Through the play Beautiful Agitators and accompanying curriculum, students will eplore the life of Vera Mae Pigee and the role of the youth activism in the civil rights movement.

Through the play Beautiful Agitators and accompanying curriculum, students will eplore the life of Vera Mae Pigee and the importance of coalition building to achieve civil rights.

Ayako Suwa is intent on spreading a new concept of food that evades labels such as gourmet and nutritional. She believes that to eat is to live, but we must taste to truly evolve, and those tastes include happiness, regret, anger and more.

Following their eventful and highly successful morning, the Wrights had an unhurried lunch and then walked the few miles to the town of Kitty Hawk to send a telegram to their father. With their machine wrecked by the wind and flying done for the season, the Wrights immediately thought of going home for Christmas. The only telegraph equipment in Kitty Hawk was a government wire at the weather bureau office connected to Norfolk, which passed the message on to Western Union. The telegraph operator at Kitty Hawk was John T. Dosher, with whom the Wrights had corresponded more than three years before. Two errors in transmission were made: Orville's name was misspelled and the time of their longest flight was incorrect (fifty-seven instead of fifty-nine seconds). The telegram reached Dayton, Ohio, at 5:25 P.M. and the brothers returned home with their broken machine on the evening of December 23.

This unit is focused on the examination of a single topic, in this case, the Native Americans of the inland Northwest and conflict that arose when other non-native people started to settle in the northwest, and to specifically address the native populations that lived in the inland northwest. The materials were created to be one coherent arc of instruction focused on one topic. The module was designed to include teaching notes that signal the kind of planning and thinking such instruction requires: close reading with complex text, and specific instructional strategies or protocols are described that support students’ reading and writing with evidence are described in enough detail to make it very clear what is required of students and how to support students in doing this rigorous work. Materials include summative assessment of content and process, central texts, key resources, and protocols that support and facilitate student learning.

This collection uses primary sources to explore the Texas Revolution. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore Zora Neale Hurston's Their Eyes Were Watching God. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

We will doggedly ask two questions in this class: “What is history?” and “How do you do it in 2010?” In pursuit of the answers, we will survey a variety of approaches to the past used by historians writing in the last several decades. We will examine how these historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytical discussion of their topic, and the advantages and limitations of their approaches.

This subject examines some of the many ways that contemporary historians interpret the past, as well as the multiple types of sources on which they rely for evidence. It is by no means an exhaustive survey, but the topics and readings have been chosen to give a sense of the diversity of work that is encompassed in the discipline of history.

This collection uses primary sources to explore the polio epidemic and vaccine. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore Tim O'Brien's novel, The Things They Carried. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the Transatlantic Slave Trade. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This is a self-service online workshop for teachers who use primary documents to help students see the impact and ongoing relevance of the Constitution. It requires little advance preparation and provides everything needed, including a vocabulary list, document analysis worksheets, and historical documents -- John Marshall's Supreme Court nomination (1801), proclamation to New Orleans (1803), Lincoln's telegram to Grant (1864), Johnson oath photo (1963), and more.

From CK-12, U.S. History Sourcebook - Advanced covers U.S. history from Colonial America through World War I. This book provides high school U.S. History teachers and students with sets of primary and secondary sources about important topics. Some teachers will use it as a supplement to a traditional textbook. For those looking to leave the textbook behind entirely, it will provide a course with basic structure and continuity, and will reduce the burden of finding new primary sources for each class meeting. However, it is not yet comprehensive enough to meet the coverage requirements of, for example, an Advanced Placement test.

From CK-12, U.S. History Sourcebook - Basic covers U.S. history from Colonial America through World War I. This book provides high school U.S. History teachers and students with sets of primary and secondary sources about important topics. Some teachers will use it as a supplement to a traditional textbook. For those looking to leave the textbook behind entirely, it will provide a course with basic structure and continuity, and will reduce the burden of finding new primary sources for each class meeting. However, it is not yet comprehensive enough to meet the coverage requirements of, for example, an Advanced Placement test.

This collection uses primary sources to explore Harriet Beecher Stowe's Uncle Tom's Cabin. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the Underground Railroad and the Fugitive Slave Act of 1850. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

A map from 1912 of the United States, subtitled "Distribution of Population and Railways in 1900" showing the increase in population and expansion of the railroad network since 1850. The map is color–coded to show population densities ranging from areas with fewer than 2 inhabitants per square mile to areas of 90 or more inhabitants per square mile. Cities with populations over 8,000 are shown with circles proportionate to their populations at the time. The map shows the westward progression of the mean centers of population from 1790 to 1900.

This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity will allow learners to explore How The Trail of Tears and continued Gentrification changed the landscape for economically disadvantaged people in North Georgia using Primary Sources, Minecraft Education and Microsoft Flip. 

This unit of study consisits of 5 activities to investigate the effects of Native American Boarding Schools on the individual, the family, and the community. Students will analyze before and after pictures of indigenous students, primary source comments given by boarding school survivors, and historic newspapers to asertain attitudes towards Native Americans during this time period. Middle school students will conclude with a short writing assignment. Secondary students will prepare an essay that relates the attitudes of the time to the practices in Native American Boarding Schools. This is an emotionally difficult subject and special care should be taken if you have Native students in your classrooms, as this topic is traumatic for families who have survived this experience. See Multicultural Considerations before beginning.