U.S. History - Civics and U.S. Government: Lesson Plans

Most historians agree that the world has never come closer to nuclear war than it did during a thirteen-day period in October 1962, after the revelation that the Soviet Union had stationed several medium-range ballistic missiles in Cuba. This lesson will examine how this crisis developed, how the Kennedy administration chose to respond, and how the situation was ultimately resolved.

Curriculum Unit overview. In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states.

Lesson 1: An Early Threat of Secession: The Missouri Compromise of 1820 and the Nullification Crisis
Lesson 2: Slavery's Opponents and Defenders
Lesson 3: The Kansas-Nebraska Act of 1854: Popular Sovereignty and the Political Polarization over Slavery
Lesson 4: Abraham Lincoln, the 1860 Election, and the Future of the American Union and Slavery

Presented with a variety of archival documents, your students can answer that question: What makes the Capitol symbolic? Working in small groups, the students will uncover and share the Capitol's story.

Curriculum unit. By examining Lincoln's three most famous speeches—the Gettysburg Address and the First and Second Inaugural Addresses—in addition to a little known fragment on the Constitution, union, and liberty, students trace what these documents say regarding the significance of union to the prospects for American self-government.

Lesson 1: Fragment on the Constitution and Union (1861)—The Purpose of the American Union
Lesson 2: The First Inaugural Address (1861)—Defending the American Union
Lesson 3: The Gettysburg Address (1863)—Defining the American Union
Lesson 4: The Second Inaugural Address (1865)—Restoring the American Union

Fully one-third of Patriot soldiers at the Battle of Bunker Hill were African Americans. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and after. What do we know about African-American communities in the North in the years after the American Revolution?

In this lesson, students view archival photographs, combine their efforts to comb through a database of more than 2,000 archival newspaper accounts about race relations in the United States, and read newspaper articles written from different points of view about post-war riots in Chicago.

Late in 1917, the War Department created two all-black infantry divisions. The 93rd Infantry Division received unanimous praise for its performance in combat, fighting as part of France’s 4th Army. In this lesson, students combine their research in a variety of sources, including firsthand accounts, to develop a hypothesis evaluating contradictory statements about the performance of the 92nd Infantry Division in World War I.

About one-third of Patriot soldiers at the Battle of Bunker Hill were African Americans. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and later years. What were the experiences of African-American individuals in the North in the years between the American Revolution and the Civil War?

Understanding the Patriot attitude toward the British monarchy is helpful in understanding the Founders’ reluctance to have a strong executive under the Articles of Confederation as well as their desire to build in checks of executive power under the Constitution.

Learn about the checks and balances system of the three branches of the U.S. government.

In this curriculum unit, students look at the role of President as defined in the Constitution and consider the precedent-setting accomplishments of George Washington

Lesson 1: The President Under the Articles of Confederation
Lesson 2: Chief Executives Compared: The Federalist Papers
Lesson 3: George Washington: The Precedent President

Curriculum Unit overview. As the end of the 18th century drew near, relations between the United States and France were deteriorating. In 1797 President Adams expressed his concern about the possibility of war with France and dissension at home caused by France and its supporters. At the same time, two opposing political parties were developing in the U.S., with Thomas Jefferson-led Democratic-Republicans tending to sympathize with France in foreign policy. Their loyalty was called into question by the Federalists. It was a dangerous time both for the security of the young Republic and the freedoms its citizens enjoyed.

Lesson 1: From the President's Lips: The Concerns that Led to the Sedition (and Alien) Act
Lesson 2: The Debate in Congress on the Sedition Act
Lesson 3: George Washington on the Sedition Act
Lesson 4: Thomas Jefferson on the Sedition Act
Lesson 5: Consequences of the Sedition Act

When most people think of the Civil Rights Movement in America, they think of Martin Luther King, Jr. Delivering his "I Have a Dream" speech on the steps of the Lincoln Memorial in 1963. But "the Movement" achieved its greatest results due to the competing strategies and agendas of diverse individuals. This unit presents the views of several important black leaders who shaped the debate over how to achieve freedom and equality in our nation.

Lesson 1: Martin Luther King, Jr. and Nonviolent Resistance
Lesson 2: Black Separatism or the Beloved Community? Malcolm X and Martin Luther King, Jr.

Learn how committees influence the legislative agenda and why your representatives’ committee assignments matter to you.

