Students hypothesize whether vinegar and ammonia-based glass cleaner are acids or bases. They create designs on index cards using these substances as invisible inks. After the index cards have dried, they apply red cabbage juice as an indicator to reveal the designs.

Students learn the basics of acid/base chemistry in a fun, interactive way by studying instances of acid/base chemistry found in popular films such as Harry Potter and the Prisoner of Azkaban and National Treasure. Students learn what acids, bases and indicators are and how they can be used, including invisible ink. They also learn how engineers use acids and bases every day to better our quality of life. Students' interest is piqued by the use of popular culture in the classroom.

Basilica of Maxentius and Constantine (Basilica Nova), Roman Forum, c. 306-312. Speakers: Dr. Darius Arya and Dr. Beth Harris. Created by Beth Harris and Steven Zucker.

Basilica of Santa Sabina, 422-432, Rome Speakers: Dr. Beth Harris and Dr. Steven Zucker. Created by Beth Harris and Steven Zucker.

Deputy U.S. Marshal Bass Reeves was a highly respected and wildly successful peace officer in Indian Territory for over thirty years, starting when he was first commissioned by federal Judge Isaac Parker in 1875. His life saw the enormous transformations that swept through the country during the Civil War, the days of the “wild west” in the federal territories, and the final settling of the frontier. The exploits of Deputy Marshal Reeves as he fought and captured hundreds of outlaws made him famous in his own time. This lesson tells the story of Reeves, his world, and his relentless pursuit of justice. The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

This curriculum unit of three lessons examines the social, political and economic conditions of the southern states in the aftermath of the Civil War and shows how these factors helped to shape the Reconstruction debate as well as the subsequent history of American race relations.

Fort Wagner was a Confederate stronghold located at the Southern opening of the Charleston harbor. The fort provided support to the main gaurdian of the harbor Fort Sumter. Union command felt that taking Fort Wagner would enable them to take control of Fort Sumter as well as Charleston itself. Two seperate frontal attacks by Union troops failed to achieve the Union objective. Resulting in a lenghty war of attrition to secure Charleston and its vital harbor. This resource focuses on the two days of battle which would lead to the immoratilazation of the 54th Mass. into U.S. History.

This 11-minute video and accompanying lesson plans explore the ways reapportionment and redistricting affect how and by whom the people are represented. Students will examine interactive resources to explore how changing district lines can affect the balance of partisan power, and evaluate criteria for drawing district lines. They will experiment with interactive maps to see both historic and contemporary changes to the balance of power among states, and discover who has power within those states to redraw the lines. These activities ask students to examine primary sources, pose questions for investigation and gather additional narratives.

This lesson is not under an open license; however it is provided free for educational services.

Cartoon print shows Union troops after the Battle of Bull Run during the Civil War from the point of view of a copperhead, that is, a northern Democrat supporting Confederate troops. The image is keyed to eighteen points in the image: Beauregard's headquarters, Jefferson Davis' headquarters, Johnston's headquarters, Elzy's Maryland battery, General McDowell, General Tyler, The Bull's Run, Fire Zouaves, New York 19th Regiment, Sherman's battery, Ely member of Congress, barricade for member of Congress, Lovejoy & Company, Ladies as spectators, Riddle Brown & Company, Blenker's Brigade, Senator Wilson, and the U.S. Dragoon.|Lith. fr[?] A. Pfott.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

An attack on James K. Polk's attempts to undermine Winfield Scott's military efforts and reputation through his handling of the Mexican War in April 1847. Shortly after Scott's victory at Cerro Gordo, Polk dispatched State Department official Nicholas Trist to Mexico to negotiate peace with the Mexican government. The artist views the move, as did many contemporaries, as motivated by political concerns about the Whig general's presidential ambitions. Scott, on a large hill at right, offers a steaming plate of soup to departing Mexican commander Santa Anna, who rides away on horseback. (For the soup allusion see "Distinguished Military Operations," no. 1846-15). From a ravine behind Scott, Polk goads Trist as he aims a water hose at the general. The hose is fueled by a pump operated by two boys in the background. In the distance American troops engage the Mexicans on the hills near Cerro Gordo. In the upper left appears the dialogue: Scott: "General Santa Anna!! do stop and take 'a hasty plate of soup?'" Santa Anna: "I thank you, Sir, your soup's too hot-I must be off!" Polk: "Trist, take care & cool 'old Hasty's' soup, before "our friend" meets him again." Trist: "Your Excellency will pardon me, but I've tried in vain to cool 'Old Hasty's' soup." Polk: "Then put out 'Old Hasty's' fire, or "that fatal soup will burn our fingers yet!" Trist: "Your excellency would do well to send 'Old Hasty' home and give "our friend" 'Pillow' for his Comfort." The last reference was to Gen. Gideon J. Pillow, an incompetent but a favorite of Polk, whose antagonism toward Scott was public knowledge, particularly after Cerro Gordo.|Title appears as it is written on the item.|Weitenkampf, p. 89.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1847-2.

