This 10-mintue video lesson looks at what happens when there is no equity infusion and the bank goes in to bankruptcy. [Financial Bailout playlist: Lesson 7 of 15]
This 12-minute video lesson looks at how the banks are connected and what happens when one bank fails. [Financial Bailout playlist: Lesson 8 of 15]
In this 11-minute video lesson Kahn considers what Paulson wants to do and explains why he does not like it. [Financial Bailout playlist: Lesson 9 of 15]
Explore the ethnic diversity of U.S. states and neighborhoods. Book: The House on Mango Street by Sandra Cisneros.
*Students will explain how scale (the granularity of information) changes our understanding of a place.
*Students will identify how the ethnically diverse neighborhoods of suburban Chicago influenced Cisneros’ childhood and her writing.
African Americans in the 1920's had a new attitude. In this video segment from A Walk Through Harlem, learn about the Harlem Renaissance.
In this 80-minute lesson, students will be able to:
-Understand how millions of Americans get their health insurance
-Explain the pros and cons of opting into your employer health plan versus buying your own
-Read the fine print on a health benefits form and shop around for a health insurance plan that works for you
-Determine what steps you can take if you are faced with expensive medical bills
Describe some of the feelings immigrants faced when deciding on a new settlement in the United States.
Contrast the benefits and drawbacks of living in a new location when determining a place to live and compare that to the choices immigrants make past and present.
Formulate several reasons why immigrants elected to live in selected areas.
In this 70-minute lesson, students will be able to:
-Use online job boards to find and read job postings for open roles that meet your career goals and qualifications
-Prepare for and navigate career fairs and other networking events
-Write an elevator pitch that will leave a positive first impression
-Overcome imposter syndrome when applying for jobs
On March 18, 1741, the first of a series of suspicious fires broke out in New York's Fort George. When a few weeks later a black man was seen running from the scene of one of these fires the cry went up: "The negroes are rising!" The extent of the plot, or even if there really was a plot, has never been absolutely proven. What is true is that the threat of a slave uprising was enough to send the city's white population into hysteria. Of the 181 people arrested during the "Great Negro Plot," 34 were sentenced to death and 72 were transported from New York. In this excerpt from the trials, several important witnesses provided evidence. Peggy was a white prostitute who lived in the home of John Hughson, a riverfront tavenkeeper and, like shoemaker John Romme, a receiver of stolen goods. Peggy's room was paid for by Caesar, a slave with whom she had a child. Today the trial transcripts are valuable for what they reveal about the shady, waterfront world shared by slaves, free blacks, and poor whites in 18th-century New York.
This collection uses primary sources to explore The Fire Next Time by James Baldwin. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Students explore the Founding Era legacies of assembly and petition and how those legacies informed the creation of
these often-overlooked aspects of the First Amendment. They will complete a close reading activity to compare and
contrast ideas presented in the Interactive Constitution and describe the ways these rights have been interpreted by
the Court and used by citizens at various points throughout U.S. history. They will evaluate the constitutionality of
assembly and petition rights in the modern era through an in-class, civil dialogue addressing questions about time,
place, and manner restrictions; counter-protests; protests on college campuses; and other relevant assembly and
petition questions
When James Madison set out to write the First Amendment, he was careful to include protections against the
national establishment of religion. The framers had experienced a world in which the church ran the government
and did not want to repeat that experience. The issue of government established religion is still relevant in our
country today. In this lesson, students will learn about the establishment clause and will examine four major
issues that center around it.
The First Amendment has two clauses related to religion, specifically preventing the establishment of religion and the
ability to freely exercise religious beliefs. The goal of this lesson is for students to gain a deeper understanding of the
Establishment Clause of the First Amendment. They will do this by understanding the history of the clause, as well as
the relevant Supreme Court cases that will help students interpret how this clause has been applied. Students will also
use scholarly essays and the text of the U.S. Constitution to evaluate current issues and cases that involve the Establishment Clause
Many Americans do not fully understand the history and text of the First Amendment, even if the rights enshrined within
are used every day. While many Americans, like much of the founding generation, can agree that freedom of the press should be protected, there are disagreements over when, why, and how freedom of the press may be limited. This lesson encourages students to examine their own assumptions and to deepen their understanding of the currently accepted interpretation of freedom of the press under the First Amendment
Many Americans struggle to understand the Constitution, especially the rights included in the First Amendment. While
many Americans, like many in the Founding generation, can agree that freedom of the press should be protected, there
are disagreements over when, why, and how freedom of the press may be limited. This lesson encourages students to
examine their own assumptions and to deepen their understanding of current accepted interpretation of freedom of the
press under the First Amendment.
