Engaging Students Regarding Events at U.S. Capitol

At OSPI, part of our mission is to prepare students for civic engagement throughout their lives. We believe our schools must engage and empower students, from an early age, with opportunities to participate in civil conversations, examples of effective civic engagement, and tools to find peaceful solutions to community problems.OSPI’s Social Studies and Social-Emotional Learning teams have put together resources for educators, families, and students to help with these difficult conversations.

Material Type: Teaching/Learning Strategy

Authors: Kari Tally, Jerry Price, Washington OSPI OER Project, Barbara Soots

Lenses of Vietnam: Protest in a Democracy [Inquiry Design Model (IDM) Unit Plan]

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

Material Type: Activity/Lab, Assessment, Diagram/Illustration, Homework/Assignment, Lesson, Lesson Plan, Module, Primary Source, Reading, Unit of Study

Author: Adam MacDonald

Lesson Plan: Discuss 22-year-old Amanda Gorman’s inaugural poem “The Hill We Climb”

In this lesson, students examine the poetry of Amanda Gorman, who was chosen to read her poem “The Hill We Climb” at President-elect Joe Biden’s inauguration on Jan. 20, 2021. Gorman’s poem will complement Biden’s message and themes of “unity.”

Material Type: Lesson Plan

Author: Kate Stevens

StoryWorks: Beautiful Agitators

StoryWorks develops inclusive and transformative educational theater experiences that provide students with the opportunity to examine our country’s civil rights history. Through content consistent with school curriculum standards, the program engages students in experiential learning and inspires them to ask deeper questions about the historical underpinnings behind contemporary issues. The process creates pathways to civic engagement, creates lasting memories and instills a tangible sense of social belonging. This StoryWorks educational project is built around Beautiful Agitators, a theatrical play about Vera Mae Pigee, a hair stylist and business owner in Clarksdale, Mississippi, and one of the unsung heroes of the civil rights era. Using her beauty parlor as a hub for Delta-based organizing and resistance, Pigee operated her salon by day and then transformed it into a clandestine center for civil rights organization and education in the evenings. Known for her big hats and larger than life personality, Mrs. Pigee led the direct action that registered nearly 6,000 African Americans to vote in the region. Although Pigee was largely left out of the history books, along with many women of the movement, our play Beautiful Agitators and accompanying curriculum revives her legacy, highlighting her methods and tactics. Inspired by the innovative K-12 civil rights education standards developed by the Mississippi Civil Rights Commission. Our commitment is to expand upon the standards by further developing content related to social justice, power relations, environmental justice, diversity, equity, mutual respect, and civic engagement. Beautiful Agitators combines inquiry with higher-order thinking skills of analysis, evaluation and synthesis. Set in a beauty parlor owned and operated by a Black woman in the Mississippi Delta, our curriculum is based on our investigation into primary sources and their relationship to critical moments in the national movement. This foundation of historical context allows for students and educators to find contemporary parallels which further engage learners to reflect upon the legacy of the civil rights movement and the struggles that we, as citizens, continue to grapple with today.View the complete play Beautiful Agitators on the StoryWorks Theater site.Implementation1. Beautiful Agitators Performance Classroom watches a prerecorded, staged reading of the play Beautiful Agitators, which was created and performed by artists from the Mississippi Delta, home of Vera Mae Pigee.2. Lesson Plan Activities Following the eight-lesson plan structure, students will read aloud or act out scenes from the play. This participatory interaction with the text and the historical events promotes a high level of engagement from the students and encourages experiential learning. These activities directly correspond to scenes in the play and to specific content area standards. Teacher leads guided discussions and helps to explain the historical context and theme of each scene. Students/actors have the opportunity to share their experiences having portrayed these historical figures. 

Material Type: Full Course

“Freedom of Speech…Always Protected?”

Without question, Americans look to their First Amendment right to free speech probably as much if not more than any other protection afforded to them under our Constitution and Bill of Rights; for that reason, it demands much attention.  This lesson will seek to provide a background of some of the major free speech cases throughout our country’s history, where those rights have been allowed to be infringed upon by government, and where the courts have stepped in to prevent government from censoring speech.

Material Type: Lesson Plan

Author: Tom Marabello

Freedom of Assembly: The Right to Protest

This lesson from Annenberg Classroom will focus on freedom of assembly, as found in the First Amendment. Students will consider the importance of the right to assemble and protest by analyzing cases where First Amendment rights were in question. Using the case National Socialist Party of America v. Village of Skokie, students will consider if the government is ever allowed to control the ability to express ideas in public because viewpoints are controversial, offensive, or painful. Students will use primary sources and Supreme Court cases to consider whether the courts made the correct decision in the National Socialist Party v. Skokie case. Students will be able to form an opinion on the essential question: Is the government ever justified to restrict the freedom to assemble?

Material Type: Lesson Plan

Author: Tom Marabello

You too could serve in Congress one day!

