Signed by 41 adult male passengers on the Mayflower while still at sea off the New England coast, the compact established a preliminary, majority-rule government for the Pilgrims. This lesson includes a reading, discussion and writing questions, and a class activity.
Meeting at Runnymede: The Story of King John and Magna Carta
Chafing under the despotic rule of King John, rebellious British noblemen forced their ruler to sign the Magna Carta. The 63 clauses of this document defined and limited the feudal rights of the monarch. This lesson includes a background reading, full text of the Magna Carta, and a small-group activity for students.
The Southern “Black Codes” of 1865-1866
Describes the development of Black Codes following Civil War and details sections of the South Carolina code on Civil Rights, labor contracts, vagrancy, apprenticeship, courts and punishment, and other restrictions. In small groups, students evaluate one of six sections of the South Carolina code through the lens of the 14th Amendment.
Crime
No matter who you are, crime affects your life. As a student, your school might be vandalized or your wallet stolen. As a taxpayer, you will be expected to contribute money in the fight against crime or to repair the damage it does. As a voter, you will be asked to chose candidates based in part, at least, on their views about solutions to crime. Everyone agrees that crime is a serious problem. Few agree about its causes or solutions. Teachers can help students explore these concepts in this unit plan with accompanying texts.
McCulloch v. Maryland
Students read about and discuss the landmark Supreme Court case of McCulloch v. Maryland. In a group activity, students study Article I, Section 8, of the Constitution and the 10th Amendment of the Bill of Rights. The groups decide which of several proposals Congress has the authority under Article I, Section 8, to establish or regulate and give their reasons.
Election Central
Election Central is an online resource that helps teachers and students explore the electoral process past and present, in the United States and around the world. Lessons contain readings and activities that provide historical background and raise issues related to the electoral process. These resources are arranged under four categories: Issues for the Election | U.S. History | World History | Government
Arizona v. United States
Students will examine a controversial law passed in the state of Arizona that directs law enforcement officers to investigate suspected unauthorized immigration. They will recognize the constitutional issues of preemption, reasonable suspicion, and equal protection and relate them to the facts of the Arizona law. Students will then judge whether several sets of facts are valid examples of reasonable suspicion.
A Fire Waiting To Be Lit: The Origins of World War I
This year (2014) marks the 100th anniversary of the beginning of World War I. This lesson, which is aligned to the Common Core State Standards, examines the causes of WWI. The main article provides information on events leading up to the war and includes discussion and writing questions. Additional activities available are: The Bosnian Crisis of 1908; Did the Serbian Government meet the Austrian Demands?; What Country Was to Blame for WWI?; and two enrichment activities on cartoons and music.
The Lincoln-Douglas Debates
In the years leading up to the Civil War, the issue of slavery divided the Democratic Party and newly formed Republican Party. One of the most prominent Democrats was the U.S. Senator from Illinois Stephen Douglas. When he ran for re-election in 1858 against Republican Abraham Lincoln, the two men held a series of debates. In the activity, students read statements made by Douglas in the debates, discuss how Lincoln would respond, and create responses to each statement.
Women in the Military
American women have gone to war in various roles throughout U. S. history. Only since 1948, however, have women been slowly integrated into the armed services. Today, a debate centers on whether women should be in direct ground combat. The debate question is: Should Women Be in Direct Ground Combat?