Many Americans struggle with understanding the language and subsequent interpretation of the Constitution, especially when it come to the rights encapsulated in the First Amendment. While many Americans can agree that speech should be protected, there are disagreements over when, where, and how speech can be limited or restricted. This lesson encourages students to examine their own assumptions and to deepen their understanding of current, accepted interpretations of speech rights under the First Amendment including when and where speech is protected and/or limited. It should reinforce the robustness of the First Amendment protections of speech.
The First Amendment’s right to free speech is one of our most important rights as citizens. But what does freedom of speech mean for students in public schools? How do you balance a school’s need for order with a student’s right to free expression? This film explores the evolution of student free speech rights through Supreme Court cases, from Tinker v. Des Moines to Mahanoy Area School District v. B.L., the case of the Snapchatting cheerleader.
Young people have a profound sense of the importance of fairness. "It's not fair" is often used as a one-size-fits-all argument when a child feels victimized. In situations where the child has an interest in protecting his or her actions, "It's a free country!" is often the argument of choice. On the other hand, children are very sensitive about speech and policies they consider to have a negative effect on their well-being. Almost every day on the playground, the difficult issues surrounding our right to free speech and our responsibility to avoid harming someone else with our speech are debated with as much emotion — if not as much impact — as they have been in the courts, legislatures, and meeting halls of this land.
Balancing rights and responsibilities is difficult, even for the Supreme Court. This lesson demonstrates to students that freedom of speech is an ongoing process.
How does the right to free speech conflict with our responsibility to consider the rights of others?
How is the First Amendment interpreted differently in different contexts?
Under what conditions is some speech limited and other speech protected?
Summarize the contents of the First Amendment
Give examples of speech that is protected by the Constitution and speech that is not protected by the Constitution.
The First Amendment holds some of our biggest rights as American citizens. Nick reviews them for us!
TRANSCRIPT
"We the People of the United States, in order to form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this constitution for the United States of America."
Our constitution sounds pretty good to me. Nothing to change there, right? Wrong. Even the founding fathers knew they couldn't make a perfect guide for running the country. Enter amendments. An amendment is any improvements, revisions, or corrections to the Constitution. There are currently 20-plus amendments to the Constitution, but I want to focus on the first one. It provides some of our most important rights.
The First Amendment states: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances." So within the First Amendment, we've got these five protected rights. Freedom of religion, the freedom of speech, freedom of the press, the right to assembly, and the right to petition the government. Let's take a look at these a little closer.
Freedom of religion was super important to the founding fathers. It's one of the reasons they came to America in the first place. They wanted to escape other countries where they were forced to follow a specific religion. Because of the First Amendment you can now practice any religion or no religion at all. The freedom of speech and assembly can be grouped together. They basically mean we can express our own opinions. We're allowed to speak out and get together in groups to express our ideas. Of course, there are some exceptions. For example, you can't tell lies about people, or they could try to sue you for it.
That idea of telling the truth leads me to the next protection which is super important for folks who work in the news like me, the freedom of the press. It means journalists are allowed to report on what's going on without fear that the government might get upset and stop them from doing their work. In some countries without the freedom of the press like China, journalists are only allowed to report what the government wants. As you can imagine, if the government makes a mistake or isn't treating people fairly, they aren't going to want the news to tell people about it.
Finally the right to petition the government empowers citizens to address their leaders directly if they're concerned about actions or issues. You may have heard about people writing their Senators, governor's or other politicians to share their opinions or express concern. The First Amendment aimed to set Americans apart from other countries and governments that impose stiff rules and regulations over their citizens or punish them for speaking out. It's all about letting our country stay by the people and for the people. As the country grows and changes so do the needs of the Constitution. It's not stuck in the 1700s. It's a living, breathing part of our democracy.
World War II was a period of economic and social advance for African Americans, and many who served overseas in the military, worked in defense industries, and listened to wartime propaganda about freedom became more assertive in their demands for equal rights. In 1942, Bayard Rustin, a pacifist whose expertise in non-violent protest would have a deep impact on the Civil Rights movement, helped found the Congress of Racial Equality (CORE). The group, dedicated to non-violent direct action, was one of many rights groups that came to life during and immediately after the war. In 1947 Rustin led a group of whites and blacks on a "Journey of Reconciliation" to challenge racial segregation on inter-state buses. The willingness of Rustin and his companions to undergo arrest – at one point serving 30 days on a North Carolina chaingang – provided an important example for the more famous Freedom Rides of 1960.