Students will focus on a letter written by playwright Lillian Hellman to the House Committee on Un-American Activities in response to a subpoena for testimony. Students will analyze Ms. Hellman's arguments both for and against invoking her Fifth Amendment privilege against self-incrimination and come to a determination as to why such a right exists within the U.S. Constitution. Students will also look at the context of the letter to discuss the history of anti-Communist blacklisting in the 1940s and 1950s.

Students will analyze the way government officials in the United States and the Soviet Union valued space exploration for more than scientific advancement. Students will learn about the ways space exploration was used for diplomacy and the impact of international tensions underlying the science.

In this interactive online lesson, students will examine primary sources to help them understand relationships among events. After each document or set of documents that relate to the Homestead Act of 1862, students will be asked to make the connection between the documents.

In this interactive online lesson, students will examine primary sources to help them understand relationships among events. After each document or set of documents that relate to the Homestead Act of 1862, students will be asked to make the connection between the documents.

In this interactive online activity, students will review and analyze the founding documents of the United States and understand Benjamin Franklin's contributions and connections to these founding documents. For the conclusion, students will choose the three most important documents that Franklin helped to shape, and reflect on the impact of the founding documents.

Students will analyze a two-page poster that the government used to recruit recently freed slaves to fight for the Union Army during the Civil War. They will learn how the U.S. Government tried to appeal to black soldiers and consider the importance of enlisting black soldiers to the Union's victory.

Students will read, analyze, and summarize Title VII of the Civil Rights Act of 1964, that established the Equal Employment Opportunity Commission.

Students will analyze primary sources and evaluate the degree to which they demonstrate Civil Rights advances following President Franklin Delano Roosevelt's 1941 Executive Order providing equal opportunity in defense industries, and the subsequent establishment of the Fair Employment Practices Commission (FEPC).

Students will examine the arrest record of an un-named person. Students will analyze and evaluate the data contained in the document, applying prior knowledge, to discern what happened in the incident and the identity of the person involved. It is Rosa Parks, but her name has been blacked out in the activity.

Students will examine a diagram of the bus in which Rosa Parks took a seat. Ms. Parks's name has been blacked out. Students will analyze and evaluate the document, then apply prior knowledge to discern what this document is and why it is important.

Students will analyze documents pertaining to the woman suffrage movement as it intensified following passage of the 15th Amendment that guaranteed the right to vote for African American males. Documents were chosen to call attention to the struggle's length, the movement's techniques, and the variety of arguments for and against giving women the vote.

Students will examine sequential primary sources relating to the events made in the 1860s and 1870s that were foundational to the Civil Rights progress of the latter 20th century.

In this interactive online lesson, students will examine congressional laws and homesteading records while searching for clues as to what order to put them in.

Students examine documents from the FBI case file about Bloody Sunday in Selma, Alabama. They will answer questions to show understanding of the events that took place, and how the spread of information about Selma impacted the Civil Rights Movement.

Students will analyze a letter from Secretary of War Henry Stimson requesting a meeting with President Truman. They will determine what a certain "highly secret matter" is: the development of the atomic bomb.

Students will think critically about the history and importance of the 26th Amendment, that granted the right to vote to American citizens aged 18 or older.

Students will discover that Martin Luther King, Jr. and other activists fought for civil rights by exercising their First Amendment rights.

Students will analyze images from President Nixon's visit to China in 1972 to determine the sequence of events and learn more about American and Chinese cultural differences.

Students will analyze photographs and documents to gain an understanding of U.S and Soviet relations from Ronald Reagan's "Evil Empire" speech in 1983 until the signing of the Intermediate-Range Nuclear ForcesTreaty in 1987 which eliminated, for the first time, an entire class of nuclear missiles. It can be used as a culminating activity exploring the events that lead to the end of the Cold War.

Students will study documents and images related to the Eighteenth Amendment of 1919 prohibiting the trade in liquor. Documents include: the Act and its repeal by President Franklin D. Roosevelt in 1933; letters from citizens for and against Prohibition; and photos and political cartoons.