The "Great Writ" or habeas corpus has been an essential civil liberty guaranteed since Magna Carta. In listing powers denied to Congress, the Constitution notes that "The privilege of the writ of habeas corpus shall not be suspended, unless when in cases of rebellion or invasion the public safety may require it." In 1861, Abraham Lincoln invoked this power of Congress—which was not in session—to suspend habeas corpus in certain areas. The next year, as he believed the civil justice system was inadequate to deal with the rebellion, he expanded the suspension throughout the United States and established military tribunals to try citizens charged with disloyalty. In this lesson, students explore Lincolnâ"s suspension of habeas corpus and constitutional issues surrounding it.

Presidents Buchanan, Lincoln, and Johnson believed that the Constitution protected the institution of slavery. Lincoln came to the conclusion that, in order to preserve the Constitution and the Union it created, he must apply a new understanding of the principles on which the nation was built. The time had come to bring the nationâ"s policies in line with the of the Declaration of Independence that "…all men are created equal…" In this lesson, students will analyze Abraham Lincolnâ"s views on slavery and the Constitution as evidenced in the Emancipation Proclamation.

In this lesson, students will learn about Abraham Lincolnâ"s Emancipation Proclamation. Students will specifically learn about how Lincolnâ"s actions conform to the idea of justice and how they can apply this idea into actions in their own lives.

Students should have a solid foundation of the regional differences in the former colonies, now states, as well as an understanding of the ratification of the Constitution. This Lesson is best used after students have read The Constitutional Convention and The Ratification Debate on the Constitution Narratives in Chapter 3. The James Madison and the Bill of Rights Narrative in Chapter 4 can be used as background for the Lesson or can be assigned as homework after the Lesson to reinforce main ideas.

In this lesson, students will learn about how Harriet Beecher Stowe fought against the injustice of slavery. They will also consider ways in which they can fight injustices in their own lives.

Use this lesson as the foundation for the Stamp Act Resistance Narrative, The Boston Massacre Narrative, and The Boston Tea Party Narrative.

In this lesson, students will review Christopher Columbusâ" diligent actions as an adventurer and in completing the voyage across the Atlantic. They will achieve the following objectives.

Share some great Google Forms practices with your students through this amazing post from Control Alt Achieve.

Late in 1917, the War Department created two all-black infantry divisions. The 93rd Infantry Division received unanimous praise for its performance in combat, fighting as part of France's 4th Army. In this lesson, students combine their research in a variety of sources, including firsthand accounts, to develop a hypothesis evaluating contradictory statements about the performance of the 92nd Infantry Division in World War I.

One of the ironies of the Civil War was that in a fight to end slavery, African-Americans were initially denied the right to participate. During the first two years of fighting, President Abraham Lincoln claimed the fight was to save the Union, and that African-Americans had no place in the war. However, with the issuance of the Emancipation Proclamation, the objectives of the war changed and African-American regiments were formed.

Constitutional amendments were ratified during and after the Civil War to protect the natural and civil rights of African Americans. Despite these legal protections, the condition of African Americans significantly worsened in the last few decades of the nineteenth century. In the late nineteenth century, the promise of emancipation and Reconstruction went largely unfulfilled and was even reversed in the lives of African Americans. Southern blacks suffered from horrific violence, political disfranchisement, economic discrimination, and legal segregation. Ironically, the new wave of racial discrimination that was introduced was part of an attempt to bring harmony between the races and order to American society.

Less can often be more—especially as students explore the theme of a work of literature through analytical writing. Writing haiku offers a student in the final draft stages of a paper an innovative way to determine if the paper says what he/she means it to say. Students can “lose their way” when writing analytical papers, resulting in wordy, tangled papers with the thesis obscured. To alleviate this problem, students create haiku that, in seventeen syllables, encapsulate the heart of the paper. Because of its brevity, haiku promotes clarity of thought. It further challenges students to work on focused revision.

In this lesson, students will study the life of Alexander Hamilton. Students will learn about his reasoning in supporting a single and powerful executive leader, his role at the Constitutional Convention, and the role he played in shaping the new United States government.

In this lesson, students will learn about the humble beginnings, prolific writing, and remarkable accomplishments of Alexander Hamilton. After watching a biographical video, they will examine a memorial portrait of Hamilton and read excerpts from his best-known work, The Federalist Papers. Using their newfound knowledge of Hamilton, they will brainstorm ideas for their own version of a Broadway show based on his life.

Alexander Hamilton, one of America’s “founding fathers,” rose from his non-traditional roots as a boy in the Caribbean to become one of the most important figures in the founding of our country. Using video segments from the PBS program Rediscovering Alexander Hamilton, this activity encourages students to explore the conditions and circumstances of Hamilton’s youth and the strengths he carried with him into his adult life. As a culmination, students are encouraged to reflect on their own lives and think about how, like Hamilton, they might translate their childhood experiences into success later in life.

This lesson centers around the How AI Works: Equal Access and Algorithmic Bias video from the How AI Works video series. Watch this video first before exploring the lesson plan.

In this lesson, students will practice cropping images to uncover the bias underlying the Twitter cropping algorithm. Then, students will read and watch a video about the discovery of this biased algorithm. Finally, students will discuss ways to recognize and reduce bias along with analyzing Twitter's response to the allegations of bias in their cropping algorithm.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

In the early republic, Congress was a colorful, exciting, unpredictable, and contentious branch of the United States government. The members constantly quarreled but often deliberated and compromised through persuasive oratory and rational conversation. Congress was divided by party and sectionalism, but was guided through these difficulties by legislative statesmen. The Congress continued to function as the undisputed law making body of the people of the United States. Even during some of its most tumultuous years, from 1789 until the outbreak of the Civil War in 1860, the Congress effectively governed the nation.

Share some great Google Sites practices with your students through this amazing post from Control Alt Achieve.

American history is filled with examples of the nationâ"s leaders and other citizens demonstrating civic virtues.

Prior to the arrival of European colonization on the North American continent, the ecological bio-diversity was much richer than we currently know in the 21st Century. Prior to the colonization animals such as the American Bison (Bison bison), Eastern Elk (Cervus canadensis canadiensis), Eastern Cougar (Puma concolor couguar), and Wolf (Canis lupus) were commonly seen across the North American continent. However, with the colonization from the old world came old world prejudices and practices. Within two hundred and fifty years all of these species were eradicated from the Eastern United States or extinct. Over the course of the last century an effort has been made to halt the loss of the North American fauna with the creation of national parks and animal preservation habitats, and in the last half of 20th century work was being done to reintroduce that fauna back to its natural habitat. This process has been used with several different species; however, no species has been given as much attention in the Eastern United States as that of the American Elk.