According to Wisconsin’s Historical Society,  African Americans have been living and working in Wisconsin since the 18th century. The state's black population continued to grow slowly throughout the 19th century. Job opportunities in the 20th century led to significant African American settlement in Wisconsin, primarily in the southeastern part of the state, especially after World War II. These resources will support Wisconsin teachers in integrating historical accomplishments and experiences of African-American’s into their instruction on Wisconsin’s history.  Source: The Wisconsin Historical Society houses one of the nation's largest research collections on African-American history.

According to Wisconsin’s Historical Society,  African Americans have been living and working in Wisconsin since the 18th century. The state's black population continued to grow slowly throughout the 19th century. Job opportunities in the 20th century led to significant African American settlement in Wisconsin, primarily in the southeastern part of the state, especially after World War II. These resources will support Wisconsin teachers in integrating historical accomplishments and experiences of African-American’s into their instruction on Wisconsin’s history.  Source: The Wisconsin Historical Society houses one of the nation's largest research collections on African-American history.

Children benefit from seeing and talking to individuals from different ethnic and racial backgrounds.  This list of volunteer guest speakers supports an individual teacher or school in their efforts to showcase  African-Americans, young and old,  in WI . The guest speakers list have a variety of different backgrounds and represent a multitude of professions.  School personnel should contact the Education Committee guest speaker liaison, Gerald Sternberg, to obtain information on how best to contact the volunteer guest speaker and topics of interest.< geraldsternberg2@gmail.com> 

Video collection of Park rangers discussing the events of the Battles of Lexington and Concord. The unit includes student activities.

By studying young George Washington’s writings as a 16-year-old surveyor and writings from his first military trip five years later students will learn about his character and ambitions. The lesson will also help dispel some of the myths and misconceptions about Washington. Students will be introduced to a young man who is strong, brave and ready to make a name for himself.

Young George Washington Grades 4-6, has a 6 page lesson plan for the teachers and the following additional material: Additional Sources, Resource Pages 1-6, Images 1-5 and an answer key. The lesson uses Washington's own words, images and maps to show his character and ambitions and how he matures over time. The lesson highlights two of young Washington's adventures, his 1748 trip as a surveyor and his 1753 military trip to ask the French to leave the area.

Activity packet created by Chicago Public Schools that includes a biography, summary of why the day is important to Polish Americans, and different ideas for commentating the day.

Congress is made up of a group of people who work together to improve the quality of lives of citizens throughout the nation. Long ago Congress decided that it was important to pass labor laws to protect children. Students will answer the question why child labor was a problem? They will explore this question by investigating a series of photographs of children working in fish factories long ago.
In addition,
In this episode, students will engage in careful observation to identify objects and note details (See), generate and test hypotheses based on evidence they have collected (Think), and reflect on their learning by applying it to related questions (Wonder).

The National Park Service has created a K-12 curriculum that focuses on scaffolded lessons that focus on Martin Luther King’s advocacy, the March on Washington and other leaders of the Civil Rights movement.

In this lesson, students will explore the travels and discoveries of the Vikings. After viewing a short video about the Eric the Red and Leif Ericson, students will analyze a painting that depicts a Viking ship at sea and then read an Icelandic saga written about the early Norse people. The lesson will conclude with students researching the impact the Vikings had on the region of their choice and completing a report or presentation.

Thank you for choosing the Frances Willard House Museum Lesson Activities Packet for late elementary. Inside you will find six lesson activities. They can be done independently or as a series. Two activities that work well as a set are:
Two Wheels for Change:
Bicycle Technology and Changing America"
A Wheel Within a Wheel
Bicycles and Women's Suffrage.
Historical Markers - Writing About History Using Houses,

Short reading describing the importance General Pulaski played the importance in the American Revolution and the importance of his legacy.

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?

Collection of Lesson plans related to George Washington’s life, his service to his country, and his legacy. Lesson plans can be searched by grade level and topic.

The students will:
• Discuss two points of view regarding the events of April 19, 1775.
• Explain the significance of the Battles of Lexington and Concord.
Language Objective/Outcomes

The students will:
• Use information gathered about the Battles of Lexington and Concord to write for a variety of purposes

In this lesson, students explore how Abraham Lincoln used the power of words in speeches, letters and other documents. In the Introductory Activity, students watch a segment from the PBS film Looking for Lincoln featuring Lincoln quotes and try to identify the origin of each quotation. In the first Learning Activity, students closely examine Lincoln’s use of words in the Gettysburg Address and learn that a short speech can be powerful. In the second Learning Activity, students discuss different reasons for writing letters and review some of Abraham Lincoln’s letters. In the Culminating Activity, students write their own speeches or letters and then present them to the class.

In this lesson, students will watch a video about Dr. King that emphasizes his commitment to nonviolence. They will then examine and analyze a 1956 flyer and a 1966 photograph that illustrate King’s approach to maintaining nonviolence. The lesson culminates with a comparison to other leaders who have been consistently nonviolent in spite of great personal risk.

The National Underground Railroad Freedom Center (NURFC) is a beacon of hope that sits in downtown Cincinnati just a few steps from the banks of the Ohio River, the great natural barrier that separated the slave states of the South from the free states of the North. Since opening in 2004, the NURFC has filled a substantial void in our nation’s cultural heritage. Rooted in the stories of the Underground Railroad, the NURFC illuminates the true meaning of inclusive freedom by presenting permanent and special exhibits that inspire, public programming that provoke dialogue and action, and educational resources that equip modern abolitionists. It's vision is to be the preeminent cultural learning center for inclusive freedom — locally, nationally and globally.

A collection of educational media resources that features the stories of people who have shaped Wisconsin's history. Stories span a range of eras, areas of impact, and identities of individuals featured. Themes in the collection focus on community builders, innovators of industry, justice seekers, land protectors and leaders in government.

With each story you'll find:
- A short animated video (3-8 minutes)
- Questions to spark reflection, connection, and conversation
- A short digital biography book (accessible as a Google slide deck) with per-page audio, glossary terms, images, and maps
- A historical image gallery
- An educator guide with extension activity ideas and standards supported