This 13-minute video and lesson plan are designed for students to analyze the aftermath of the 9/11 terrorist attacks and the public debate over the use of so-called enhanced interrogation techniques by U.S. officials and government contractors. Students will evaluate multiple perspectives from a mix of resources (video clips, a short film, documents and political cartoons) and classify arguments as being supportive, neutral or critical of government action.

Students will be able to determine the roles of women on the home front and battlefront during and after the Civil War., Examine historical events that are significant to Mississippi culture, but also relate to women from other states,
evaluate the contributions of women, African Americans, and other minority groups to the war effort. Students will be able to examine primary sources to gain an understanding of women's experiences and contributions to the Civil War.

Website Description:
Teach your students about democracy with examples from the very beginning! In this lesson, students learn about Athens’s direct democracy and Rome’s republic. Students explore how these governments took shape and key features of their structure, and then try their hands at comparing and contrasting each to U.S. government today.

Student Learning Objectives:
* Describe democracy in Athens and Rome
* Differentiate between democracy and other forms of government
* Identify characteristics of direct and representative democracy
* Compare and contrast democracy in Athens and Rome to the U.S. government today
* Analyze arguments against democracy

In the years immediately following World War I, tens of thousands of southern blacks and returning black soldiers flocked to the nation's Northern cities looking for good jobs and a measure of respect and security. Many white Americans, fearful of competition for scarce jobs and housing, responded by attacking black citizens in a spate of urban race riots. In urban African-American enclaves, the 1920s were marked by a flowering of cultural expressions and a proliferation of black self-help organizations that accompanied the era of the "New Negro." Debates raged over the best political and organizational path for black Americans, and the Crisis, the national magazine of the National Association for the Advancement of Colored People (NAACP), offered one of the earliest and most powerful endorsements of the "New Negro." In an editorial immediately following the Chicago race riot of 1919, Crisis editor W. E. B. Du Bois argued in favor of acts of self-defense and armed resistance, despite the editorial's conciliatory title, "Let Us Reason Together."

Student organizers from groups such as Students for Democratic Society (SDS) traveled to college campuses around the country to build student opposition to the Vietnam War. Cathy Wilkerson, who worked in the SDS national office and edited the SDS paper, New Left Notes, described how SDS organizers used campus politics to build the movement. By getting students involved in conflicts over university governance, defense research taking place at their universities, or local civil rights issues, SDS engaged thousands of students who had not previously thought of themselves as political. The ability of SDS organizers to make the issues real to students by getting them to take risks and be confrontational on these local issues was, to Wilkerson, the key to SDS's organizing success.

Over 20,000 migrants from England crossed the Atlantic to the new colony of Massachusetts Bay in the decade of the 1630s. This sudden influx of settlers became known to historians as the "Great Migration." Once in New England, they quickly dispersed to various towns. About forty families followed Sir Richard Saltonstall and the Reverend George Phillips four miles up the Charles River to found the community of Watertown in July 1630. Many had relocated from the East Anglian region of England, where William Pond, the correspondent's father, lived. These families attempted to set up a familiar farm economy based on grain and livestock, but early dreams of an easy trade with the Indians proved elusive. Their concerns focused on feeding themselves and achieving economic sufficiency.

After the restoration of the British monarchy in 1660, a group of proprietors received a royal grant to establish the colony of South Carolina. They envisioned an agricultural economy based on mixed farming, cattle raising, and trade in deerskins with the local Indians, diverging from the Chesapeake's tobacco and slave economy to the north. The Carolina proprietors sought settlers from the Caribbean by offering inexpensive land for family farms. But conditions were harsh, work was heavy, and poor nutrition was common, as Oxford University-educated Thomas Newe made clear in this 1682 letter to his father. A small minority of wealthy colonists seized economic and political control of the colony. They concentrated in the town of Charleston, drove out the local Indians, and occupied huge tracts of land. Deviating from the society that had been planned, these planters established rice cultivation, thanks to the African slaves whose experience in West Africa formed the basis for the economy. By 1707 South Carolina had the first black majority population in North America. Thomas Newe died within a year of writing these letters, at the age of 28.

Alan Paton's first novel, Cry, the Beloved Country (1948), communicated the tragic dimensions of South Africa's system of apartheid to a world audience. In 1954, Paton was asked by Collier's magazine to observe and interview Americans about this country's system of racial segregation. In the first of two articles, Paton reported on race relations in Washington, D.C. and in the Deep South around the time that the Supreme Court declared that segregated "separate but equal" public schools were unconstitutional in its landmark Brown v. Board of Education ruling. The following letters to the editor express a range of reactions to the Court' s decision and to Paton' s undisguised support for the ongoing "war against segregation."

This collection uses primary sources to explore the Lewis and Clark Expedition. 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.

A large number of primary source collection materials related to African American history are digitized and available online via the Library of Congress's website, including manuscripts, newspaper articles, images, and rare books. In addition, the Library also provides digital content on African American history through their exhibition program, "Today in History" essays, and online research guides.

The southern textile mills, which had expanded dramatically during World War I, faced serious decline in the 1920s. New tariffs, the growth of textile manufacturing in other parts of the world and the shorter skirt lengths of the 1920s, which required less fabric, exacerbated the problems brought on by wartime overexpansion. Textile manufacturers responded by trying to cut wages and increase workloads. Nevertheless, textile workers often look back at the 1920s with genuine affection and nostalgia. In this 1979 interview with historian James Leloudis, Edna Y. Hargett, a former textile worker, described the closeness of the mill village and the "love offering": a collection for sick workers to replace lost wages in an era when there was no sick leave.

