Little known about our state’s history is the brave confrontation North Carolina’s Lumbee staged to protest a KKK rally near Maxton, NC on the night of January 18, 1958. In this lesson, students learn about North Carolina’s Lumbee and their heroic resistance to hatred and bigotry on this night, known as “The Battle of Hayes Pond.” Students will explore the night’s events as well as design an active citizenship award to honor the Lumbee for their vigilance in fighting for their rights.

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.

A chapter from The American Yawp open source history textbook focusing on, "The Progressive Era."

In this lesson, students will learn about Prohibition as a restriction of a civil liberty in editorial cartoons. Students will analyze political cartoons from the Prohibition period and research political cartoons of current civil liberties issues. The class will discuss the differences and similarities.

In this lesson, students will analyze the cultural backlash against social changes of the early 20th Century through analysis of primary sources and composition of a five-paragraph essay.

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 review the murder trial and post-trial motions in the case involving Sacco and Vanzetti in the 1920s. A set of discussion questions is provided. In an associated activity, students will write an editorial expressing an opinion on whether the Masschusetts governor's proclamation that the trial was unfair was appropriate.

In this lesson, students learn about one of the most famous murder trials of the 20th century. Discussion questions are provided. In an associated activity, students will write an editorial based on what they think the sentence for the two murderers should be, citing evidence from the article and also from the closing arguments of the prosecutor and defense attorney in the trial.

In this lesson, students use primary source documents and a movie to prompt thinking about why many Tennesseans supported the Butler Act, which forbade the teaching of evolution. Students will formulate hypotheses, fill in a graphic organizer, and support their ideas with evidence from historical documents.

In this lesson, students participate in a Structured Academic Controversy (SAC) as they investigate the question: Did Americans Support the Butler Act? In pairs, students read primary documents and assemble evidence to answer this question either affirmatively or negatively. Students then present their arguments to each other and try to reach consensus regarding the question, or to at least clarify their differences.

In this lesson, students consider the historical context that framed and stirred public interest in the Scopes trial. They watch a short introductory movie, read eight documents, answer guiding questions, and prepare to complete the final essay assignment using their notes. Students listen to a historian think aloud about excerpts from the documents to see analytical reading in action. They use a graphic organizer to guide their note taking. Finally, students write an essay using evidence from these documents to craft an argument that considers the historical context of the Scopes trial.

In this lesson students use a statement from the American Federation of Teachers and an editorial from the Chicago Defender to expand upon the textbook’s depiction of the Scopes trial as a clash between “creationists” and “evolutionists.” First, students read and analyze a passage from a selected textbook. Then they read documents showing different perspectives on the Scopes trial. Finally, each student writes a letter to the textbook publisher suggesting ways to edit the textbook using evidence from these primary documents.

In this lesson, students review one of the most famous trials in American history. A set of discussion questions is provided. In an associated activity, students pick a topic under one of the categories below about the 1920s. Students write an essay explaining the topic and how it relates to the theme of “change and reaction against change” in the 1920s. Then students report to the class on the topic.

In this lesson plan from the Smithsonian's National Museum of American History, students will identify and discuss the condition and aspirations of free African Americans in the years following the Civil War, identify the social factors that led to the rise of Jim Crow segregation and evaluate the effects of segregation.

In this activity, students analyze documents to arrange events on a timeline of women's suffrage. The timeline and documents will help students understand the intersection of social movements and constitutional change. This activity can be modified by reducing the number of documents. An optional Smartboard Notebook file is included to facilitate the activity.

In this activity students explore how Progressive Era reforms did not apply universally, but rather varied depending on issues like race and class. Students watch the 30-minute filmHeaven Will Protect the Working Girland read an article that explains tensions among immigrants and African Americans in the Progressive Era.

In this activity, students will identify freedom songs identified with the civil rights movement and consider why these songs particularly resonated with Freedom Summer organizers and volunteers.

In this lesson, students will explore the justification of the United States in entering the Spanish American war and whether it matches up with the final results achieved through the Treaty of Paris and the Platt Amendment. By the end of this lesson, students will be able to: 1. describe President McKinley's "official" justification for entering the Spanish American War by completing the activity worksheet. 2. describe the Teller Resolution by completing the activity worksheet. 3. list the terms of the Treaty of Paris and complete the activity worksheet. 4. explain the impact of the Platt Amendment on Cuban sovereignty by completing the question on the activity worksheet, "How does the Platt Amendment establish United States power over Cuba?"

This collection traces the African-American civil rights movement through the 20th century and touches on athletes like Jack Johnson, Jackie Robinson, and Muhammad Ali. Students can use the collection independently to learn about this subject and complete the timeline worksheet included at the end. Students will be asked to generalize about the civil rights movement during different time periods in American history, noting the shifts in focus, strategies, and success. In addition, they will draw parallels between events in sports history and the civil rights movement.

Students will explore how various black entrepreneurs thrived in Durham's downtown, so much so that Durham's Parrish Street was soon known as Black Wall Street. Students will gain a sense of the challenges overcome and successes experienced by the various black entrepreneurs and businesses on Black Wall Street.