A growing city needs a new water source. The easiest and cheapest source is a river on federal land in a national park. Should the city be allowed to dam the river and use the water for its citizens? Or, should the valley remain protected for the use and enjoyment of all Americans? In this online program, students assume the role of members of Congress. They hear testimony from both sides, weigh conflicting points of view and make a decision. How will you vote?
Since 1988, the U.S. Government has set aside the period from September 15 to October 15 as National Hispanic Heritage Month to honor the many contributions Hispanic Americans have made and continue to make to the United States of America. Our Teacher’s Guide brings together resources created during NEH Summer Seminars and Institutes, lesson plans for K-12 classrooms, and think pieces on events and experiences across Hispanic history and heritage.
Students will work collaboratively to create a mural of the Statue of Liberty to show the statue as a representation of freedom and a symbol of welcome to immigrants coming from other countries. This lesson can be adapted for different grade levels. High school students will read a poem and incorporate some of its ideas into their mural. Elementary and middle school students will incorporate words and phrases inspired by the statue into their mural. This activity supports Art, Social Studies, Civics, and English Language Arts standards and can be used as a cross-curricular project across these classrooms. Teachers across the curricula are encouraged to work together to bring this activity to life.
How do educators invest in productive, deep, and transformative dialogue in their classrooms? Civic Conversations is a collaboration between the Kennedy Institute’s civic education programming and the community-building dialogic structure practiced by Essential Partners. Explore resources, activities, and lesson structures that support educators as they facilitate difficult conversations, create inclusive learning environments, raise complex discussions, and promote a safe space for students to consider their values and engage in their communities.
The lives, freedom struggles, and social and cultural contributions of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people make up a rich part of the history of the United States, and primary sources from the Library of Congress provide valuable opportunities to explore individuals, movements, and events from the nation’s LGBTQ history.
The film “Second Amendment: D.C. v. Heller and McDonald v. Chicago” examines the history of guns and gun ownership in our society from the Revolutionary War to modern times and the complicated debate over what the founders intended when they wrote the Second Amendment. Does it protect a right of individuals to keep and bear arms? Or is it a right that can be exercised only through militia organizations like the National Guard?
In this activity, students sequence key events leading to the Declaration of Independence by placing documents in chronological order.
Students will consider the arguments made by members of the Continental Congress regarding whether or not to sign the Declaration of Independence. They will also have the opportunity to analyze each section of the Declaration to understand its meaning and consider the consequences of signing the document.
In this activity, students will examine excerpts from the Dunlap Broadside, the first printed and distributed copy of the Declaration of Independence.
In this activity, students will carefully analyze General Order 3 from Major General Gordon Granger which informed the people of Texas that “all slaves are free.” This activity is appropriate as a conclusion to the Civil War and the beginning of Reconstruction.