In this lesson, students examine the critical factors leading to the development of the Federalists and Democratic-Republicans and look at the timeline of key events and issues caused the differences in opinion.
This lesson will focus on the views of the founders as expressed in primary documents from their own time and in their own words. Students will see that many of the major founders opposed slavery as contrary to the principles of the American Revolution. Students will also gain a better understanding of the views of many founders, even those who owned slaves – including George Washington and Thomas Jefferson – who looked forward to a time when slavery would no longer mar the American Republic.
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?
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.
In the late 1940s and early 1950s, relations between the United States and the Soviet Union had deteriorated to the point of "cold war," while domestically the revelation that Soviet spies had infiltrated the U.S. government created a general sense of uneasiness. This lesson will examine the operations of House Un-American Activities Committee (HUAC) in the late 1940s.
Long before the first shot was fired, the American Revolution began as a series of written complaints to colonial governors and representatives in England over the rights of the colonists.
In this lesson students will participate in a role-play activity that has them become members of a newspaper or magazine editorial board preparing a retrospective report about the NAACP's anti-lynching campaign of the 1930s.
Lorraine Hansberry's A Raisin in the Sun provides a compelling and honest look into one family's aspirations to move to another Chicago neighborhood and the thunderous crash of a reality that raises questions about for whom the "American Dream" is accessible.
In this lesson students will examine the various visions of three active agents in the creation and management of Great Britain’s empire in North America: British colonial leaders and administrators, North American British colonists, and Native Americans.
In 1798, Jefferson predicted the consequences of the passage of the Sedition (and Alien) Act. In this lesson, students will look at documents reflecting some of the consequences of the Sedition Act. How close was Jefferson's prediction?
