This lesson highlights the changing relationship between the city center and the suburb in the postwar decades, especially in the 1950s. Students will look at the legislation leading up to and including the Federal Highway Act of 1956. They will also examine documents about the history of Levittown, the most famous and most important of the postwar suburban planned developments.
This lesson plan will explore Abraham Lincoln's rise to political prominence during the debate over the future of American slavery. Lincoln's anti-slavery politics will be contrasted with the abolitionism of William Lloyd Garrison and Frederick Douglass and the "popular sovereignty" concept of U.S. Senator Stephen A. Douglas.
This lesson plan will explore the wide-ranging debate over American slavery by presenting the lives of its leading opponents and defenders and the views they held about America's "peculiar institution."
In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. Through simulation activities and the examination of primary historical materials, students learn how changes in the workplace and less expensive goods led to the transformation of American life.
In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. By reading and comparing first-hand accounts of the lives of workers before the Civil War, students prepare for a series of guided role-playing activities designed to help them make an informed judgment as to whether the changes that took place in manufacturing and distribution during this period are best described as a "revolution" or as a steady evolution over time.
Americans affirmed their independence with the ringing declaration that “all men are created equal.” But some of them owned African slaves, and were unwilling to give them up as they formed new federal and state governments. So “to form a more perfect union” in 1787, certain compromises were made in the Constitution regarding slavery. This settled the slavery controversy for the first few decades of the American republic, but this situation changed with the application of Missouri for statehood in 1819.
How did conditions in Europe relate to the independence movements in South America? What reasons did President Monroe give for recognizing the independence movements in South America?
Students develop a foundation on which to understand the basic disagreements between North and South.
Sometimes, people will fight to keep someone else from being treated poorly. Disagreement over slavery was central to the conflict between the North and the South. The nation was deeply divided.