This course covers the political, social and cultural history of Europe from 1815 to 1900, including the history of each major European nation.
This resource is a lecture about Nixon and the Constitution by R. B. Bernstein.
No Turning Back immerses young people in daily life under segregation and voter intimidation in the South during the 1960s. Playing as Verna Baker, a fictional teen from the Mississippi Delta, the player experiences and responds to racial restrictions and inequalities known as "Jim Crow," including limited access to education, health care, and voting rights. The TEACH page includes a wealth of materials to support the learning goals of the mission, including comprehension questions, writing prompts, vocabulary activities, and primary source analysis.
President John Adams sent this message nominating John Marshall to be Chief Justice of the Supreme Court.
Homepage for the Northern Ute Tribe, with links to current information regarding, and affecting, tribal life.
In this lesson, students will learn about the lifestyle of the wealthy elite and then expand their view of medieval society by exploring the lives of the peasants, craftsmen, and monks.
Students study the interaction between environment and culture as they learn about three vastly different indigenous groups in a game-like activity that uses vintage photographs, traditional stories, photos of artifacts, and recipes.
While Paul Revere's ride is the most famous event of its kind in American history, other Americans made similar rides during the Revolutionary period. After learning about some less well known but no less colorful rides that occurred in other locations, students gather evidence to support an argument about why at least one of these "other riders" does or does not deserve to be better known.
How did George Washington become the first president of the United States in 1789? Who got to decide--or vote--who would become president, and how did they decide the winner? Kenneth C. Davis unveils the surprising story behind America’s first presidential election. Includes multiple choice and open ended questions
The road to Emancipation was indeed stony! Enslaved people struggled to free themselves and loved ones, one person at a time.
This activity includes primary sources from the official records of the U.S. District Court at Boston that tell the story of William and Ellen Craft, a young couple from Macon, GA, who escaped to freedom in Boston in 1848. The two traveled together, Ellen as a White gentleman (she was the daughter of an African-American woman and a White master and passed as White), and William as her slave valet. They made their way to Boston, and lived in the home of Lewis Hayden, a former fugitive and abolition activist.
With the passing of the Fugitive Slave Act in September, 1850, the Crafts' respective owners employed the legal system to regain their escaped property. A U.S. Marshal was sent to the home of Lewis Hayden. Hayden refused to let the marshal in and threatened to ignite kegs of gunpowder; the Marshal left. Ellen and William fled to Britain, where they remained for 20 years. They eventually returned to the United States and settled back in Georgia.
In this activity, students will examine historic documents about these fugitives from slavery. Then, using the documents, they will construct historical narratives to tell their story. They can explore perspective and use standard elements of writing (plot, character, setting, conflict, impact). Thinking about essential questions/topics, they will begin their writing with a topic/opening sentence that sets out the main idea.
Using archival material, students will associate Francis Scott Key's Star Spangled Banner with historic events and recognize the sentiments those words inspired. Students will explore the symbolic nature of the American flag.
Jesse Owens broke not only running records but racial barriers, as well! His running career began early in Ohio, and took him all the way to the Olympics.
Looking at historic maps of the West, students can begin to appreciate the immensity and mystery of the mission Lewis and Clark accepted.
In One Big Party, students learn about the role of political parties in the United States and the influence parties have in our political system, including the role of third parties. This lesson does not cover political party ideologies.
Learn how Black women continue to lead the fight for suffrage rights, 100 years after the passage of the 19th Amendment and 55 years after the Voting Rights Act, in this digital video from The Vote | AMERICAN EXPERIENCE. Use this video when studying the women’s suffrage movement to explore the leadership role of African American women in the long struggle for voting rights and examine historic and contemporary efforts to suppress the African American vote.
This lesson guides students through the Cuban Revolutioin, the Bay of Pits Invasion, and the Cuban Missile Crisis of October 1962. Includes readings and assessments.
This activity is designed to accompany the contextual essay “Onto the National Stage: Congresswomen in an Age of National Crisis, 1935–1954,” from the Women in Congress website, history.house.gov/exhibition -and publications/wic/women-in-congress/. Students have the opportunity to learn more about the women who served in Congress from 1935 to 1954. Students are encouraged to analyze the role women Representatives and Senators played in Congress during this era, as well as the ways in which they may have changed the institution.
In 1963, Ernesto Miranda was arrested in Arizona and charged with kidnapping, robbery, and rape. When questioned by police, Miranda confessed. He was tried and convicted based on his confession. Miranda appealed his conviction to the U.S. Supreme Court, which ruled in 1966 that statements made by the accused may not be admitted in court without procedural safeguards. Page 31 from the decision describes two of those safeguards—the accused’s right to remain silent and to have an attorney present during questioning. Selected pages are shown.
Students will develop a rich understanding of the arguments in favor of and in opposition to the ratification of the US Constitution. They will examine and analyze key excerpts from "Federalist No. 51," George Mason’s Objections to the Constitution, and notes from Alexander Hamilton’s Plan of Government speech. As the students discuss the arguments presented, they will come to understand that Americans did not unilaterally agree on their new form of government.
Based on this model oral history experience, the toolkit includes instructional concepts, ideas, and strategies for use by educators to design a curriculum that reflects their instructional goals and the needs of their students while appreciating Vietnam veterans in their community.