What was life like for women in the first half of the 19th century in America? What influence did women have in shaping the attitudes towards slavery? Towards women's suffrage?
In this lesson students synthesize the information gathered in the earlier intelligent briefings and in the written intelligence in order to build a relationship with one other team of student diplomats
In this lesson, students are introduced to Tocqueville's argument about the "omnipotent" power of the majority in America and its consequences. After an initial statement that the "very essence" of democracy is majority rule, he contrasts the means by which state constitutions artificially increase the power of the majority with the U.S. Constitution, which checks that power.
In this lesson, students, working with their empire teams, will negotiate a treaty.
One of the important roles of diplomats is to negotiate treaties between countries
In Tocqueville's discussion of how the majority in America constrains freedom of thought, he makes some of the most extreme criticisms against democracy. For example, he says "I do not know any country where, in general, less independence of mind and genuine freedom of discussion reign than in America"; and, "there is no freedom of mind in America."
A key role of diplomats is to gather and analyze intelligence. In this lesson, students acting as diplomats will present a short "intelligence briefing" to the representatives of the other Early Modern empires.
In this lesson, students continue their examination of Tocqueville's argument about the power of the majority and its consequences. Having suggested previously that the majority can crush a minority without even hearing its screams, he elaborates on the dangers of unchecked and unlimited power in democratic America and how to deal with it.
In this activity students analyze Theodor Kaufmann's 1867 painting On to Liberty. Students practice finding information and making inferences based on the painting by completing a graphic organizer. Then students read a descriptive paragraph of the painting, noting where the author has cited information from the painting and where the author has made inferences and drawn conclusions. Then students analyze another painting of a similar theme, Eastman Johnson's A Ride for Liberty. The activity concludes by asking students to synthesize what they have learned about the Civil War based on the painting. The activity may make a good culminating lesson about the Civil War or an introductory lesson on Reconstruction.
This activity teaches students how to break down different elements of a political cartoon. Students examine how different symbols and images can be combined to convey meaning. Then students analyze a 1902 political cartoon about U.S. expansion overseas and the acquisition of new territories in the Philippines in Cuba. This activity includes a Smartboard Notebook file.
Students listen to a biography of Martin Luther King, Jr., view photographs of the March on Washington, and study King's use of imagery and allusion in his "I Have a Dream" speech.
In this game, students are assigned different immigrant identities and advance based on their access to economic opportunity and religious, political, and social liberties at different times in U.S. history.
This course explores the history of the ideal of personal freedom with an eye towards contemporary debates over the pros and cons of the regulatory state. The first part of the course surveys the sociological and theological sources of the concepts of freedom and civil society, and introduces liberty's leading relatives or competitors: property, equality, community, and republicanism. The second part consists of a series of case studies in the rise of modern liberty and libertarianism: the abolition of slavery, the struggle for religious freedom, and the twentieth-century American civil liberties movement. In the last part of the course, we take up debates over the role of libertarianism vs. the regulatory state in a variety of contexts: counter-terrorism, health care, the financial markets, and the Internet.
In this activity students read short excerpts of documents that show how the expectations of women, African Americans, and working white men were raised by the rhetoric of liberty during the American Revolution. Students write petitions to the Continental Congress from one of the three group's perspectives, explaining how their group responded to the Revolution and outlining how their group should be treated under the new Constitution. This activity includes multiple learning supports that can help ESL/ELL students, special education students, or low readers.
This art history video discussion examines Roy Lichtenstein's "Rouen Cathedral Set V", 1969, oil and magna on canvas, 3 canvases (SFMOMA).
Uses primary sources to explore the impacts World War I had on the struggle for civil rights in Connecticut and America.
Trade was critical to Old Babylonia, where many highly prized natural resources were scarce but agricultural goods were in surplus. A vibrant trading system developed, bringing manufactured goods and raw materials from as far as Turkey, and even India, 1500 miles away. Trade became integral to the economy and the culture. In this lesson, students explore the trade industry in Old Babylonia and its far-flung influence.
More Americans lost their lives in the Civil War than in any other conflict. How did the United States arrive at a point at which the South seceded and some families were so fractured that brother fought brother?
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.