students understand the provisions of the Alien and Sedition Acts within their political and constitutional contexts. Students will explore the issues raised by the prosecutions under these acts and the larger constitutional issues they raised, including a comparison of antebellum political conflicts and current issues.

In this lesson, students learn about the Alien and Sedition Acts of 1798. Discussion questions are provided. In an associated activity, students extend their understanding by studying free speech and free press issues of the 20th century. Students will look up some of these important Supreme Court cases and report back to the class.

Students compare their state's constitution to the U.S. Constitution, explain how the two documents illustrate federalism, and evaluate the need for state constitutions.

In this activity, students examine the broadside and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."

James Madison, who had urged that Congress be given power to build roads and canals at the Constitutional Convention, vetoed a bill providing for the building of roads and canals. With this act, Madison demonstrated a strict interpretation of the Constitution’s enumeration of Congress’s powers by vetoing the “Bonus Bill” in his last official act as President in March of 1817. Students read a narrative and answer analysis questions.

This video portrays how the structure, powers and authority of a new federal government led to political conflict, negotiation, and compromise through an examination of the actions and belief structures of key players such as George Washington, Thomas Jefferson, and James Madison. Bothe commentary and theatrical reenactment are used to present the information.

In this lesson, students will analyze the views surrounding the meaning/action of the Emancipation Proclamation as well as actions taken by Northerners to show their discontent with the conscription draft and the liberating of slaves. By the end of the case study, students will have analyzed and categorized primary sources revolving around the Emancipation Proclamation and the reaction to the conscription act by the people of the North and will construct an essay response to the case study question.

In this lesson, students will explore original source materials illuminating the suspension of the writ of habeas corpus during the Civil War. At the end of the lesson, students will be able to assess the impact of governmental action during military crises on American concepts of civil liberties and on habeas corpus, in particular.

In this lesson, students learn about important civil rights cases and their implications for today.

This inquiry leads students through an investigation of early executive leadership in America through an examination of the leadership of the first president, George Washington, using primary and secondary sources.  Students will be able to explain how leadership can affect governmental power and how economic /political interests influence foreign policies.  At the end of this lesson, students will determine for themselves “What makes a good president?”  and if George Washington a good first president.In addition to the Key Idea expressed earlier, this inquiry covers the following Conceptual Understandings:• (5.2) executive actions have affected the distribution of power between levels of government• (6.1) national economic and political interests helped set the direction of United States foreign policyNOTE: This inquiry is expected to take three to five 90- minute class periods. If more than 3 days is spent on the IBP, time will need to be adjusted in other areas to remain on pace. Teachers are encouraged to adapt the inquiries to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. This inquiry can also be used again to evaluate the presidency of other presidents from the American History I curriculum.

In this lesson, students will evaluate the extent to which Andrew Jackson deserves to be celebrated as champion of democracy by selecting evidence to support one's assigned position. Students will complete a DBQ (document-based question) essay using the documents they select.

This video re-enactment portrays Thomas Jefferson and Alexander Hamilton debating issues of scope and power of the state and national governments.

Americans affirmed their independence with the ringing declaration that "all men are created equal." Some of them owned slaves, however,and were unwilling to give them up as they gave speeches and wrote pamphlets championing freedom, liberty, and equality. So "to form a more perfect union" in 1787, certain compromises were made in the Constitution regarding slavery. This settled the slavery controversy for the first few decades of the American republic, but this situation changed with the application of Missouri for statehood in 1819.

Not everyone in the U.S. supported the War of 1812. What events during Madison's presidency raised constitutional questions? What were the constitutional issues? Where did Madison stand?

There was general agreement at the beginning of the 19th century that the U.S. would greatly benefit from some internal improvements of a national nature, such as a nationwide network of roads and canals. But how should the funds for such projects be raised? Who should be in control of the projects"”that is, who should administer them?

Relive the decisions that led to the attack on Fort Sumter to determine whether Lincoln aimed to preserve peace or provoke the hostilities that led to the Civil War.

Monroe brought a vision of an expanded America to his presidency"”a vision that helped facilitate the formulation of what has become known as the Monroe Doctrine. In this unit, students will review the Monroe Doctrine against a background of United States foreign relations in the early years of the republic.

Students will examine the wording of the Tariff of 1828 to discover how the tariff affected the economies of the North and the South. They will look at John C. Calhoun?s Exposition and Protest, Andrew Jackson's Nullification Proclamation and Daniel Webster's 1830 speech.

Students use primary source evidence to debate and answer the question: Who freed the slaves? They use textual evidence to support claims and engage in discussion that brings to light multiple perspectives.