All resources in US government/History resources

9/11 and the Constitution

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The anniversaries of the terrorist attacks on the United States on September 11, 2001, and the signing of the Constitution on September 17, 1787, provide us an opportunity to reflect upon who we are as Americans, examine our most fundamental values and principles and affirm our commitment to them, and evaluate progress toward the realization of American ideals and propose actions that might narrow the gap between these ideals and reality. The following lessons are designed to accomplish these goals.

Material Type: Lesson Plan

Author: Center Staff

9/11 Anniversary Teaching Guide

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Our age-appropriate classroom lessons and activities for grades K-12 aim to deepen your students' understanding of September 11 and develop their critical thinking skills. The guide, written by Morningside Center executive director Tom Roderick, also includes recommended books and other teaching ideas.

Material Type: Lesson Plan, Teaching/Learning Strategy

The 26th Amendment

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This lesson explores the most recent constitutional expansion of voting rights: extending them to people between 18 and 21 years of age. Students will read the 26th Amendment and learn about its history. They will view an NBC report from Nov. 5, 2008, that explains how important the youth vote was to the election of Barack Obama. Finally, they will examine the results of a recent study showing that young voters have very different concerns than older voters, and hypothesize about how young voters might affect elections in 2012 and beyond.

Material Type: Lesson Plan

The 1992 L.A. Civil Unrest

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Sparked off by the acquittal of four officers in the Rodney King police brutality case, the 1992 Los Angeles Civil Unrest took place over several days and led to rioting and destruction of the city. The unrest represented a boiling point of underlying issues including systemic racism, police brutality, failure of the criminal justice system, economic disparities between communities of color, and racial tensions. The perceived racial tensions between Korean and Black Americans, further complicated by the shooting of Latasha Harlins by a Korean storeowner, led to some targeting of Korean American neighborhoods/businesses for violence and looting. Students will explore the history, conditions, and tensions that led to the 1992 civil unrest in L.A. 2021 Social Science Standards Integrated with Ethnic Studies: Civics and Government: 5.1, 6.4, 7.5, 8.6, 8.8, 8.9, HS.2, HS.9, HS.11 Economics: 7.8 Geography: 5.13, HS.42, HS.51 Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.53, HS.61, HS.64, HS.65 Historical Thinking: 5.25, 6.23, 7.25, 8.30, 8.31, 8.32, HS.68 Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 7.27, 7.29, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.75, HS.76, HS.78

Material Type: Lesson Plan

Author: The Asian American Education Project

Aztec Empire

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An overview of how Tenochtitlan creates the tributary Aztec Empire in the 15th Century (from the Triple Alliance). They rule until being conquered by Hernando Cortez. Created by World History Project.

Material Type: Lesson

Author: Sal Khan

The Aztec Sacred Precinct Explained: The Sacred Urban Center of Mexico-Tenochtitlan

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Nearly Everything You Need To Know About the Aztecs Can Be Found Within the Sacred Precinct. This engaging video examines the most important part of the entire Aztec world: the literal center of the Universe: The Sacred Precinct of Mexico-Tenochtitlan. Now, nearly everything you need to know about the Aztecs can be found within this sacred space located in the center of its majestic city: Tenochtitlan. There’s about 78 structures, although all of them haven’t been found yet…. But these buildings can you teach you nearly everything… about the Culhua Mexica. You can learn about Aztec religion…. Social structure… architecture… engineering… sports… their cleanliness. Model of Sacred Precinct is located at the Mexican National Museum of Anthropology and History.

Material Type: Lecture, Lesson Plan

Author: Professor Estrada Ph.D.

The Aztecs: Mighty Warriors of Mexico

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The Aztec capital of Tenochtitlan was the hub of a rich civilization that dominated the region of modern-day Mexico at the time the Spanish forces arrived. In this lesson, students will learn about the history and culture of the Aztecs and discover why their civilization came to an abrupt end.

Material Type: Lesson Plan

The Aztecs from Aztlan to Tenochtitlan: The Codex Boturini & the Mexica Pilgrimage Read page-by-page

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This is the story of the Aztec’s historic 200+ year pilgrimage, as told from the 16th Century Primary source: The Codex Boturini. The Aztecs came from a place in the north called: Aztlan, which means, “place of the White Heron.” The Aztecs left their homeland Aztlan in about 1111 C.E. After more than 200 years of trials and tribulations, they stopped when they saw their sign from their god Huitzilopochtli: the eagle perched on the cactus. There, they would build one of the greatest cities in world history. This is the story of their historic migration from Aztlan to Tenochtitlan in their own words.

Material Type: Lecture, Lesson, Module

Author: Professor Estrada Ph.D.

Barwick's Ordinary - An Introduction to Archaeology Vocabulary

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Students are introduced to archaeology vocab through the case of "Barwick's Ordinary," a historic tavern, gathering place, home, and center of business in 1700s Maryland. Students are briefly introduced to the story of the ordinary then explore a 3D "art gallery" with scans of artifacts from the site as well as maps, surveys, and drone photographs. Internet access is currently required. Paintings by John Lewis Krimmel help illustrate how things may have looked. An extension is to conduct some more detailed reading into the role of ordinaries, a ubiquituous feature of the European colonies in America. There are 3 activities to "meet" Barwick's, followed by 2 summative activities.

Material Type: Activity/Lab, Interactive, Lesson, Lesson Plan, Reading

Author: JPPM Admin

Ben Franklin: Highlighting the Printer

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Students will learn that money is an invention. They will read and analyze an essay focusing primarily on one aspect of Ben Franklin's life his work as a printer and how he was an inventor and entrepreneur who also promoted the use of currency in the United States. Students will cite specific textual evidence regarding problems and solutions and will answer questions and complete a timeline. By using evidence and information gleaned from text, students will write a fictitious social media post defending the selection of Ben Franklin's portrait for the $100 note.

Material Type: Lesson, Lesson Plan, Reading