This photograph is from series is a collection of black-and-white and color photographs of a set of oil paintings "Portraits of Outstanding Americans of Negro Origin" commissioned by the Harmon Foundation. The set originally comprised 22 portraits painted by Betsy Graves Reyneau and Laura Wheeler Waring. Overtime the number of paintings increased to 47.The Harmon Foundation, a nonprofit, private foundation active from 1922 to 1967, helped foster an awareness of African art. African artists would send their artworks to the United States for exhibit and sale. When the foundation ended its activities in 1967, it donated its entire collection of motion pictures, filmstrips, color slides, and black and white prints and negatives on a variety of subjects to the National Archives. Betsy Graves Reyneau (1888-1964) studied at the Boston Museum of Fine Arts shortly before World War I. She continued her studies in Cincinnati, Ohio; Paris, France and Rome, Italy. Following her studies, Reyneau maintained a studio in Detroit, MI for a number of years. Then in 1927, she moved permanently to Europe, only to leave 12 years later due to the rise of fascism.Returning to the United States, Reyneau was shocked by the overt racism that existed in the 1930s. She decided that by using her skills as a portrait painter she could do something that would make a difference in the country's perception of African Americans. Reyneau's determination eventually resulted in a set of portraits commissioned by the Harmon Foundation. The individuals chosen were prominent African Americans who had distinguished themselves by their service to humankind.Learn more on the National Archives website.

The original caption for this photograph reads: "Mrs. Eleanor Roosevelt and others at the opening of Midway Hall, one of two residence halls built by the Public Buildings Administration of FWA for Negro government girls."As a presidential advisor of African American Affairs during the Roosevelt administration, Mary McLeod Bethune formed the Federal Council of Negro Affairs, which would become known as the Black Cabinet. The Black Cabinet was instrumental in creating jobs for African Americans in Federal executive departments and New Deal agencies.Bethune’s influence within the Roosevelt administration also allowed her to direct funds created by the New Deal program to Black people. Programs such as the Works Progress Administration (WPA) and National Youth Administration (NYA) were successful in employing over 300,000 African Americans during the Great Depression.The original caption for this photograph uses the term "negro" to refer to Black people, which was commonly accepted in that era, but is outdated and inappropriate today.

Photo of traffic in Herald Square (New York City) taken in April 1973.

The "National Archives Experience: Digital Vaults" is a site that features digital items (mostly created or associated with the federal government) from the National Archives' extensive collection relating to United States history. The site provides interactive exercises and a tool to create posters, as well as slideshows with audio, captions, and multiple images.

President John Adams sent this message nominating John Marshall to be Chief Justice of the Supreme Court.

The road to Emancipation was indeed stony! Enslaved people struggled to free themselves and loved ones, one person at a time.

This activity includes primary sources from the official records of the U.S. District Court at Boston that tell the story of William and Ellen Craft, a young couple from Macon, GA, who escaped to freedom in Boston in 1848. The two traveled together, Ellen as a White gentleman (she was the daughter of an African-American woman and a White master and passed as White), and William as her slave valet. They made their way to Boston, and lived in the home of Lewis Hayden, a former fugitive and abolition activist.

With the passing of the Fugitive Slave Act in September, 1850, the Crafts' respective owners employed the legal system to regain their escaped property. A U.S. Marshal was sent to the home of Lewis Hayden. Hayden refused to let the marshal in and threatened to ignite kegs of gunpowder; the Marshal left. Ellen and William fled to Britain, where they remained for 20 years. They eventually returned to the United States and settled back in Georgia.

In this activity, students will examine historic documents about these fugitives from slavery. Then, using the documents, they will construct historical narratives to tell their story. They can explore perspective and use standard elements of writing (plot, character, setting, conflict, impact). Thinking about essential questions/topics, they will begin their writing with a topic/opening sentence that sets out the main idea.

In 1963, Ernesto Miranda was arrested in Arizona and charged with kidnapping, robbery, and rape. When questioned by police, Miranda confessed. He was tried and convicted based on his confession. Miranda appealed his conviction to the U.S. Supreme Court, which ruled in 1966 that statements made by the accused may not be admitted in court without procedural safeguards. Page 31 from the decision describes two of those safeguards—the accused’s right to remain silent and to have an attorney present during questioning. Selected pages are shown.

Examine a collection of primary source documents about airplanes in the United States.

Examine a collection of primary source documents about highways in the United States.

Examine a collection of primary source documents about railroads in the United States.

Examine a collection of primary source documents about trolleys and streetcars in American history.

In this activity, students will identify and draw conclusions about the relationship between the legislative, executive and judicial branches by critically analyzing primary sources. Using the scale, they will decide whether the United States government more appropriately fits the concept of "separation of powers" or "shared powers." They will formulate an opinion about each document and place it on the scale accordingly, and support their opinions with specific evidence from the primary sources.

Students will consider the arguments made by members of the Continental Congress regarding whether or not to sign the Declaration of Independence. They will also have the opportunity to analyze each section of the Declaration to understand its meaning and consider the consequences of signing the document.

View of Ohio tourists having early breakfast on parking Area 460 to 463 taken 07/21/1941,

In this activity, students will analyze a primary source document to find relevant historical data and measure the degree of agreement and disagreement during the Constitutional Convention.