This lesson looks at the changes in British colonial policies and the American resistance through the topic of tea, clothing, and other British goods. Students analyze and interpret key historical artifacts as well as visual and textual sources that shed light on how commodities such as tea became important symbols of personal and political identity during the years leading up to the formal Declaration of Independence in 1776.
In this lesson, students examine the First and Second National Banks and whether or not such a bank's powers are constitutional or unconstitutional.
In what ways did John Quincy Adams and Thomas Jefferson contribute to the formulation of the Monroe Doctrine?
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.
There was general agreement at the beginning of the 19th century that the U.S. would greatly benefit from some internal improvements of a national nature, such as a nationwide network of roads and canals. But how should the funds for such projects be raised? Who should be in control of the projects—that is, who should administer them?
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?