See how the rhetoric of women’s rights evolved from the “Declaration of Sentiments” of 1848 to the suffragist arguments that finally prevailed.

Help your students see the development of the Declaration as both an historical process and a writing process through the use of role play and creative writing.

By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, The Crucible. As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?

This lesson shows students how broadly the Lend-Lease Act of March 1941 empowered the federal government—particularly the President—and asks students to investigate how FDR promoted the program in speeches and then in photographs.

In this lesson which focuses on two of FDR's Fireside Chats, students gain a sense of the dramatic effect of FDR's voice on his audience, see the scope of what he was proposing in these initial speeches, and make an overall analysis of why the Fireside Chats were so successful.

One of the most famous political speeches on freedom in the twentieth century was delivered by Franklin Delano Roosevelt in his 1941 State of the Union message to Congress.This lesson examines some of the nuances and ambiguities inherent in the rhetorical use of "freedom." The objective is to encourage students to glimpse the broad range of hopes and aspirations that are expressed in the call of—and for—freedom.

In this curriculum unit, students take a close look at the design of the White House and some of the changes it has undergone. They also reflect on how the “President’s House” has been and continues to be used.

Lesson 1: How Was the White House Designed?
Lesson 2: How and Why Has the White House Changed?
Lesson 3: A President’s Home and the President’s House

Compare the leader who emerges through Washington’s own writings with the symbolic figure of patriotic memory.

Students reflect on what the presidential inauguration has become and what it has been by examining archival materials.

Students learn to analyze a variety of portraits, both literary and visual.

Curriculum Unit overview. Even in its first 30 years of existence, the U.S. Constitution had to prove its durability and flexibility in a variety of disputes. More often than not, James Madison, the "Father of the Constitution," took part in the discussion.

Lesson 1: James Madison: Madison Was There
Lesson 2: James Madison: The Second National Bank—Powers Not Specified in the Constitution
Lesson 3: James Madison: Raising an Army: Balancing the Power of the States and the Federal Government
Lesson 4: James Madison: Internal Improvements Balancing Act: Federal/State, Executive/Legislative

Students examine primary sources in order to compare the intellectual achievements of Benjamin Franklin and Thomas Jefferson. The lesson serves as an introduction to the complementary EDSITEment lesson, Jefferson vs. Franklin: Revolutionary Philosophers.

Explore the philosophical contributions that Benjamin Franklin and Thomas Jefferson made to the movement for American independence. The lesson introduces students to some of the important precursor documents, such as Franklin's Albany Plan of 1754 and Jefferson's Draft of the Virginia Constitution, that led to the Declaration of Independence and the Constitution.

The lessons in this unit provide an opportunity for students to learn about and discuss two U.S. families in which both the father and son became President.

Relive the decisions that led to the attack on Fort Sumter to determine whether Lincoln aimed to preserve peace or provoke the hostilities that led to the Civil War.

In this curriculum unit, students look at the role of President as defined in the Articles of Confederation and consider the precedent-setting accomplishments of John Hanson, the first full-term “President of the United States in Congress Assembled.”

Lesson 1: Lost Hero: Starting a Government from Scratch
Lesson 2: Lost Hero: The “To Do List” of the Continental Congress
Lesson 3: Lost Hero: Was John Hanson Actually the First President?

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.

Through a series of interactive lessons, guided by a WebQuest, students learn about many amazing Americans. Ulimately, students get to nominate and highlight their own amazing Americans.

This lesson plan highlights the importance of First Amendment rights by examining Norman Rockwell’s painting of The Four Freedoms. Students discover the First Amendment in action as they explore their own community and country through newspapers, art, and role playing.

Using archival material, students will associate Francis Scott Key's Star Spangled Banner with historic events and recognize the sentiments those words inspired. Students will explore the symbolic nature of the American flag.

Trace the elements of history, literature, polemic, and autobiography in the 1847 Narrative of William W. Brown, An American Slave. This Lesson Plan was revised 01/19/2006

Curriculum Unit overview. A crisis over U.S. shipping rights actually began while George Washington was president and grew during Thomas Jefferson's term in office (1800-1808), when Madison served as Secretary of State. Between 1805-07, a large number of American ships were seized and impressments of American sailors into service on British ships increased, leading Congress to pass an extreme measure, the Embargo Act of 1807. The act restricted trade with foreign nations (Napoleon's France was also interfering with American shipping during its long conflict with the British). A state of war then began in 1803 and would continue until after Napoleon's abdication in 1814.

