The High School United States History MI Open Book takes students on a journey through the final chunk of US History first started in fifth and continued in eighth grades respectively.

In this activity students analyze the lyrics to a popular Vietnam War protest song and discuss how music can be used to motivate people and for protest. Then students will create a new stanza for the protest song "I-Feel-Like-I'm Fixin'-To-Die Rag."

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.

This activity helps students navigate and make sense of the information available in the Five Points census database. In the activity, students use the database to test hypotheses about life and residents in the Five Points. For this activity, students will need access to a computer with an internet connection. This activity can be followed up with the activity Telling the Whole Story: Irish Americans in Five Points.

In this curriculum unit, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.

In 1853, the City of New York set aside hundreds of acres of swampland in the middle of Manhattan, with the idea that this uninhabitable space could serve a practical, public purpose. Today, we know that area as Central Park, one of the most widely visited and celebrated public spaces in the country. The then-unknown park designer who won the bid to design Central Park, Frederick Law Olmsted, would go on to inspire and revolutionize urban park design in the United States. The work of Olmsted and other early parks pioneers, building on older concepts like town squares, would spur the growth of urban parks large and small nationwide. Benefiting from new innovations in design, these parks serve as community centers and defining features of cities and towns across the country. Urban parks have continually adapted to meet the needs of the publics they serve, evolving, for example, from places to simply enjoy nature into recreation sites that offer activities and equipment. More than just sites for leisure, they also play a broader role in supporting community engagement by providing places for civic participation, enhancing quality of life and property values, and offering safe, healthy, and convenient recreation options. This exhibition was created as part of the DPLA’s Public Library Partnerships Project by collaborators from the Minnesota Digital Library. Exhibition Coordinator: Carla Urban.

This lesson helps students "hear" some of the diverse colonial voices that, in the course of time and under the pressure of novel ideas and events, contributed to the American Revolution. Students analyze a variety of primary documents illustrating the diversity of religious, political, social, and economic motives behind competing perspectives on questions of independence and rebellion.

Students research archival material to examine nineteenth and early twentieth century arguments for and against women's suffrage.

In this activity, students will look at images from 1919 to explore the nature of the "Red Scare" of the World War I era, and think about it the context of current attitudes toward civil liberties since the September 11th attacks.

In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. By reading and comparing first-hand accounts of the lives of workers before the Civil War, students prepare for a series of guided role-playing activities designed to help them make an informed judgment as to whether the changes that took place in manufacturing and distribution during this period are best described as a 'revolution' or as a steady evolution over time.

In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. Through simulation activities and the examination of primary historical materials, students learn how changes in the workplace and less expensive goods led to the transformation of American life.

Students weigh the choices Washington faced in the nation's first Constitutional crisis by following events through his private diary.

This collection uses primary sources to explore The Watsons Go To Birmingham—1963 by Christopher Paul Curtis. 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.

What combination of experience, strategy, and personal characteristics enabled Washington to succeed as a military leader? In this unit, students will read the Continental Congress's resolutions granting powers to General Washington; analyze some of Washington's wartime orders, dispatches, and correspondence in terms of his mission and the characteristics of a good general.

In this activity students will examine how attitudes towards slavery and the Civil War changed between 1860 and 1865. What began in the minds of President Lincoln and most northerners as a war to preserve the union changed, over the course of the war, into a war to free the slaves. This transformation occurred in large part because of the actions of enslaved and free African Americans themselves. Students will create a historical marker, based on historical evidence, that addresses the question: "What was the Civil War fought over?"

This activity introduces students to the term Jim Crow and the concept of legally mandated racial segregation.

In this activity students analyze a Chinese-English phrasebook from the late nineteenth/early twentieth century. Students match phrases from the textbook to specific historical understandings, write their own historical understanding, and then generate possible phrases for immigrants to the United States today.

This collection uses primary sources to explore coal mining and labor in West Virginia. 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.

In this activity students compare and contrast a political cartoon and a letter to the editor from 1862 that describe ordinary soldiers who fought for the Confederacy during the Civil War.