In 1845, the Narrative of the Life of Frederick Douglass, an American Slave, and Written by Himself was published. In it, Douglass criticizes directly—often with withering irony—those who defend slavery and those who prefer a romanticized version of it.
Who do we look up to and why? What constitutes a heroic action? After completing this lesson plan, students will be able to describe what makes a hero in various contexts.
The lessons in this unit provide an opportunity for students to learn about and discuss two U.S. families in which both the father and son became President.
Students listen to a biography of Martin Luther King, Jr., view photographs of the March on Washington, and study King's use of imagery and allusion in his "I Have a Dream" speech.
Using the life of Davy Crockett as a model, students learn the characteristics of tall tales and how these stories reflect their historical moment. The lesson culminates with students writing a tall tale of their own.
If James Madison was the "father" of the Constitution," John Marshall was the "father of the Supreme Court"—almost single-handedly clarifying its powers. This new lesson is designed to help students understand Marshall's brilliant strategy in issuing his decision on Marbury v. Madison, the significance of the concept of judicial review, and the language of this watershed case.
This lesson shows students how broadly the Lend-Lease Act of March 1941 empowered the federal government—particularly the President—and asks students to investigate how FDR promoted the program in speeches and then in photographs.