This lesson allows students to delve into the life of a current or historical member of Congress. Biography can be a powerful too that can impact a person. The Members of Congress categories include: youngest, women, African-Americans, Latino-Americans, Asian/Pacific Islander Americans, former athletes, former entertainers and Independents/third party. Students should conduct research and then either write a report, give a presentation (or do both) as an assessment. The lesson provides names for each category, a sample rubric and recommended website resources for research.

Material Type: Activity/Lab, Assessment, Homework/Assignment, Lesson Plan, Reading

Author: Tom Marabello

Know Your Rights!

As American citizens, you are born with rights, but do you even know what those rights are? In this seminar, you will learn about the creation of the Bill of Rights and how those freedoms are still protected by the United States government today.  Standards5.1.9.D Compare and contrast the basic principles found in significant documents: Declaration of Independence, United States Constitution, Bill of Rights, PA Constitution.5.1.12.E Analyze and assess the rights of people as written in the PA Constitution and the US Constitution.CC.8.5.9-10.B Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 

Material Type: Lesson Plan

Author: Tracy Rains

"The Constitution vs. The Articles of Confederation"

To ensure and enhance student understanding of concepts related to the Constitution and Articles of Confederation, specifically students will be able to:Explain the larger ideas of federalism vs. anti-federalism or states’ rights, and how those ideas feed into people’s overall political beliefs.Identify and explain the various branches of the federal government, the obstacles that had been faced under the Articles of Confederation, and how this new federalist/republican model of government grew out of those difficulties.Identify and explain the various powers delegated to the states versus federal government in both documents, what changed, and why.

Material Type: Lesson Plan

Author: Tom Marabello

Federalism v. States Rights

This lesson seeks to allow students the chance to analyze difficult primary source materials looking for insights into the authors’ views and opinions, as well as giving them a thorough working understanding of the many issues surrounding both federalism and anti-federalism.  They can also begin to draw conclusions about their own beliefs about the role of the federal government in the lives of citizens, as well as make connections to today’s political parties and their ideas on the subject.

Material Type: Lesson Plan

Author: Tom Marabello

HS American Gov. EBAS Lesson Seed: Structure and Function of the Legislative Branch

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling question:Should term limits be imposed on members of Congress?  EL Modification: highlight important vocabulary, add images to improve text comprenesion; consider adapting content, process and/or product based on Can Do WIDA DescriptorsImage source: "United States Capitol - west front" by Architect of the Capitol from Wikimedia.org

Material Type: Lesson Plan

Authors: Robby May, MSDE Admin, Leah Renzi, Beth Ann Haas

Magna Carta: Cornerstone of the U.S. Constitution

The Magna Carta served to lay the foundation for the evolution of parliamentary government and subsequent declarations of rights in Great Britain and the United States. In attempting to establish checks on the king's powers, this document asserted the right of "due process" of law.

Material Type: Lesson Plan

The Preamble to the Constitution: How Do You Make a More Perfect Union?

Students will learn how the Preamble to the U.S. Constitution was shaped by historical events and how it reflected the fundamental values and principles of a newly independent nation.

Material Type: Lesson Plan

Lesson 1: Fragment on the Constitution and Union (1861): The Purpose of the American Union

How did Abraham Lincoln understand the relationship between principles of the Declaration of Independence and the U.S. Constitution?

Material Type: Lesson Plan

DBQ: U.S.-Cuba Relations

This set of primary source documents is compiled as a DBQ (document based question) assignment. DBQs are used in all AP history courses to get students to group and analyze documents and authors' points of view into an essay. Students should be able to use the provided documents and prompt to group similar documents together and then write a 5 paragraph essay.

Material Type: Assessment, Primary Source

Author: Tom Marabello

Introducing the Historical Diplomacy Simulation Program

How can we learn diplomacy through history? In June 2021, the National Museum of American Diplomacy (NMAD) launched the Historical Diplomacy Simulation Program. This program provides educators with the opportunity to bring diplomacy and the work of U.S. diplomats into the classroom. Historical diplomacy simulations also offer teachers a way to internationalize their curriculum. In most classrooms, discussions about the work of U.S. diplomats and how the U.S. government engages in global issues are absent from the curriculum. To fill this gap, NMAD has developed educational programming to help students better understand diplomacy. These resources show students that many of the opportunities and challenges before the United States are global in source, scope, and solution. Our signature educational resources are our diplomacy simulations. NMAD’s diplomacy simulations teach students about the work of the U.S. Department of State and the skills and practice of diplomacy as both a concept and a practical set of 21st-century skills. Stepping into the role of diplomats and working in teams, students build rapport with others, present clear arguments, negotiate, find common ground, and compromise to find a potential solution to a real-life historical crisis.

