The lesson begins with a brief introduction to the mystery and then a quick context video to help students understand how and why we have a Bill of Rights. In this lesson, students will explore the importance of free speech in American society by analyzing the words of the 1st Amendment; learning new vocabulary; reading an overview of the history of the 1st amendment; and looking at 4 key reasons why free speech is important in America. For the student activity, students will explore how each of the 4 key reasons for speech relates to their own lives and ideas.
This lesson is part of a Unit that includes the following lessons:
Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER?
Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT?
Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

In this lesson, students will learn about how the freedom of speech is limited. Students will predict, read about and apply their knowledge of three restrictions on the freedom of speech.
This lesson is part of a Unit that includes the following lessons:
Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER?
Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT?
Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

: In this lesson, students will learn about how “freedom of speech” is applied in schools. Students will begin by brainstorming the meaning of “free speech” from prior lessons and then brainstorming about how they think speech might be limited in schools. Then students will learn about speech rights in school by completing a reading and watching a short video. For the activity, students will look at school-based scenarios and decide whether or not they think a school could limit student speech.’
This lesson is part of a Unit that includes the following lessons:
Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER?
Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT?
Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

In this mystery, students will learn the meaning of “due process”, where due process rights are in the Constitution, and the history of where American due process rights came from. Students will begin by figuring out the meaning of the term. They will then examine the Bill of Rights and create Due Process Amendment Cards that they will use for this and additional mysteries in this unit. Students will sort the due process rights in the 4th-8th Amendments into the categories before, during and after trial. The will end the mystery by learning about the history of due process including the Magna Carta and due process rights in colonial America.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

In this mystery, students will learn about three due process champions through the History Mystery questions “Why and how do people fight for due process rights?” The mystery begins by helping students understand what it means to fight for rights and how a person might petition for their rights. Then the mystery takes students through three due process champion stories of John Peter Zenger, Fred Korematsu, and Clarence Gideon. Each story starts with an introduction reading and video. Then students work in groups to investigate a primary source or sources related to each story with the guidance of an investigation packet. Each story helps students answer the history mystery question.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

In this mystery, students will learn about what due process rights young people have in and out of school. They will start by learning some background information and then specifically learn about the Reasonable Suspicion Standard for conducting student searches in schools. Students will then have two activities to practice applying the standard. The lesson will culminate with students analyzing real court cases and using their knowledge to apply the Reasonable Suspicion Standard.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

This gallery offers a closer look at some of the state’s grandest hotels and resorts built between the 1870s and the 1940s. Some, like Oakton Springs in Pewaukee, have long since vanished; others, like the Northernaire of Three Lakes and Milwaukee’s Pfister, continue to serve visitors from around the country.

The National Endowment for the Humanities supports research, education, preservation, and public programs in the humanities. In addition to grants, NEH also supports educators learning through institutes that can be fully funded and usually occur during summer months. Often times at the conclusion of said institutes, participants have the opportunity to develop curriculum with other educators to take back to their respective classrooms.

For four years after the U.S. dropped atom bombs on Hiroshima and Nagasaki to end World War II, America held a monopoly on the production of atomic weapons. On September 24, 1949, however, news of a Soviet Union nuclear weapons test shocked the nation. The following April, a National Security Council report to President Harry S. Truman advised development of a hydrogen bomb--some 1,000 times more destructive than an atom bomb--and a massive buildup of non-nuclear defenses. The subsequent outbreak of war in Korea in June 1950 justified to many increased defense spending. When fighting reached a stalemate, some in politics and the military--including General Douglas MacArthur, head of the Far East command--advocated the use of atomic weapons against targets in China. Although the Korean War was fought solely with conventional weapons, peace came only after the Eisenhower administration threatened to use nuclear weapons. Following the July 1953 armistice, government and military officials debated the place of nuclear weapons in future defense planning. In this January 1954 Collier's article, Styles Bridges, chairman of the Senate Appropriations Committee, laid out various proposals and assured citizens of their leaders' dedication "to finding the best solution." Despite a test ban treaty in 1963--sparked in part by the 1962 Cuban Missile Crisis that brought the U.S. and the Soviet Union to the brink of nuclear war--subsequent arms control agreements, and a vigorous nuclear freeze movement, the two superpowers nevertheless pursued an escalating arms race that reached a peak combined total of nearly 60,000 nuclear warheads by the late 1980s.

In the 1730s and 1740s many rural folk rejected the enlightened and rational religion that came from the cosmopolitan pulpits and port cities of British North America. Instead, they were attracted to the evangelical religious movement that became known as the Great Awakening. The English Methodist George Whitefield and other itinerant ministers ignited this popular movement with their speaking tours of the colonies. In this account farmer Nathan Cole described hearing the news of Whitefield's approach to his Connecticut town, as fields emptied and the populace converged: "I saw no man at work in his field, but all seemed to be gone. " Like many others during the Great Awakening, Cole achieved an eventual conversation by focusing not on intellectual issues but on emotional experience. Cole took away an egalitarian message about the spiritual equality of all before God, a message that confronted established authorities.

