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

World War I Teaching Resources. Lesson II: Exploring the essentials. This adaptable WWI Curriculum builder teaches the context of WWI as a global event, America's neutrality and its cathartic entry into this unprecedented, cataclysmic global conflict. Beyond those fundamentals, additional resources can scaffold into curricula as short as 1 day or as extensive as 5+ days by looking at the dramatic social effect of WWI in America through the lens of: Women; African Americans; Native Americans; American Immigrants; Citizenship; The Bill of Rights; Propaganda; more.. "Interactive" and "Streaming" tracks support school environments with differing technical resources. A 20-page WWI history eBooklet called "The United States in WWI" supplements your existing history textbooks.

Estimated time required: 1-6 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Tablet or Smartphone.

World War I Teaching and Learning Resources - Lesson I: Preparation and Overview. Lesson I is not necessarily intended to be part of a WWI Syllabus - though it can be. It's intention is to create familiarity with the installation, technical compatibility, and tools available in the WWI Memorial "Virtual Explorer" App. It's for teacher's preparing to use the "WWI Memorial Virtual Explorer" A/R app tools, and tech-support persons installing the Apps. Lesson I can also be used for a class activity with an overview lesson in Augmented Reality... It includes a student worksheet exploring timeline-based ideas using the "WWI timeline-tower" A/R feature. Tools allow teachers to invent their own timeline based exercises that may be useful for "common standard" skills unrelated to WWI, but teach event relationships.

Estimated time required: 1 class period.

Technology required for this lesson: Augmented Reality, Tablet or Smartphone.

This art history video discussion looks at Henry Wallis' "Chatterton", 1856, oil on canvas (Tate Britain, London).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

In this lesson, students explore the historical context of  Walt Whitman's concept of "democratic poetry" by reading  his poetry and prose and by examining daguerreotypes taken circa 1850.  Next, students will compare the poetic concepts and techniques behind Whitman's "I Hear America Singing" and Langston Hughes' "Let America Be America Again," and have an opportunity to apply similar concepts and techniques in creating a poem from their own experience.

World War II ration memorabilia collection, 1942-1947.

The Office of Price Administration and Civilian Supply was established by Presidential Executive Order 8734 on April 11, 1941, in an effort to control inflation. The civilian supply function of the agency was transferred to the Office of Production Management in August of 1941 and the name was shortened to the Office of Price Administration (OPA). The Emergency Price Control Act (January 30, 1942) established the purposes of the agency as follows: to stabilize prices and rents and prevent unwarranted increases in them; to prevent profiteering, hoarding and speculation; to assure that defense appropriations were not dissipated by excessive prices; to protect those with fixed incomes from undue impairment of their living standards; to assist in securing adequate production; and to prevent a post-emergency collapse of values." The OPA fixed price ceilings on all commodities except farm products and controlled rents in defense areas. The first rationing program, for automobile tires, was initiated December 27, 1941. There were two types of rationing programs. The first was a certificate program, where an applicant had to meet eligibility standards and show need to a local ration board before receiving a certificate permitting purchase of the rationed item. This type of program was applied to ties, automobiles, typewriters, bicycles, rubber footwear and stoves. The second program was a coupon or stamp type for which all civilians were eligible. These programs were administered through local banks and covered foods, fuel oil, gasoline and shoes. Rationing continued throughout World War II and by the end of November 1945 only the sugar and rubber tire rationing programs remained. Tire rationing ceased on December 31, 1945. Sugar rationing continued until June 11, 1947. The Office of Price Administration was dissolved April 1, 1947.

This art history video discussion looks at Andy Warhol's "Gold Marilyn Monroe", Silkscreen ink, Silkscreen ink on synthetic polymer paint on canvas, 1962 (MoMA).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

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.

The Maya of Mesoamerica are renowned for their precise calendars and their knowledge of astronomy. Through systematic observations conducted over thousands of years, Maya skywatchers developed complex and accurate calendars that continue to mark agricultural and ceremonial cycles today. This lesson is an exploration of the Maya Calendar system and its intricate cycles. Hear the voices of contemporary Maya people as they weave their past and present together, and share with us their living traditions of Maya time.

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.

This lesson plan addresses the ways people learn about events from the past and discusses how historical accounts are influenced by the perspective of the person giving the account. To understand that history is made up of many people's stories of the past, students interview family members about the same event and compare the ifferent versions, construct a personal history timeline and connect it to larger historical events, and synthesize eyewitness testimony from different sources to create their own "official" account.

In this curriculum unit, students will learn about the origins of four major types of British surnames. They will consult lists to discover the meanings of specific names and later demonstrate their knowledge of surnames through various group activities. They will then compare the origins of British to certain types of non-British surnames. In a final activity, the students will research the origins and meanings of their own family names.

This article discusses the controversies surrounding North Pole exploration that began in the early 1900s and continue to be debated today.

This lesson focuses on women who are too often overlooked when teaching about the "foremothers" of the movements for suffrage and women's equality in U.S. history. Grounded in the critical inquiry question "Who's missing?" and in the interest of bringing more perspectives to who the suffrage movement included, this resource will help to ensure that students learn about some of the lesser-known activists who, like Elizabeth Cady Stanton and Susan B. Anthony, participated in the formative years of the Women's Rights Movement.

After an overview of the events surrounding Paul Revere's famous ride, this lesson challenges students to think about the reasons for that fame.  Using both primary and secondhand accounts, students compare the account of Revere's ride in Longfellow's famous poem with actual historical events, in order to answer the question: why does Revere's ride occupy such a prominent place in the American consciousness?

This art history video discussion examines Andy Warhol's Campbell's Soup Cans, 1962 (The Museum of Modern Art).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

This art history video discussion examines William Butterfield's "All Saints Church", 7 Margaret Street, London, begun 1849-50, consecrated 1859.

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

In this lesson, students will learn that enslaved people resisted their captivity constantly. Because they were living under the domination of their masters, slaves knew that direct, outright, overt resistance"”such as talking back, hitting their master or running away"“"“could result in being whipped, sold away from their families and friends, or even killed.