Students will begin to learn about the changes that occured on the American homefront because of World War I by analyzing correspondence from Assistant Sec. of the Navy Franklin D. Roosevelt and Boston Red Sox owner Harry H. Frazee.

This resource provides a link to the primary document of the Bill of Rights, as well as a link to the full transcript of the document.

These activities enable students to explore Congress Creates the Bill of Rights wtih a mobile app for tablets and eBook from the Center for Legislative Archives. The mobile app is an interactive learning tool for tablets. The eBook presents a historic narrative focusing on James Madison's leadership role in creating the Bill of Rights. There are also six worksheets that will engage students in studying this document and questions are provided.

Using facsimiles of historical records from the files of the U.S. House of Representative Judiciary Committee, students will evaluate evidence and consider the constitutional issues that the committee encountered as it deliberated the Voting Rights Act of 1965. Students will examine the concept of federalism and weigh the proper balance of powers between Federal and state governments when protecting the right to vote.

In this resource, students will explore the protections and limitations on authority contained in the Bill of Rights and the process by which the First Congress created it. They will do this by compiling a list of their rights as students, analyzing the Bill of Rights, and studying primary source documents to trace the origin and development of the first ten amendments. Students will then consider how the Bill of Rights might be updated to reflect 21st century circumstances.

In this resource, students will analyze documents created by Congress to identify steps in the legislative process.

This lesson will explore the implementation of the war-making power from the first declared war under the Constitution—the War of 1812—to the Iraq War. Using primary source documents, students will investigate how the constitutional powers to initiate war have been exercised by the legislative and executive branches of the Federal Government at several key moments in American history. They will also evaluate why and how the balance of authority in initiating war has changed over time. Students will assess and evaluate the current balance of power.

In this activity, students analyze primary source documents in order to better understand the content, impact, and perpetual relevance of the U.S. Constitution to the daily lives of American citizens.

In this lesson, students will analyze 16 political cartoons drawn by Clifford and Jim Berryman during the early to mid-20th century. They will search through the Constitution and associate each cartoon with a specific clause. Through networking exercises, students will analyze all 16 cartoons and read the entire Constitution. They will learn about the outline and structure of the Constitution, as well as the content of many of its clauses.

This resource provides a link to the primary document of the Constitution of the United States, as well as a link to the full transcript of the document.

This resource provides a link to the primary document of the Declaration on Independence, as well as a link to the full transcript of the document.

This resource is a transcription of the Stone Engraving of the parchment Declaration of Independence (the document is on display in the Rotunda at the National Archives Museum.) The spelling and punctuation reflects the original.

This lesson plan is designed as an educational component of the Documented Rights Online Exhibit. It is designed to be a unit plan that requires students to research, analyze, and create a finished product using documents from the exhibit. The essential question guiding activites is, "What are our unalienable rights as humans?" Students will break into teams and research the struggles of different groups of people. Each team will make a presentation to the class.

Students will see and read about the differences in food manufacturing practices before and after the new food laws passed in 1906: the Pure Food and Drug Act and the Meat Inspection Act.

This resource provides background information on Eli Whitney and explains how and why he created the cotton gin.

In this resource, students will use facsimiles of historical records from the U.S. House of Representatives and the U.S. Senate to investigate whether the frontier shaped America or if America—through Congress—shaped the Western frontier of the contiguous 48 states from 1789 – 1890.

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.

This resource introduces students to primary source documents associated with the Revolutionary War. Associated learning activities extend students' knowledge through analysis and interpretation of the images.

In this activity, students analyze the Constitution and locate general references to the common defense and specific references to the Navy in the document. They will then analyze Navy documents and participate in a class discussion. As a followup activity, ask students to research current government activities related to the Navy and determine which provisions in the Constitution they relate to.

These are the primary source documents to be used with the activity: "Launching the New U.S. Navy." In this activity, students analyze the Constitution and locate general references to the common defense and specific references to the Navy in the document. They will then analyze Navy documents and participate in a class discussion. As a followup activity, ask students to research current government activities related to the Navy and determine which provisions in the Constitution they relate to.