This primary source is the speech given by Francis Willard, President of the World's Women's Temperance Union, at the organization's 20th annual convention. In it, she details women's roles in the Temperance Movement and how the Temperance Movement intersected with other social movements.

We needed an Act of Congress to enforce the Fifteenth Amendment. Is it still doing its job?

It came after decades of discrimination, violence and disenfranchisement -- President Lyndon B. Johnson signed the Voting Rights Act in 1965, "an Act to enforce the fifteenth amendment to the Constitution of the United States." That Act worked. In the decades since, though, states and the Supreme Court have changed what that Act means and can do.

Our guides to this sweeping legislation are Sonni Waknin of the UCLA Voting Rights Project and Gary May, author of Bending Towards Justice: The Voting Rights Act and the Transformation of American Democracy.

In this lesson, students interrogate their own assumptions about Abraham Lincoln in order to arrive at a deeper understanding of who Lincoln was. They investigate primary source documents in order to analyze the elements of Lincoln's life that have become legend and those that have been forgotten by history.

Teaching with Historic Places (TwHP) uses historic places in National Parks and in the National Park Service's National Register of Historic Places to enliven history, social studies, geography, civics, and other subjects. TwHP has created a variety of products and activities that help teachers bring historic places into the classroom.

Here you’ll find place-based educational resources relating to African American history and culture; including lesson plans and "Curiosity Kits" that are a series of articles that students can read individually or in a small group, in order to spark historical thinking.

We take a closer look at four well-worn stories: that of Christopher Columbus, Pocahontas, the Pilgrims and Puritans and the Founding Fathers and ask what is actually true. They're our foundational origin myths, but why? And since when? Author Heike Paul, author of The Myths That Made America, is our guide.

There are three American myths that define "Americanness." The frontier, the melting pot and the "self-made man." They're concepts that define how we are to think about transformation, progress and possibility in America. They also rarely hold up. Heike Paul, author of The Myths That Made America, is our guide to the stories we tell about how it is in this country (even when it isn't.)

America's Black Holocaust Museum's website is a virtual museum where one can:
Discover seldom-told stories in our Online History Galleries.
Plan your in-person visit to our On-Site museum's galleries.
Find out what the only publicly-known survivor of a US lynching did with the rest of his long life.
Learn about present and past challenges facing the African American community in our Breaking News blog.

ABHM is a one-of-a-kind historical and memorial museum about the Black Holocaust in America.

The Andrew Jackson Papers collection documents Jackson's life in its several phases, including Jackson's military career in the War of 1812, the Creek War, and Florida; his transactions as a land-holder and Tennessee businessman; his personal and family life, including correspondence with his wife, Rachel Jackson, and other family members and wards associated with the Hermitage; and his controversies with associates and strangers, which sometimes came to confrontation. Prominent is documentation related to his complex two-term presidency, during which the nation debated issues of nullification, tariff rates, banking procedures, Indian policy, public improvements, and the relative power and sovereignty of the individual states in the Union in relation to the federal government. The collection also contains information on military orders and court martial proceedings, diplomatic and Indian treaty negotiations, and the experiences and/or opinions of those Jackson led in battle, collaborated with or opposed in politics, or trusted as cabinet members, allies and friends.

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

During the winter of 1869, the velocipede—the forerunner of today’s modern bicycle—first arrived in Wisconsin as a form of indoor entertainment for middle to upper class residents. This exhibit details the history of bicycles and bicyclists, and the related social issues raised, in Wisconsin.

"In Appleton, Wisconsin, the first sight of a woman wearing a bloomer suit on city streets created tremendous controversy, because the clothing questioned socially constructed gender roles."

Many historians have posed the question: "Was World War II a watershed event in the African-American Civil Rights Movement?" During the war, the "Double V" campaign of the black press called for victory over fascism abroad and racism at home. In this lesson, students will investigate primary-source materials to develop an understanding of the experience of African Americans in the war overseas and on the home front. In doing so, they will consider whether the contradictory gains made in the areas of civil rights, housing, work, and military service represented a break with the past or a continuation of the status quo.
Students will examine the experience of African Americans during World War II by analyzing primary sources and formulating historical questions.
Students will evaluate if the African American experience during World War II represents continuity or change by writing letters to the editor.

This lesson introduces students to the complexity of history by focusing on the diverse activities of Black women in the nineteenth century. Historians have traditionally ignored free black women during this period, and furthermore oversimplified the lives of slave women. Using a variety of sources and documents, students will learn that many Black women, whether born slaves, free, or freed in later life, resisted the system that oppressed them, earned degrees, and became politically active before, during, and after the Civil War.
Students will learn how to read and interpret various primary and secondary sources and how to use them to draw conclusions about the issues that the authors faced during the nineteenth century.
Students will read historical narratives imaginatively and in their proper context.
Students will view evidence of historical perspectives and draw upon visual and literary sources while studying the lives of nineteenth-century black feminists, the issues they faced, and their methods for solving them.