At the turn of the 20th century, many socialists within the labor movement argued that unions should be an instrument of larger social transformation. Others, led by American Federation of Labor (AFL) President Samuel Gompers, believed that the labor movement should have more limited goals. In 1903 Gompers told socialist AFL members pushing for independent political action and public ownership of the means of production: "Economically, you are unsound; socially you are wrong; industrially you are an impossibility." In 1914, Gompers once again participated in a public debate over the larger goals of the labor movement. His opponent was Morris Hillquit, a Jewish immigrant lawyer and a leading figure in the Socialist Party in New York. Gompers and Hillquit had been called to testify before a special session of the U.S. Commission on Industrial Relations, set up by Congress to investigate the underlying causes of industrial strife in America.

This illustration from an 1855 publication, The Crisis; or, the Enemies of America Unmasked, depicted a labor demonstration in New York's City Hall Park demanding relief for the unemployed during the 1854-55 panic. Both Germans and Irish took part in the demonstration. The Crisis 's presentation of "foreign" labor demonstraters was meant to alarm readers who shared its "nativist," anti-immigrant position. This wood engraving was one of the few images of organized working-class action published before the Civil War.

This collection uses primary sources to explore the Great Migration. 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.

This inquiry embeds an Academic and Career Planning concept into historical inquiry, allowing students to make connections between historic accident analysis and the type of accident chain analysis a business might do today. By investigating the compelling question “Can the Accident Chain be disrupted?” students evaluate secondary sources about the Great Molasses Flood and address the issue of whether there are points along the accident chain when alternate decisions can avoid a calamity. The formative performance tasks help students build knowledge and practice skills so they can answer the supporting questions. Students create an evidence-based argument to answer the compelling question.

From the Civil War through the 1920s, in New York and other American cities, there were numerous clubs, saloons, and dance halls known for transvestism (men or women dressing as the opposite sex), for male prostitution, or as places that catered to a "gay crowd"--meaning men and women interested in a less conventional evening's entertainment. In the 1920s, in part because of prohibition and the emergence of speakeasies, homosexuality became even more open. At the same time, psychologists, physicians, and social reformers had been at work attempting to study, classify, categorize, and label human sexual behavior. In an excerpt from his 1915 book, British physician and psychologist Havelock Ellis, a pioneer in the emerging field of human sexuality, mapped out for his readers the culture of "sexual inversion" in American cities, reflecting how practices that had long been common, or at least tolerated, were suddenly viewed as problematic.

The day after Charles Lindbergh reached Paris in May 1927, the only headline on the front page of the New York Times that did not directly concern the young American aviator read "Levine Abandons Bellanca Flight." It chronicled the unsuccessful efforts of Charles Levine of the Columbia Aircraft Company to complete the first transatlantic flight. Later that year the thirty-year-old millionaire did fly to Berlin with Clarence Chamberlin, breaking Lindbergh's record. Yiddish vaudevillian Charles Cohen decided to commemorate the flight in song when President Calvin Coolidge outraged Jews by receiving Chamberlin but not Levine at the White House. The song, sung in Yiddish and English, reflected the ambivalence of American Jews who were still outsiders but also wanted to be part of the mainstream. Like the Americans who greeted Lindbergh's flight by looking forward and backward, Jews were also caught between the past and the future. [English translation follows Yiddish.]

The sudden revival of the United Mine Workers of America in 1933 was a remarkable story. In late 1932 the UMWA was a shambles, yet by the fall of 1933 the miners' union had won a contract that guaranteed it recognition and stability in the hitherto nonunion southern Appalachian coal fields and was perhaps in the strongest position of its history. There was much debate over who had been the architect of this revival: some miners credited Franklin D. Roosevelt while others felt that the President of the UMWA, John L. Lewis, was the truly instrumental leader. For Buster Ratliff, interviewed by Nyoka Hawkins in 1987, the coming of unionization was the end of "slavery"and the emancipators were both John L. Lewis and Franklin D. Roosevelt, as well as another UMWA leader, Tom Raney.

Although publicists for the Gilded Age corporations celebrated efficiency and the science of management, their employees did not always join the celebration. What looked like careful and disciplined management from one perspective was often viewed as petty tyranny from below. While some workers assailed upper management for this abuse others experienced the tyranny more directly in their day-to-day work lives. In this transcript taken from testimony before the U. S. House of Representatives in the late 1880s, Joseph P. Cahill, a worker in the freight department of the Philadelphia and Reading Railroad Company, described the petty tyrannies inflicted on workingmen by the company dispatcher.

Template to guide students when analyzing primary and secondary sources. Teachers can use this template to create assessments that can be cycled and assessed multiple times throughout a grading period.