Stanford University law Professor Richard Thompson Ford discusses the connection between race and clothing in the United States. He explains laws relating to dress codes and how clothing was used during the civil rights movement.

This is meant to be a "bellringer" activity to get students to consider the impact of Rosa Parks's life beyond her actions on public transportation.

Purdue University associate professor of political science and African American studies Nadia Brown discussed the legacy of Shirley Chisholm, the first Black woman to win a seat in Congress and to run for president from a major political party. She also spoke about her impact on Black women in modern politics.

Smithsonian Secretary Lonnie Bunch, founding director of the National Museum of African American History and Culture, explains the significance of context when presenting history.

Tour guide Eric Finley explains the history of the slave market in Mobile, Alabama.

This lesson focuses on the early development of slavery in the northern American colonies. The lesson, which features University of South Carolina Professor Nicole Maskiell, opens with reflective questions that ask students to consider their prior knowledge of the history of enslavement in North America. Students then view an introductory video clip in which Maskiell discusses a story that initially piqued her interest in the subject matter. From there, students view and analyze four video clips that detail the emergence of African slavery in the northern American colonies, three video clips that detail how African slavery expanded in the northern American colonies through the 17th century, and three video clips that describe slavery in the northern American colonies during the 18th century. Students then view a reflective video clip in which Maskiell answers a student's question asking why northern slavery is "brushed over" before responding to a summative writing prompt that asks students to consider the causes of slavery in the northern American colonies.

Parochial? Segregated? Shattered? Deadly? Which of these words most accurately describe the "story of the 1960s?" This lesson, which features National Book Award-winning author Kevin Boyle, guides students through a choice-board case study to try to answer that question. The lesson opens with reflective questions that ask students to consider what determines how the past is described and how individuals' experiences with the past can differ. Students then view an introductory video clip in which Boyle provides an introduction to his lecture on the social and political history of the United States during the 1960s. From there, students then engage in a case study choice board activity, choosing to one of four individuals who experienced the 1960s in different ways: Stella Cahill, Elizabeth Eckford, Estelle Griswold, or Allison Krause. After the class shares their findings from the case study activity and records the answers to other students' sections, students then view a final video clip in which Boyle provides concluding remarks to his lecture. Finally, students respond to a summative writing prompt that asks them to describe "the story of the '60s."

Annette Gordon-Reed talked about Thomas Jefferson and his relationship with the enslaved Hemings family, whom he owned.

Karen Sherry, curator at the Virginia Museum of History and Culture in Richmond’s exhibit on 400 years of African American history describe the importance of tobacco on the Virginia Colony's economy and the reliance on slave labor during that time. She also discussed the severe punishments runaway slaves faced on these tobacco plantations.

This clip includes an archival audio clip of President Lyndon B. Johnson's 1965 speech on immigration policy.