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The advances of the black Civil Rights Movement encouraged other groups— including women, Hispanics and Latinos, American Indians, Asian Americans, Pacific Islanders, LGBT Americans, students, and people with disabilities—to mount their own campaigns for legislative and judicial recognition of their civil equality.Students can use the question How did various movements for equality build upon one another? to identify commonalities in goals, organizational structures, forms of resistance, and members. Students may note major events in the development of these movements and the consequences.

This lesson plan contains multiple folders that break down the aspects of the Cold War. 

This lesson focuses on the war-making powers of the Presidency, with a specific focus on the Vietnam War. Students will first review the President’s Commander in Chief powers outlined in the Constitution.

This inquiry set examines how the various movements for equality in the mid twentieth century built upon and inspired each other. The chosen material represents the movements against the Vietnam War and the civil rights movements of women, Chicanos/as, American Indians, Asian Americans, LGBT Americans, African Americans, and people with disabilities.

This lesson aligns with the 9th – 10th grade reading and writings literacy standards, as well as the 11th grade history content standards. The lesson examines excerpts from both “A Call for Unity,” and “A Letter from a Birmingham Jail.” Students will cite evidence from both documents in order to answer the following focus question: How did the “Letter from a Birmingham Jail “address those opposed to the civil rights movement? Students will first analyze quotes from “A Call for Unity” to uncover inferred meetings.

The advances of the black civil rights movement encouraged other groups—including women, Hispanics and Latinos, American Indians, Asian Americans, Pacific Islanders, gay, lesbian, bisexual, and transgendered Americans, students, and people with disabilities—to mount their own campaigns for legislative and judicial recognition of their civil equality. Students can use the question How did various movements for equality build upon one another?to identify commonalities in goals, organizational structures, forms of resistance, and members.

In this analysis of a primary source excerpt, Margaret Chase Smith’s “Remarks to the Senate in Support of a Declaration of Conscience,” students will cite evidence to answer the lesson’s focus question: What did Senator Margaret Chase Smith hope to accomplish with this speech? This 9th–10th grade (ELA) lesson guides students through understanding how repetition, vivid and persuasive words, and allusions impact the audience’s reception.The lesson uses close reading strategies to draw students progressively deeper into the text.

This inquiry set focuses on how ordinary people experienced the Great Depression. The sources focus on a relatively narrow topic - food - to expose much larger trends (like poverty, hunger, and government policy) of the 1930s.

This inquiry set provides resources that frame the 1920s as a decade of diverse social and cultural developments, political anti-radicalism, and intense nativism.

This inquiry set is designed to provide context for students to be able to address with nuance and perspective the question, Why did women want the right to vote, and how did they convince men to grant it to them?Women in California won the right to vote in the 1911 election, nearly a decade before the national suffrage amendment passed.