Click! In the 1970s that word signaled the moment when a woman awakened to the powerful ideas of contemporary feminism. Today “click” usually refers to a computer keystroke that connects women (and men) to powerful ideas on the Internet. Click! aims to bridge the gap between those two clicks by offering an exhibit that highlights the achievements of women from the 1940s to the present. This exhibit explores the power and complexity of gender consciousness in modern American life.
Students will be able to explore, research, and analyze various topics such as women in politics, the Civil Rights Movement, the Feminist Movement, Body and Health, and Workplace and Family.
Educators will have the ability to retrieve lesson plans on various topics such as free lesson plans to give teachers content materials and activities that will allow them to integrate the history of the modern women’s movement into their curriculum and help students engage with important historical questions about the struggles that have made the United States more equal and democratic. Each lesson plan focuses on a historical topic that engages with the concerns of students: politics and social movements; body and health; and workplace and family. These topics are investigated through the histories of individual women, their organizations, and their struggles for greater rights and social justice. Their stories are situated within larger histories to help students connect the modern women’s movement to other changes in post-World War Two America.

Four Presidents called Illinois home – Abraham Lincoln, Ulysses S. Grant, Ronald Reagan, and Barack Obama. Each presided over the country at a unique time in U.S. history, and this can be seen in the messages they communicated to the nation in their inaugural addresses. All four were reelected to a second term in office. Analysis of each president’s 1st and 2nd inaugural addresses provides an opportunity to compare and contrast the priorities, goals and intentions he outlined, as well as how the nation may have been changing at that time.

Genocide is one of the tragic repeating features of history. It elicits feelings of horror and revulsion throughout the world. Yet both the international community and the United States have struggled to respond to this recurring problem. Confronting Genocide: Never Again? allows students to wrestle with the reasons why local actors, the international community, and the United States responded as they have to various cases of genocide over the past century. The unit is divided into two parts. Each part includes:

Student readings
Accompanying study guides, graphic organizers, and key terms
Lessons aligned with the readings that develop analytical skills and can be completed in one or more periods
Videos that feature leading experts

This unit also includes an Options Role Play as the key lesson and additional synthesis lessons that allow students to synthesize new knowledge for assessment. You do not need to use the entire unit; feel free to select what suits your classroom needs.

When our Constitution was written, it was silent on women. Excluded from most of the rights and privileges of citizenship, women operated in limited and rigid roles while enslaved women were excluded from all. Yet women have actively participated as citizens—organizing, marching, petitioning—since the founding of our country. Sometimes quietly, and sometimes with a roar, women’s roles have been redefined.

Use this page to find primary sources and document-based teaching activities related to women's rights and changing roles in American history. Many of the documents, photographs, and other sources are also featured in the exhibits Rightfully Hers: American Women and the Vote, at the National Archives Museum in Washington, DC, and One-Half of the People: Advancing Equality for Women, traveling the Country.

"Hidden Voices" explores the lives of enslaved women in the South Carolina and Georgia Lowcountry and the wider US South, focusing on the early 1800s through the antebellum era, to emancipation in the 1860s. This exhibit draws on sometimes rare written testimonies and images both by and about enslaved women to highlight their often-overlooked everyday histories and perspectives. It explores varieties in women’s forced labor, whether working for enslavers or their families. It examines women’s community lives and life cycles. The specific violence women experienced is also covered here, as well as their resistance and cultural traditions in both urban and rural settings. It concludes by addressing changes and continuities in women’s lives in the Civil War through emancipation’s aftermath.
This exhibit explores enslaved women’s culture and labor in the Lowcountry and beyond, marking both continuities among all enslaved women and distinctive experiences that emerged from their lives in this particular region of the United States. It also considers the ways in which women experienced slavery differently from men because of their gender. From the plantation to urban spaces, bonded women’s labor, family relationships, violence, resistance, and culture were distinctive. Understanding these women’s roles and experiences provides a more complete picture of American slavery, and it illuminates the specific labor and cultural contributions of Lowcountry women during and after slavery.

"This lesson plan focuses on the genocide in Rwanda that occurred in 1994 when the Hutu government targeted the Tutsi population and Hutu moderates who were against the government. Students will complete a document-based question activity in small groups. Collaboratively, they will read two primary source documents while answering corresponding questions. Following this activity, the teacher will assess their learning with a check for understanding. Once completed with the assessment, the students will continue with the document-based question activity by analyzing the two remaining primary source documents which also correspond with several questions. After students have finished the analysis activity, they will participate in a synthesis discussion. This will give students an opportunity to explain misunderstandings and share thoughts pertaining to the topic of the lesson. Further, the students will be able to explain their reasoning to invoke discussion and all responses must be supported by content, evidence from the primary source documents, and prior knowledge from the Origins article. After the class discussion, the students will work individually to write a thesis statement based on the material learned from the sources. The Exit Ticket for this lesson allows students to submit their Graphic Organizers to the teacher."

History IT's mission is to digitize significant sources from US history. Among the items digitized are the diaries of Francis Willard. These journals are searchable using terms such as women's rights, suffrage, temperance, education, and many more.