In this activity, students watch short clips of the ASHP documentary Daughters of Free Mento learn about the experiences of Lowell mill girls in the 1830s. Students follow the life of Lucy, a young girl working in Lowell in 1836. After each clip, students reflect on what they have just learned and predict what Lucy will do next.

In this activity students analyze the reasons why the Montgomery Bus Boycott lasted so long and was successful. Students watch a short clip from the PBS documentary Eyes on the Prizeabout the Montgomery Bus Boycott. Then students analyze primary sources to determine who participated in the boycott, who organized it, and what challenges boycott supporters faced. The teacher will need access to the filmEyes on the Prize, which is widely available in school and public libraries.

In this activity, students watch the documentary Heaven Will Protect the Working Girlin sections, with documents and exercises designed to support and reinforce the film's key concepts: workers challenging the effects of industrial capitalism, the impact on immigrant families of young women earning money in the garment industry, and the methods used by women to improve working conditions in factories during the Progressive Era.

This activity is designed to help students understand key ideas from the documentary film Savage Acts: Wars, Fairs, and Empire 1898-1904. The film is divided into short segments with suggested viewing strategies and questions to keep students focused.

In this activity, students watch film clips from the documentary The Life and Times of Rosie the Riveter, decode a propaganda poster, and analyze statistics about working women during World War II. Parts of this activity can be completed without the film.

In this activity, students watch the ASHP documentary Up South: African-American Migration in the Era of the Great Warwith documents and exercises designed to support and reinforce the documentary's key concepts of Jim Crow, lynching, sharecropping, migration, and life in northern cities. At the end of the activity, students complete a short writing task on how life changed and how it stayed the same for migrants, and how they tried to improve their lives in the North.

For this activity, students develop social skills and become more group-oriented by exploring the culture of their friends.

In this activity, students decide which of their two favorite things they want to buy from their list in Activity 2. This activity is the companion to the Lesson 2: My Favorite Things. Activity is found on pages 14-17 of the pdf.

These two short activities set up tragedies of the commons – one in water (lemonade) and the other in fish (M&Ms). The debriefing guides students through analysis of the different incentives embodied in common and private ownership and helps them understand how the rules of the game shape people’s behavior – and their use of valuable environmental amenities.

Students will use a series of clues and their knowledge of incentives and voluntary exchange to solve the sweatshop mystery. Students will fully examine the issue – an examination that must include the accounts from workers, themselves, who often welcome the opportunity sweatshops offer and fear that foreign agitation will cause factories to close or relocate.

In this activity, students will examine examples of laws from Hammurabi's Code from the ancient Babylonian civilization. In small groups, they will determine what those laws tell them about the ancient civilization.

This reading-based activity is a combination guided discussion and paper-and-pencil exercise examining the impact of trade barriers on various participant groups in the sugar market. U.S. sugar policy creates a tale of 2 markets and offers a clear illustration of who benefits from and who bears the costs of market restrictions. In the process of analyzing and comparing those markets, students rediscover three important economic constants: voluntary trade creates wealth; incentives always matter; and economic change creates winners and losers.

In this lesson, students examine the major principles and economic theories provided in the book The Wealth of Nations. They will also compare Smith's "free market mechanism" with mercantalism. A set of discussion questions is provided. In an associated activity, students will consider and discuss whether or not Adam Smith would agree with government interventions in the economy today.

In this lesson, students examine the historical development, implementation, and opposition to affirmative action, with emphasis placed on a specific Supreme Court cases. A set of discussion questions is provided. In an associated activity, the class will review several affirmative action programs and make a list for each program. Then they will examine these reasons and decide whether they are "compelling" enough to be constitutional.

In this activity, students examine three documents to better understand the goals, participants, and leaders of the 1963 March on Washington.

This page contains a transcript of President Harry S. Truman's address before Congress seeking $400 million in military and economic assistance for Turkey and Greece.

This page contains a transcript of a speech by President John F. Kennedy regarding the installation of Soviet missiles in Cuba.

Students identify a need for renewal in their own community, conduct a field study, and make recommendations for renewal.