The post-Revolutionary Period of 1781-1787, also known as the Critical Period, is the focus of a series of lessons that prompt class members to examine primary source documents that reveal the instability of the period of the...

What were the conditions that led to the American Revolution? What are the conditions that lead to revolution in other times and places? Class members examine primary source materials and use evidence drawn from these documents to craft...

Can any good come from acts of evil? The 1963 bombing of the Sixteenth Street Baptist Church in Birmingham, Alabama, and the eventual outcomes of the tragedy, are the focus of a lesson that asks groups to examine primary source documents...

Information, inferences, and innuendos. Text and subtext. Class members examine telegrams exchanged between President John F. Kennedy and Alabama Governor George Wallace, studying both what is stated and what is implied by the...

Has society progressed to the dream Martin Luther King Jr. expressed in his famous address during the civil rights movement? Learners work with a partner to analyze one excerpt from King's "I Have A Dream" speech and find a current...

Define the word perseverance to have learners understand why it is important in reaching goals. Young scholars research how Martin Luther King needed perseverance to accomplish his goals. They write acrostic poems using the word...

Learners put themselves in the shoes of students who integrated Little Rock High School in 1957-58. Note: The primary resources in this activity provide powerful and poignant descriptions of what those students faced.

Learners of all ages talk about the meaning of the word "unique," and draw a truly unique person, one part at a time. They create a totally unique person, with a head drawn by one student, a torso drawn by another student, and lower body...

Why did African American voters switch from the Republican Party to the Democratic party during the Depression Era? That is the question young historians attempt to answer as they study primary source documents from the period. The focus...

The anti-busing movement in Boston is the focus of a lesson that asks young historians to examine primary source documents to identify the causes and consequences of busing pupils from one area of the city to another in the attempt to...

"Redlining," "Blockbusting," and "White Flight" may not be terms familiar to young historians. Here's a lesson that introduces middle schoolers to these terms and the actions associated with them. Class members examine a series of...

Not all heroes wear capes. An impactful lesson focuses on the life and activism of Fannie Lou Hamer during the civil rights movement. Scholars read her speeches and other material, participate in group discussion, and complete a jigsaw...

Where have all the activists gone? Class members compare 21st-century activism with the suffrage movement and the work of Susan B. Anthony. They begin by examining Anthony's biography and speeches to find evidence that her words and...

When Ruby Bridges entered an all-white school in New Orleans in 1960, she also entered history. Scholars consider what the experience must have been like for the young girl using two books that document her experience as well as a double...

Who exactly was George C. Wallace? A great lesson plan provides young historians with a hands-on activity, direct instruction, and discussion to learn about Wallace, why he was an important figure, and why he changed his mind about...

Even in a world in which dozens of participants and curious onlookers record every controversial event, the basic facts of what happened are often in dispute. Revolution '67, Lesson 2 explores 1967 Newark, New Jersey using an examination...

To some people, protesting is as American as apple pie, but the factors that lead to protests can be as confusing to veteran activists as to today's youth. Revolution '67 explores the riots in Newark, New Jersey as a case study. ...

Informational text about the Civil Rights Movement challenges young historians to prove their reading comprehension skills with six multiple choice questions. After answers are submitted a new screen displays a score,...

As part of their study of the US Civil Rights Movement and the Montgomery bus boycott, class members read Dr. Martin Luther King's "Integrated Bus Suggestions." They then craft a short story about the first week of Montgomery...

How did the struggle for Civil Rights during the 1950s transform American society and politics? Why are American schools integrated today? Class members explore these essential questions by examining a series of primary and secondary...

The assassination of Medgar Evers. The integration of the University of Alabama. The March on Washington. The "I Have a Dream" speech. Created by the Alabama History Education Initiative, this resource examines how the events...

Here is a precise article explaining chronological events that led Martin Luther King, Jr. to march for freedom and civil rights.

Designed as the final project concluding a study of Mississippi Trial, 1955, readers select a character from Crowe's novel and craft a portfolio of six entries that reveal not only aspects of the character, but similarities between...

To prepare for a reading of Christopher E. Crowe's Mississippi Trial, 1955, class members create a KWHL chart and begin by generating questions they have about the civil rights movement, slavery, and the death of Emmett...