“The events leading to the Revolutionary War may be presented as a dramatic story, but contingency should be continually emphasized. It was not until 1776 that colonists united in their declaration of independence.

Third-grade students continue preparing to become active and responsible citizens of their communities, of California, and the United States. In this unit, students focus on developing and understanding citizenship, civic engagement, the basic structure of government, and the lives of famous national and local Americans who took risks to secure freedoms….

This set uses documents from the court case Juliana v. United States to examine the rights and responsibilities of citizens and the federal government during the era of climate change, with a comparison to a similar case in the Netherlands.

This inquiry set is designed to introduce 11th grade students to the ways in which World War II served to advance movements for equality.

As a field, Ethnic Studies seeks to empower all students to engage socially and politically and to think critically about the world around them.

First-grade students deepen their understanding of national identity and cultural literacy by learning about national and state symbols (Standard 1.3). Students learn to recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “You’re a Grand Old Flag”).

By examining actions and words of black and white Americans, slaves, and government officials, this set is designed to help students understand how the meaning and purpose of the Civil War evolved from 1861 to 1865.

This source set introduces traditional documents of the Enlightenment and the American Revolution which focus on the idea of natural rights. It then provides primary document evidence to link American Revolutionary ideas to anti-slavery, women’s rights, and the French Revolution.

Tenochtitlán was a site of encounter because. as the capital of the Aztec Empire, it was a center of political and military power. The Aztecs required conquered city-states to pay tribute periodically to Tenochtitlán. Receipt of this tribute enriched the Aztec state and stimulated markets in Tenochtitlán.