Lesson 1: President Madison's 1812 War Message: A Brief Overview
Lesson 2: President Madison's 1812 War Message: A Documentary Review
Lesson 3: President Madison's 1812 War Message: Answers Lead to More Questions

With the Internet, students can observe firsthand how today's Court exercises this responsibility at a time when technology has extended the freedom to speak in ways our nation's founders could not have imagined.

The traditional religions of Great Britain’s North American colonies had difficulty maintaining their holds over the growing population. This did not, however, result in a wholesale decline in religiosity among Americans. In fact, the most significant religious development of 18th century America took place along the frontier, in the form of the Great Awakening. This curriculum unit will, through the use of primary documents, introduce students to the First Great Awakening, as well as to the ways in which religious-based arguments were used both in support of and against the American Revolution.

Lesson 1: The First Great Awakening
Lesson 2: Religion and the Argument for American Independence
Lesson 3: Religion and the Fight for American Independence

Students will learn what a symbol is, and how this particular symbol—the American flag—is an important part of our everyday lives.

Curriculum Unit overview. Changes in voting qualifications and participation, the election of Andrew Jackson, and the formation of the Democratic Party—due largely to the organizational skills of Martin Van Buren—all contributed to making the election of 1828 and Jackson’s presidency a watershed in the evolution of the American political system. In this unit, students analyze changes in voter participation and regional power, and review archival campaign documents reflecting the dawn of politics as we know it during the critical years from 1824 to 1832.

Lesson 1: The 1828 Campaign of Andrew Jackson: Expansion of the Voting Base
Lesson 2: The 1828 Campaign of Andrew Jackson: Changes in Voting Participation
Lesson 3: The 1828 Campaign of Andrew Jackson: Territorial Expansion and the Shift of Power
Lesson 4: The 1828 Campaign of Andrew Jackson: Issues in the Election of 1828 (and Beyond)

Curriculum Unit overview. After the debacle of the one-party presidential campaign of 1824, a new two-party system began to emerge. Strong public reaction to perceived corruption in the vote in the House of Representatives, as well as the popularity of Andrew Jackson, allowed Martin Van Buren to organize a Democratic Party that resurrected a Jeffersonian philosophy of minimalism in the federal government. What issues were important to the presidential campaign of 1840? Why is the campaign of 1840 often cited as the first modern campaign?

Lesson 1: The Campaign of 1840: The Whigs, the Democrats, and the Issues
Lesson 2: The Campaign of 1840: The Candidates
Lesson 3: The Campaign of 1840: The Campaign

The delegates at the 1787 Convention faced a challenge as arduous as those who worked throughout the 1780s to initiate reforms to the American political system. In this unit, students will examine the roles that key American founders played in creating the Constitution, and the challenges they faced in the process.

Lesson 1: The Road to the Constitutional Convention
Lesson 2: The Question of Representation at the 1787 Convention
Lesson 3: Creating the Office of the Presidency

Witness the unfolding drama of the Constitutional Convention and the contributions of those whom we have come to know as the Founding Fathers. In this lesson, students will become familiar with four important, but relatively unknown, contributors to the U.S. Constitution Convention: Oliver Ellsworth, Alexander Hamilton, William Paterson, and Edmund Randolph.

To what shared principles did the Founding Fathers appeal as they struggled to reach a compromise in the Constitutional Convention? In this lesson, students will learn how the Founding Fathers debated then resolved their differences in the Constitution. Learn through their own words how the Founding Fathers created “a model of cooperative statesmanship and the art of compromise."

Curriculum Unit overview. American foreign policy continues to resonate with the issues surrounding the debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its ultimate failure provides insight into international affairs in the years since the end of the Great War and beyond. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

Lesson 1: The Debate in the United States over the League of Nations: League of Nations Basics
Lesson 2: The Debate in the United States over the League of Nations: Disagreement Over the League
Lesson 3: The Debate in the United States over the League of Nations: Five Camps: From Voices of Consent to Voices of Dissent

Curriculum Unit overview. The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In this unit, students will read an account of the election from the Journal of the House of Representatives, analyze archival campaign materials, and use an interactive online activity to develop a better understanding of the election of 1824 and its significance.

Lesson 1: The Election Is in the House: The Denouement
Lesson 2: The Election Is in the House: 1824: The Candidates and the Issues
Lesson 3: The Election Is in the House: Was There a Corrupt Bargain?

