Perfect source document for lesson examining comparisons between north and south on the eve of the Civil War. Combine this with a list of statistics and try to understand why the south thought they could win the Civil War despite the statistics that show clearly they did not. There's no better illustration of southern hubris.
The Declaration complains that George III has excited domestic insurrection among us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian savages, whose known rule of warfare is an undistinguished destruction of all ages, sexes and conditions.
these united colonies are, and of right ought to be, free and independent states; that they are absolved from all allegiance to the British crown, and that all political connection between them and the state of Great Britain is, and ought to be, totally dissolved; and that as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do.
Jefferson claimed in his Notes on the State of Virginia (Boston, 1829)
The Christiana Riot is ripe for a morality lesson plan weighing obedience to the law against slavery. This lesson is one approach but there are others - consider this alongside John Brown
These "meme's of the 19-teens" could be used to spark conversation about the resistance to women's suffrage movement. Better yet, see if students can find commonalities to the arguments against the ERA. How do the elements and arguments in these cartoons echo throughout history? Where else do we see them?
This article explains how declassified documents show how US and NATO military exercises in late 1983 were seen by Soviets as prelude to a preemptive strike against the Soviet Union. THough the Cuban Missile crisis is commonly taught to students as the closest the world came to nuclear war, this episode in 1983 shows different
While historians have previously noted the high risk of an accidental nuclear war during this period, the new documents make even clearer how the world's rival superpowers found themselves blindly edging toward the brink of nuclear war through suspicion, belligerent posturing and blind miscalculation.
This eight and a half minute collection of film footage of New York taken between 1896 and 1905 provides fascinating insight into street life of the early progressive era. See NYC before skyscrapers and have a better understanding of what street life looked like. Easy to play during class changing time (with the sound off to hide cheesy music) and use as a Do Now response - what can we learn from this?
20, 528 slave voyages are shown moving across this map, tracing each trip from Africa to North and South America. Notice when the volume of slaves is at its highest - notice also where more of them go. What's happening to all of the slaves going to Latin America? Why aren't more going to North America?
This project of the National Endowment for the Humanities and the American Library Association is an interactive gallery of artwork related to events, people, and themes in American history. Browse the gallery chronologically or by theme. Every image in the gallery has information about the artist and the artwork itself and links to additional resources for learning about the artwork and artists.
Does the overseas involvement of the United States give other nations the ability to pull dictate American foreign policy? Mao Tse-Tung finds an excellent metaphor in a noose, held by the Chinese people (and Arab as well) in which they can tighten at will. This is a perfect document to launch a foreign policy discussion.
June 1948 Document which defines "covert operations" in times of peace and grants the NSC authority to engage in them. Perhaps students could be shown just the list of actions in a "do now" response and asked if they think that these are the actions of the United States or the USSR. Perhaps they can serve as fodder to an "ends and means" debate
Specifically, such operations shall include any covert activities related to: propaganda, economic warfare; preventive direct action, including sabotage, anti-sabotage, demolition and evacuation measures; subversion against hostile states, including assistance to underground resistance movements, guerrillas and refugee liberation groups, and support of indigenous anti-communist elements in threatened countries of the free world. Such operations shall not include armed conflict by recognized military forces, espionage, counter-espionage, and cover and deception for military operations.
Here's a wide selection of tools students can use while making an informative or persuasive presentation. Why not have them choose which would best serve their purposes?
Not only does this chart explain the baby boom after World War II, but it shows another perspective on how bad the 70s were. It might take a little work to notice it - but look closely at the steep increase of divorces in the 1970s. Another discussion could be prompted by entertaining explanations of the increase of divorces in the 1940s as well
A simple picture and a ridiculous story to quickly share with student to show the death of communism
New teachers should take care to read articles like this to save themselves from teaching the same myths that have been taught for years.
In no country is Magna Carta held in greater reverence than in the United States. Alexander Lock examines its crucial role in the founding of the republic’s political and legal system and looks at the Charter’s transatlantic transition. This is article for teachers may spark ideas for lessons that explore the diffusion of ideas.
Short article for teachers describes Nixon's 4 am visit to the Lincoln Memorial in May of 1970 to debate student protesters. Tapes of him describing the conversation he had with them reveal serious contradictions with what the students remembered. This compels some to speak of Nixon's growing detachment from reality - at least that's what Heldeman wrote in his diary that night