A slightly modified version of "Battle of Cerro Gordo" (no. 1847-2), in all likelihood produced by the same lithographer. The scene is quite similar, except for the inclusion of the later battle (the Battle of Churubusco, fought on August 20, 1847) in the background, and the addition of the figure of Gen. Gideon J. Pillow on the left. As in the earlier cartoon Scott chases Mexican commander Santa Anna away with a steaming plate of soup. Trist aims his hose at Scott, but its spray falls short of him. Polk remonstrates to General Pillow, who holds a pillow in his hands. The dialogue reflects mounting tensions between Scott and Pillow, Polk's friend and favorite in the field: Scott: "General, O do "now" stop and try my 'hasty plate of soup?'" Santa Anna: "Never, no never again, it's ginger tea & quite too hot for me!" Polk: "Trist, I told you, Sir, to throw cold water on that 'hasty plate of soup!'" Trist: "Your Excellency! I've tried my best in vain--that soup I cannot reach." Polk: "My dear Pillow do advance and give my friend another passport [alluding to Polk's mistake in allowing Santa Anna's return from exile in 1846], with something soft whereon to rest his weary head. He did not ask "such soup" from me!" Pillow: "Rely on me, my Cousin Polk, I'll cool that soup as 'Leonidas' cooled the Persians at Thermopola." Polk: "It wont do! 'Old Hasty' must be stopped--My honor's gone with that brave Mexican--Cool soup would suit him best, he'd sip, and sip and sip again & give out his Pronunciamentos--his honor save, and my ends gain, 'Old Hasty' to disgrace, but alas! were both undone--but no! 'Old Hasty' shall be made to pay the cost of his audacity--I'll strike him down & send him home!" Pillow: "My dear Cousin you know you have the power, 'tis but to use it, & 'tis done, just as you say."|Title appears as it is written on the item.|Weitenkampf, p. 89.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1847-3.

Who was affected more by the Battle of Gettysburg: the soldiers or the civilians? Students will analyze primary sources related to the Battle of Gettysburg using primary sources such as personal narratives, letters, maps, political cartoons, and speeches. As they examine the primary sources in this inquiry, students will first examine how the Battle of Gettysburg affected the soldiers and then the civilians. The final activity will have students analyze the Gettysburg Address and if its impact was more important for the soldiers who fought in the battle or the civilians. Close examination of the supporting questions will guide students to answer the compelling question. The resource was created by Andrew Halsey, Winnebago Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

The Indian Wars are of the 19th century are often ignored in history books. This is a first person account of the Battle of Little Big Horn. Considered to be the last major Indian battle of the west. It is long (11 pages typed) but worth looking at as a primary source. In the classroom I would have my students highlight the names of the individuals written into the report. They would then find out who they were and their career with the military. Finally I would challenge my students to find a Native American view of the same event.

Entered according to Act of Congress, in the year 1866 by L.C. Mix & Co. in the clerk's office of the District Court of the United States, for the Northern District of New York.|Inscribed in ink upper left: Entd. & Deposd. October 9, 1866.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

This is a crossword that will help students of grade 7 to remember some essential details for the battle of Thermopylae, a very important lesson regarding ancient Greek history.

In 2016, a billionaire businessman and the first woman nominated by a major party ran against each other for president of the United States. In very different ways, both candidates approached the presidency as outsiders, reaching beyond the traditional boundaries of US presidential politics. As outsiders, the 2016 candidates are noteworthy, but not unique; indeed, the 2016 race resonates with the legacies of outsiders who have come before. This exhibition explores the rich history of select individuals, parties, events, and movements that have influenced US presidential elections from the outside—outside Washington politics, outside the two-party system, and outside the traditional conception of who can be an American president.

Online OER text created for U.S. History to 1865 by Dr. June Klees for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

Online OER text created for U.S. History 1865 to Present by Dr. June Klees for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

This audio excerpt captures the beginning of Bayard Rustin's 1967 "Freedom Budget" speech, describing the social and economic impact of racism over time.