This lesson focuses on the debates among the U.S. Founders surrounding the distribution of power between states and the federal government. Students learn about the pros and cons of state sovereignty vs. federalism and have the opportunity to argue different sides of the issue.

After completing the lessons in this unit, students will be able to summarize the contents of the First Amendment and give an example of speech that is protected by the Constitution and speech that is not protected by the Constitution.

Curriculum Unit overview. Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. But political parties did form in the United States, with their beginnings in Washington's cabinet.

Lesson 1: The First American Party System: U.S. Political Parties: The Principle of Legitimate Opposition
Lesson 2: The First American Party System: A Documentary Timeline of Important Events (1787-1800)
Lesson 3: The First American Party System: Federalists and Democratic-Republicans: The Platforms They Never Had

How shall we judge the contributions to American society of the great financiers and industrialists at the end of the nineteenth and beginning of the twentieth centuries? In this lesson, students explore a variety of primary historical sources to uncover some of the less honorable deeds as well as the shrewd business moves and highly charitable acts of the great industrialists and financiers, men such as Andrew Carnegie, J. Pierpont Morgan, John D. Rockefeller, and Cornelius Vanderbilt.

About a century has passed since the events at the center of this lesson-the Haymarket Affair, the Homestead Strike, and the Triangle Shirtwaist Factory Fire. In this lesson, students use primary historical sources to explore some of the questions raised by these events, questions that continue to be relevant in debates about American society: Where do we draw the line between acceptable business practices and unacceptable working conditions? Can an industrial-and indeed a post-industrial-economy succeed without taking advantage of those who do the work?

President Martin Van Buren inherited “the severe downturn in the American economy that began in 1836.” In this lesson, students will analyze period political cartoons as they study the causes of the economic downturn, Van Buren’s response as president, and the reaction to his measures.

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.

Through these lessons, students learn to identify and describe the various roles and responsibilities of the U.S. president and their own roles as citizens of a democracy.

This lesson introduces students to the roles and responsibilities of the president of the United States and helps them understand how the president and the public communicate with each other by allowing them to express their views in a letter to the president.

This lesson engages students in the debate over the Social Security Act that engrossed the nation during the 1930s.

While the French had kept their end of the bargain by completing the statue itself, the Americans had still not fulfilled their commitment to erect a pedestal. In this lesson, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York.

Help clarify the nature of symbols for your students as they study the Statue of Liberty, complete research on a national symbol, and use their research to communicate a message of their own.

The federal judiciary, which includes the Supreme Court as well as the district and circuit courts, is one of three branches of the federal government. The judiciary has played a key role in American history and remains a powerful voice in resolving contemporary controversies. This lesson provides an introduction to the Supreme Court. Students will learn basic facts about the Supreme Court by examining the United States Constitution and one of the landmark cases decided by that court.

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

Lesson 1: United States Entry into World War I: Two Diametrically Opposed Views
Lesson 2: United States Entry into World War I: Some Hypotheses About U.S. Entry
Lesson 3: United States Entry into World War I: A Documentary Chronology of World War I

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

Weigh the choices Washington faced in the nation’s first Constitutional crisis by following events through his private diary.

Students explore the historical context and significance of Lincoln's inaugural address through archival documents.

Curriculum Unit overview. The “President’s House,” built under George Washington’s personal supervision, was the finest residence in the land and possibly the largest. In a nation of wooden houses, it was built of stone and ornamented with understated stone flourishes. It did not fit everyone’s concept for the home of the leader of the young democracy. In this lesson, students take a close look at the White House in recent times and throughout our history.

Lesson 1: What Happens in the White House?
Lesson 2: What Has Happened in the White House?
Lesson 3: What Happens in the White House? A Timeline

Curriculum Unit overview. 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

Lesson 1: What Made George Washington a Good Military Leader? What Are the Qualities of a Good Military Leader?
Lesson 2: What Made George Washington a Good Military Leader? Powers and Problems
Lesson 3: What Made George Washington a Good Military Leader?
Leadership in Victory and Defeat
Lesson 4: What Made George Washington a Good Military Leader?
Leadership in Victory: One Last Measure of the Man

Tour a gallery of presidential portraits to learn how they can reflect shifting attitudes and conflicting points of view.

Meet the leader of the Amistad revolt through contemporary news reports, court records, and illustrations.