• Lesson 1: An Early Threat of Secession: The Missouri Compromise of 1820 and the Nullification Crisis

    Created July 18, 2010
    Henry Clay, author of the Missouri Compromise.

    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.

  • Lesson 1: The War in the North, 1775–1778

    George Washington in the uniform of the Continental Army, by Rembrandt  Peale.

    Lacking any organized army before 1775 (aside from local colonial militias), the Continental Congress had to assemble a more or less improvised fighting force that would be expected to take on the army of the world's largest empire. This lesson will trace events in the North from 1775 to 1778. By looking at documents of the time, and using an interactive map, students will see how an army was created and understand the challenges that Washington and his men faced during this critical early stage of the war.

  • The Native Americans' Role in the American Revolution: Choosing Sides

    Joseph Brant or Thayendanegea, Mohawk chief

    Native American groups had to choose the loyalist or patriot cause—or somehow maintain a neutral stance during the Revolutionary War. Students will analyze maps, treaties, congressional records, first-hand accounts, and correspondence to determine the different roles assumed by Native Americans in the American Revolution and understand why the various groups formed the alliances they did.

  • Lesson 1: The Road to the Constitutional Convention

    Signing of Constitution, by Howard C. Cristy

    This lesson focuses on the problems under the Articles of Confederation between 1783 and 1786 leading to the 1787 Convention. Through examination of primary sources, students will see why some prominent American founders, more than others, believed that the United States faced a serious crisis, and that drastic changes, rather than minor amendments, to the Articles were necessary.

  • Lesson 2: The Battles of the Civil War

    Created July 17, 2010
    "A Harvest of Death."

    Through the use of maps and original documents, this lesson will focus on the key battles of the Civil War, Gettysburg and Vicksburg and show how the battles contributed to its outcome. It will also examine the "total war" strategy of General Sherman, and the role of naval warfare in bringing about a Union victory.

  • Taking Up Arms and the Challenge of Slavery in the Revolutionary Era

    A  Map of 100 miles round Boston, 1775.

    Was the American Revolution inevitable? This lesson is designed to help students understand the transition to armed resistance and the contradiction in the Americans’ rhetoric about slavery through the examination of a series of documents. While it is designed to be conducted over a several-day period, teachers with time constraints can choose to utilize only one of the documents to illustrate the patriots’ responses to the actions of the British.

  • Lesson 2: The Question of Representation at the 1787 Convention

    Signing of Constitution, by Howard C. Cristy

    When the delegates to the Philadelphia Convention convened in May of 1787 to recommend amendments to the Articles of Confederation, one of the first issues they addressed was the plan for representation in Congress. This lesson will focus on the various plans for representation debated during the Constitutional Convention of 1787.

  • Lesson 1: Starting a Government from Scratch

    Statue of John Hanson by Richard E. Brooks in the National Statuary Hall in the  Capitol Building, Washington, D.C.

    What actions are necessary in order to start a new government? What would one of the major concerns be in preserving  the new government and country? What would be the role of the leader or president of the country?

  • Lesson 1: What Is the Purpose of the White House?

    The White House

    Ask students where the President lives. Ask where the President does most of his work. Working at home is quite common now, but Presidents have worked and lived in the White House since November 1, 1800.

  • Lesson 2: The Monroe Doctrine: President Monroe and the Independence Movement in South America

    An early portrait of James Monroe.

    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?