Students cite connections among Franklin's Albany Plan of 1754, his Plan of Confederation of 1775 and the U.S. Constitution and/or the Declaration of Independence. In an essay, they give examples of the philosophical and political...

Middle schoolers examine the pros and cons of state sovereignty vs. federalism, as argued by the Founding Fathers. They identify the basic positions of each side, complete a worksheet, and write a persuasive essay arguing for Jefferson...

Learners view the video "Jefferson's Blood" and complete a series of activities, dealing with both Thomas Jefferson's public and private life, in order to better explain Jefferson as a man and politician.

Students examine the need for a national library. In this Library of Congress lesson, students analyze primary sources to investigate the persuasive techniques that Thomas Jefferson used in a letter meant to show his...

Was James Monroe the sole contributor of the Monroe Doctrine? Young scholars study the doctrine and cite evidence to show contributions of John Quincy Adams and Thomas Jefferson in its formulation.

Students research the major domestic issues that were present during the administration of Thomas Jefferson including the acquisition of the Louisiana Territory, Lewis and Clark's expedition, and his foreign policy. They investigate...

Students write a letter to King George III from the point of view of Thomas Jefferson. They defend constitutional democracy and explain the differences between limited and unlimited government.

Seventh graders complete a unit of lessons on the American Revolution based on the novel, 'Johnny Tremain.' They define key vocabulary terms, develop a timeline, write a report on a colonial craft, make a colonial flag, and create a...

Young scholars assume the persona of one of the members of Lewis and Clark's expedition team. They research a member of the expedition team, write a first-person introduction of that team member, and share that introduction in a 2-3...

Students examine the differences between the White House and Monticello. In small groups, they complete a virtual tour, complete a graphic organizer, take notes during the tour, and identify activities taking place at the White House.

Students list a variety of interests and achievements of Franklin and Jefferson. They take a position that one or the other's interests and achievements were more wide-ranging or that they were equivalent. They write out their findings.

Students identify and interpret the Declaration of Independence and the rights and privileges demanded in the document. They also identify how those rights and privileges have affected our history. Students then research about the...

Students write an editorial piece which takes a position supporting or opposing the free trade policy during the 1790s. After identifying barriers to trade in the 1790s they analyze how their position on the free trade would fit into...

Students investigate the history of and the current state of the White House. They take a virtual tour of the White House and Monticello, explore various websites, and compare/contrast Monticello with the White House.

Students are introduced to the lives and contributions of the first seven presidents of the United States. They, in groups, conduct further research on one of these president and his political platform and design a presentation for the...

Young scholars complete a unit of lessons on the women who contributed to the early Women's Rights Movement in the U.S. They conduct Internet research, examine images online, develop a list of women, complete a worksheet, and create a...

Bring history to life for your young scholars with a Fourth of July lesson series. After a class reading of the Declaration of Independence, students translate this pivotal document into layman's terms before working in small...

Students gain an understanding of some of the challenges the U.S. faced at its birth. They are asked to compose a report on the state of the nation in 1790 (addressed to President George Washington), which includes a narrative, maps and...

Students investigate President Madison's case for declaring war against Great Britain. Students assume the roles of newspaper reporters and cite key points in Madison's argument for declaring war, and hypothesize about primary documents...

Students investigate President Madison's War Message. Students read the message and discuss any information they may have misunderstood. Students hypothesize about what kinds of documents might help them find answers to their questions.

Young historians complete a unit of lessons on the functions of the White House. They conduct Internet research, develop a list of activities that take place at the White House, and create a chronological timeline of events at the White...

Students identify conditions in Europe that relate to the independence movements in South America and list reasons why President Monroe gave for recognizing the independence movement in South America.

Young scholars take a close look at the design of the White House and some of the changes it has undergone. They also reflect on how the "President's House" has been and continues to be used. They give specific examples demonstrating how...

Students analyze primary documents to determine why President Madison believed it was important for the US to declare war with Great Britain. Students research documents on the Internet to determine President Madison's argument for going...