Material Type: Case Study, Lesson Plan, Simulation, Teaching/Learning Strategy

Author: National Museum of American Diplomacy

The Fall of Saigon (1975): The Bravery of American Diplomats and Refugees

On April 30, 1975, the South Vietnamese capital of Saigon fell to the North Vietnamese Army, effectively ending the Vietnam War. In the days before, U.S. forces evacuated thousands of Americans and South Vietnamese. American diplomats were on the frontlines, organizing what would be the most ambitious helicopter evacuation in history. The logistics of issuing visas and evacuating these Vietnamese and American citizens were not glamorous but were essential. American diplomats were behind every detail. Some diplomats showed exceptional bravery saving Vietnamese citizens who would have faced persecution under the new regime. These artifacts and photos in our collection offer a glimpse of what diplomats and refugees experienced during the Fall of Saigon. More broadly, they show the challenging and dangerous circumstances diplomats may encounter while performing their work.

Material Type: Case Study, Primary Source, Reading

Author: National Museum of American Diplomacy

Historical Diplomacy Simulation: Barbary Pirates Hostage Crisis - Negotiating Tribute & Trade

For almost 300 years, leaders of the North African Barbary States hired ship captains to capture foreign ships in the Mediterranean Sea and Atlantic Ocean. These captains, known as corsairs, kept the ships and cargo, then ransomed the crew or forced them to work in captivity. This practice was a way for these semi-independent states of the Ottoman Empire to generate money. Some wealthy countries, such as Great Britain, would sign treaties with or make payments to the Barbary States, permitting their merchants to travel the seas freely. These cash payments and preferential trade agreements were called tributes. When the United States gained its independence in 1783, it lost the protection of the British navy, and Barbary corsairs captured two American ships in 1785. As a new nation with limited revenue to support its government, the United States had limited funds to pay tribute and many Americans opposed it on principle. In 1793, Algerine corsairs captured 11 more American ships and 100 citizens, prompting a commercial and humanitarian crisis that could not be ignored. With no navy or substantial annual revenue, how could the United States pay hefty ransom fees and prevent this from happening again? Would the Barbary States even agree to negotiate terms when they clearly had the upper hand?

Material Type: Case Study, Lesson Plan, Simulation

Author: National Museum of American Diplomacy

Historical Diplomacy Simulation: Spanish-American Conflict of 1898 - Treaties and Self-Determination

By the 1830s, independence movements reduced Spain’s colonies to Cuba and Puerto Rico in the Caribbean, the Philippines, and several smaller islands in the western Pacific Ocean including Guam, the Marianas, and the Marshall Islands. At the same time, the United States was increasing its global diplomatic presence and economic power, warning European countries throughout the 19th century from attempting to recolonize countries in the Western Hemisphere. Meanwhile, the American public read newspaper reports of severe Spanish treatment of revolutionaries in Cuba and the Philippines. Many in the United States wanted to go to war against Spain because of these atrocities, and others wanted to use it as an excuse to expand America’s territory. Some wanted to help Cuba become a free and independent country while some wanted the United States to replace Spain and take control over Cuba, as well as the Philippines, to increase its global military and economic power. All could agree that America’s commercial investments in the regions must be protected. The United States sent the USS Maine battleship to Havana Harbor to protect its citizens and interests in the Spanish-Cuban conflict. On the night of February 15, 1898, an explosion rocked the ship which eventually sank, killing 266 sailors. While unclear if this was an attack or accident, the press in the United States blamed Spain immediately, and war between the United States and Spain seemed inevitable. Could the Spanish keep a stronghold on their last colonies or will the Cuban and Filipino people gain independence?

Material Type: Case Study, Lesson Plan, Simulation

Author: National Museum of American Diplomacy

Historical Diplomacy Simulation: Suez Canal Crisis - National Sovereignty vs. International Access to Waterways

The Suez Canal was completed in 1869 to connect the Mediterranean and Red Seas, creating an essential waterway for global trade, as ships no longer had to navigate around the Horn of Africa. At the time it opened, the canal was 164 kilometers, or roughly 100 miles, long. Without the canal, the circumnavigation around Africa is 9,654 kilometers or 6,000 miles. For most of its existence, the canal was managed by the Suez Canal Company which was owned by Great Britain and France. On July 26, 1956, Egyptian president Gamal Abdel Nassar nationalized the canal, intending to take control of the canal’s operation and its revenue. The world was still recovering from World War II with new national border conflicts and the onset of the Cold War. Many nations depended on the Suez Canal, especially Great Britain and France. How would they manage their economic and political interests while avoiding conflict? How would the United States and the Soviet Union support Nassar’s quest for Egypt’s sovereignty and Israel? How would Great Britain, France, the United States, Israel, and the Soviet Union manage their own economic and political interests while avoiding military conflict? How would Egypt preserve its national sovereignty? In this historical scenario, students will have to overcome differing national interests to maintain global security and peace. The exercise will develop skills in leadership, collaboration, composure, analysis, communication, awareness, management, innovation, and advocacy.

Material Type: Case Study, Lesson Plan, Simulation

Author: National Museum of American Diplomacy