This lesson traces Lincoln’s political life during a time of constitutional crisis. It examines Lincoln’s ideas and decisions regarding slavery and the use of presidential power to preserve the Federal Union during the Civil War. When students have completed this lesson, they should be able to analyze and evaluate President Lincoln’s decisions in response to the critical constitutional issues of his time.

By the end of the lesson the students should be able to understand how it feels to be a minority, to be different, and to be discriminated against in any way.

In this lesson, students will learn about the origins of law, trace the development of law in America, and differentiate between the different types of laws. Students will also learn the different steps in civil and criminal judicial proceedings. To culminate their understanding of the judicial process, students will create posters noting the different steps a particular criminal or civil case would go through in the judicial system.

In this lesson, students will explore the movement of the colonies towards self-government by examining the choices made by the Second Continental Congress, noting how American delegates were influenced by philosophers such as John Locke. Students will participate in an activity in which they assume the role of a Congressional member in the year 1775 and devise a plan for America after the onset of war. This lesson can optionally end with a Socratic Seminar or translation activity on the Declaration of Independence.

With this digital collection, the student will explore conflicts over the exercise of State power at three important junctures in U.S. history: the Revolution and national founding, the Civil War, and World War II. At each of these formative moments in national history, some Americans challenged—while others defended—the authority of the federal government over individual citizens and states. It is important to note that, in these documents, anti-statism does not emerge as a coherent ideology. Rather it includes many different forms of opposition to centralized authority, from reasoned debate to organized rebellion to mob violence. What does emerge is a long and varied history of American anti-statist thought and sentiment.

Learn about the checks and balances system of the three branches of the U.S. government.

Students will explore the Supreme Court case Board of Education v. Earls, in which high school sophomore Lindsay Earls challenged her school's drug testing policy. Students will watch a documentary on the case, apply the Fourth Amendment to the case, and further their understanding by participation in activities such as creating an anti-drug campaign and a moot court or mock trial.

In a letter written to James Madison in 1797, Thomas Jefferson wrote, “The principle of the Constitution is that of a separation of legislative, Executive and Judiciary functions, except in cases specified. If this principle be not expressed in direct terms, it is clearly the spirit of the Constitution…” The separation of powers was one of the fundamental principles of the Constitution’s Framers. The Legislative Branch is sometimes referred as the “people’s branch” since the Founders believed and intended the legislative branch to closely reflect the will of the citizens.

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.

In this lesson, students will work in groups to compare and contrast the Universal Declaration of Human Rights with the Constitutions of the United States, Hashemite Kingdom of Jordan, Republic of Colombia, and Republic of Ireland in order to emphasize how constitutions support democratic principles and human rights.

According to Patricia Hill Collins (2009), many of us see democracy as a thing, a finished product manufactured in the west that advanced capitalist societies can give to the less fortunate. In this lesson, students will explore the concept of democracy and begin to understand that democracy is a process, a way of building community and getting business done.

In this lesson, students read primary and secondary source documents about the Dred Scott v. Sanford Supreme Court case about federalism and due process. Students then answer an advanced placement style document based question. There is a teacher answer key at the end of the lesson.

Students will explore the question "What is an American" through both historical and modern lenses, discussing how the concept of American identity and the American Dream has evolved over time. Through a power point presentation, class discussion, reading historical and modern interpretations, and completing an art project, students will gain an understanding of the emergence of an American identity.

In this lesson, students review how various groups have struggled to obtain equal treatment when serving in the military. A set of discussion questions is provided. In an associated activity, students discuss whether women should be allowed to serve in combat roles.

In this lesson, students will explore judicial review, elastic clause, individual rights of citizens, and the supremacy clause by participating in a pro se court regarding Bethel School District vs. Fraser.

In this lesson, students will learn about the history and structure of the Electoral College. Students will view a video about the structure of the Electoral College, learn about North Carolina's importance in the 2016 presidential election, and participate in an Electoral College simulation. The lesson will culminate with students thinking critically about the merits and drawbacks of the Electoral College as members of the Congressional Committee to Study the Electoral College, where they decide whether to keep, modify, or abolish and replace the system.

One of the most famous political speeches on freedom in the twentieth century was delivered by Franklin Delano Roosevelt in his 1941 State of the Union message to Congress. This lesson examines the rhetorical use of "freedom" with the objective of encouraging students to glimpse the broad range of hopes and aspirations that are expressed in the call of and for freedom.

In this lesson, students anaylze the primary source Federalist No. 26. There are analysis questions at the end of the lesson and a teacher answer key.

Students examine the freedoms granted to the press by participating in a partner evaluation of the rights and limitations outlined for the media, as well as examine the constitutionality of the Sedition Act and other government decisions.