In this lesson plan from the National Humanities Center site, Freedom's Story: Teaching African American Literature and History, students will explore how poetry allowed African American to critique and draw to light the injustices of slavery, discrimination, and disenfranchisment.

In this lesson from the UMBC Center for History Education Teaching American History Lesson Plan site, students will use primary sources to analyze how African Americans shifted party loyalty from the Republican party to the Democratic party, in part due to Roosevelt and his New Deal programs.

In this lesson, students analyze primary source documents related to the creation of the U.S. Bill of Rights. Students cite evidence to explain how the location and the content of Madison's nine proposals presented on June 8th to Congress, to make alterations to the Articles of the Constitution, were altered by Congress and led to the creation of the U.S. Bill of Rights.

In this lesson, students analyse English and colonial documents and State Constitutions and justify if the rights within the U.S. Bill of Rights are more inherited from the English and/or Colonial traditions or created from the revoluntionary period (1776-1787) in the United States.

This resource informs students about the Supreme Court case, Brown v. Board of Education of Topeka I and II. Since the Supreme Court’s decision in Plessy v. Ferguson, the doctrine of “separate but equal” legalized racial segregation in the United States. The Supreme Court finally rejected that doctrine in 1954 on the ground that segregated schools led to unequal educational opportunities for white and black students, which in turn had negative psychological effects on the self-image of black children. The end of legal segregation was cause for great hope and inspiration to Civil Rights leaders. When novelist Ralph Ellison heard the Court’s decision he wrote, “Another battle of the Civil War has been won. … What a wonderful world of possibilities are unfolded for the children!”

In this lesson from the UMBC Center for History Education Teaching American History Lesson Plan site, students will delve into how difficult school integration was despite the Brown v. the Board of Education landmark decision. Students will examine legal documents, press reports, and personal accounts of the era in order to understand the complex social conditions that made integration a decades long endeavor, with issues that still exist today.

This resource informs students of the Civil Rights Act of 1866 which was enacted to protect all Persons in the United States in their Civil Rights, and furnish the Means of their Vindication.

In this lesson plan guide from the National Humanities Center site, Freedom's Story: Teaching African American Literature and History, students will discuss how nonviolence and racial integration shape the modern interpretation of the Civil Rights Movement, and explore these ideas on a more granular level.

In this lesson plan guide from the National Humanities Center site, Freedom's Story: Teaching African American Literature and History, students will discuss primary sources about the Civil Rights Movement from 1968-2008 in order to engage and grapple with the idea of legal equality versus actual equal treatment.

In this lesson from the UMBC Center for History Education Teaching American History Lesson Plan site, students will explore both the civil rights movement and the cold war in the years of 1946-1968. Students will analyze the role of Truman, Eisenhower, and Kennedy in their commitment to civil rights and what role the Cold War played in their civil-rights initiatives.

This resource informs students about the Supreme Court case,Dred Scott v Sanford. The slave Dred Scott sued for his freedom in court because his former master had taken him to live where slavery had been prohibited by Congress through the Northwest Ordinance of 1787 and the Missouri Compromise of 1820.

In this lesson, students define faction in Federalist 10, analyze present day issues and determine if they qualify as a faction as defined in Federalist 10, and explain why Madison advocated for a democratic republic form of government over a pure democracy in Federalist 10.

This resource provides information on Federalist No. 11. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.

This resource provides information on Federalist No. 12. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.

This resource provides information on Federalist No. 13. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.

This resource provides information on Federalist No. 14. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.

This resource provides information on Federalist No. 15. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.

This resource provides information on Federalist No. 16. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.