Some may think of farmers as conservative, but that view ignores a long tradition of rural radicalism in the United States. In the early years of the Great Depression, that radicalism found powerful expression in the subverting of farm foreclosures and tax sales. The technique was simple--when a farm was foreclosed for overdue taxes or failure to meet mortgage payments, neighbors would show up at the auction and intimidate any potential buyers. Then the farm and equipment would be purchased at a token price and returned to the original owner. Nation magazine reporter Ferner Nuhn witnessed such an auction sale in Iowa and described this practice in March 1933. These efforts saved the livelihood of many South Dakota and Iowa farmers who were devastated by the depression, but they were not enough. Between 1930 and 1935, about 750,000 farms were lost through foreclosure and bankruptcy sales.

The rise of mass circulation magazines combined with the reform impulses of the early 20th century to create the form of investigative journalism known as "muckracking" (so named by President Theodore Roosevelt after the muckrake in Bunyan's Pilgrim's Progress who could "look no way but downward, with a muckrake in his hands"). In the 1890s, changes in printing technology made possible inexpensive magazines that could appeal to a broader and increasingly more literate middle-class audience. In October 1902 McClure's Magazine published what many consider the first muckraking article, Lincoln Steffens' "Tweed Days in St. Louis." The "muckrakers" wrote on many subjects, including child labor, prisons, religion, corporations, and insurance companies. But urban political corruption remained a particularly popular target, perhaps because it was so blatant, and perhaps because the differences between the muckrakers (mostly middle class and of native Protestant stock) and the political bosses (mostly from Catholic and immigrant backgrounds) made the rule of the immigrant machine appear as an alien intrusion, a corruption of American citizenship.

Lit2Go is a free online collection of stories and poems in Mp3 (audiobook) format. An abstract, citation, playing time, and word count are given for each of the passages. Many of the passages also have a related reading strategy identified. Each reading passage can also be downloaded as a PDF and printed for use as a read-along or as supplemental reading material for your classroom.

The Treaty of Guadalupe Hidalgo in 1848 brought an enormous chunk of Mexico to the United States. This added to the territory obtained by the annexation of Texas in 1845, but more than just territory was added. More than 75,000 Spanish-speaking residents became U.S. citizens, but the struggle to achieve that citizenship was long and often unsuccessful. Mexican-Americans lost political power and civil liberties quickly in Texas. Justice was hard to secure and the ranching country of South Texas became a landless borderland for Anglo and Hispano alike. Cattle thieves were rampant. Mexicans and Mexican-Americans also had to endure a terror campaign by the Texas Rangers, the state's leading law enforcement officers. One of those Rangers, N. A. Jennys described a complex pattern of ethnic conflict along the border in 1875 in his A Texas Ranger. The Rangers were founded in 1835 to fight Indians, formed a special corps in the Mexican War, and were re-established after the Civil War.

This collection uses primary sources to explore Louisa May Alcott's novel, Little Women. 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.

In his essay "Wealth," published in the North American Review in 1889, industrialist Andrew Carnegie argued that individual capitalists were bound by duty to play a broader cultural and social role and thus improve the world. (The essay later became famous under the title "The Gospel of Wealth.") But not everyone agreed with Carnegie's perspective. As shown by this newspaper article from 1901, the philanthropic gestures of such captains of industry as Andrew Carnegie were not always greeted with enthusiasm by the workers whose low-paid toil effectively underwrote such extravagant "gifts."

New Deal arts projects were guided by two novel assumptions: artists were workers and art was cultural labor worthy of government support. That commitment was demonstrated most dramatically in the Federal Art Project (FAP), a relief program for depression-era artists. Some painters and sculptors continued working in their studios with the assistance of relief checks--their work was placed in libraries, schools, and other public buildings. Others lent their talents to community art centers that made art training and appreciation accessible to wider audiences. FAP also sponsored the Index of American Design, which set out to discover what was "American" in decorative arts: several hundred artists produced illustrations of thousands of objects in museums and private collections, a source that remains invaluable for historians of American art, society, and culture. In essays written as part of the New Deal's documentation of its own efforts, two editors of the Index of American Design explained the exhaustive search for a distinctive American art in the artifacts of everyday use and decoration.

AIDS emerged as a health crisis in the 1980's and early 1990's. While many Americans initially associated the disease with gay men, ignorance about AIDS contributed to its rapid spread, first to intravenous drug users and then to heterosexuals. The lack of information available to people at risk particularly affected health workers like Lorraine Theibaud, a registered nurse at San Francisco General Hospital. Theibaud and her colleagues, fearful about contracting or spreading the disease, were not given adequate information or training on how to protect themselves or their patients. When she discovered safety methods and technology that were not available at her hospital, Theibaud organized health workers to demand access to new safety techniques. Her campaign worked, winning workers new safety training and a permanent monitoring committee.

In October 1933 Chicana dressmakers in Los Angeles launched a citywide strike against the sweatshop conditions under which they toiled. An interview with Anita Andrade Castro, a young dressmaker who went on to become a longtime union activist, provided glimpses of the experience of the rank-and-file strikers. In two excerpts from a long interview done in 1972 by historian Sherna Gluck for the Feminist History Research Project, Castro described, first, her initiation into the union and, second, her arrest as a striker, her anxieties about the impact on her desire to become a citizen, and her encounter with a prostitute.