The anniversaries of the terrorist attacks on the United States on September 11, 2001,
and the signing of the Constitution on September 17, 1787, provide us an opportunity to reflect upon who we are as Americans, examine our most fundamental values and principles and affirm our commitment to them, and evaluate progress toward the realization of American ideals and propose actions that might narrow the gap between these ideals and reality. The following lessons are designed to accomplish these goals.

The anniversaries of the terrorist attacks on the United States on September 11, 2001, and the signing of the Constitution on September 17, 1787, provide us an opportunity to reflect upon who we are as Americans, examine our most fundamental values and principles and affirm our commitment to them, and evaluate progress toward the realization of American ideals and propose actions that might narrow the gap between these ideals and reality. These lessons are designed to accomplish these goals.

This lesson examines the beginnings of the women’s suffrage movement as an outgrowth of the abolitionist movement. Students will learn about key figures who were involved in both movements and analyze primary source documents to compare abolitionist and women’s suffrage arguments. Utah history connections are provided by students examining the rights of Utah women in the 19th century in comparison to women in the East. Students will learn about how social movements spark new movements and how arguments made for and against the expansion of rights are similar regardless of time period.

This lesson introduces children to different ways young people have used the internet to work toward positive social change.

This lesson starts by showing children some of the kinds of advertisements they might run into online and helping them analyze these ads with a critical eye.

Through a whole-class read-aloud of the historical fiction picture book (text provided), Friends for Freedom: The Story of Susan B. Anthony and Frederick Douglass, and two historical articles, students will compare activists Susan B. Anthony, Frederick Douglass, and Utahn Emmeline B. Wells. Students will examine the statue that depicts the friendship of Anthony and Douglass and complete one of the following: a) a compare/contrast essay, b) a sketch of a statue to represent the friendship between Anthony and Wells, or c) a dialogue between Anthony, Douglass, and Wells. The purpose of this lesson is to not only learn about these advocates for change, but to develop the skills of civil and respectful dialogue, particularly with those with whom we may disagree.

In this lesson, students will analyze primary source excerpts from various viewpoints. Students will use these sources to interpret why most Utah women’s voting rights were granted, rescinded, and returned between 1870 and the achievement of statehood in 1896. Proceeding this document analysis, students will participate in a voting simulation activity to consider the effects of franchisement, disfranchisement, and re-enfranchisement, and the role suffrage played in Utah’s quest for statehood.

This course contains five projects that are organized around the following question: “What is the proper role of government in a democracy?” Each project involves political simulations through which students take on roles that help contextualize the content required by the new College Board course framework.Founders' IntentElectionsSupreme CourtCongressGovernment in ActionOpenly licensed PDF unit plans of all the above units are available at this Sprocket Lucas Education Research Platform (scroll to bottom of web page).Alternately, educators may sign up for free access to the online AP U.S. Government and Politics course that includes additional instructional supports:https://sprocket.lucasedresearch.org/users/sprocket_access

Students produce original art (visual art, music, drama or poetry) that conveys an anti-bias or social justice message. Students then plan a public showcase of their work.

Students will explore the vice of ambition in a constitutional republic and civil society in this lesson on civic virtue.  Students will examine the difference between self-serving ambition and noble ambition, and then explore the character and career of Aaron Burr. Burr engaged in various machinations to establish an empire in the West and was put on trial for treason.  Students will analyze a historical narrative, discussion guide, and various activities to explore the effect of self-serving ambition in a constitutional republic and on civil society.

Use this lesson with the Mercy Otis Warren Narrative and the Judith Sargent Murray Primary Source "On the Equality of the Sexes" to allow students to discuss gender roles and expectations in the founding period.

In this explainer video, students learn about the abolition movement. They examine the development of the movement, its eventual success, and its legacy.

In the mid-19th century, the abolitionist movement in the United States sought the immediate emancipation of all enslaved people. These passionate antislavery activists—men and women, black and white, northerners and southerners, poor and wealthy—led the struggle that forever changed the nation. The media assets in this collection feature historical reenactments and expert interviews that tell the story of some of the people and events that shaped this movement.

Explore this documentary film clip and engage students in historical thinking using the Library of Congress Primary Source Analysis Tool. In this inquiry-based resource for Becoming Frederick Douglass, students view a clip examining the impact of Garrison and his abolitionist newspaper, The Liberator, on Frederick Douglass. Students analyze abolitionist and pro-slavery primary sources and consider discussion prompts for more dialogue and deeper reflection.

Examining why slavery was so essential to the U.S. economy in the the 19th century and how economics depended on slavery. Video from, American Experience: "Abolitionists."

Read information about the "Founding Fathers" of the United States of America, including George Washington, James Madison, Thomas Jefferson, John Adams, Benjamin Franklin, Alexander Hamilton, George Mason, Gouverneur Morris, Roger Sherman, James Wilson, and Edmund Randolph.

On September 17, 1787, the Constitutional Convention came to a close in the Assembly Room of Independence Hall in Philadelphia, Pennsylvania. There were seventy individuals chosen to attend the meetings with the initial purpose of amending the Articles of Confederation.

Students examine elements of Abraham Lincoln's life in this lesson based on the PBS series History Detectives. Using primary source documents, students should have a better understanding of who Lincoln was as a person and leader.

Explore a gallery of images about Abraham Lincoln, his wife Mary Todd, and his assassination. Abraham Lincoln was the 16th President of the United States, the first president from the Republican Party, and the leader of the country during the American Civil War. Lincoln’s firm anti-slavery position led to his Emancipation Proclamation, which declared that slaves living in southern, rebel states were free. His oratorical and writing skills, and firm belief in preserving the future of the Union of the United States, appealed to the best of American ideals. Lincoln served as president from 1861-1865. He was assassinated by John Wilkes Booth in Ford’s Theatre in Washington DC on April 14, 1865.

This primary source set includes documents and images from the life of Abraham Lincoln. A teacher guide is included to assist educators in utilizing the primary sources in their instruction.