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.

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.

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

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.

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.

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.

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.

This packet provides an explanation of Ireland’s Great Hunger and provides ideas for primary source materials to use to describe the event A variety of discussion questions, writing activities, and other activities are provided that allow students to explore the facts and how different Irish artists used art and other media forms to depict the effects of the famine.

Anthony’s speech helps students understand the Constitution as a living document. She uses a variety of techniques of legal reasoning and interpretation to challenge other, exclusionary uses of the document. She bases an argument for change on an interpretation of a founding document.
Reconstruction is a challenging era for students to understand. Anthony’s speech captures the complexities of the Reconstruction Amendments and how they opened new avenues for disenfranchised groups to assert their rights. It also explores the interrelationship of the women’s suffragists with other movements. Anthony highlights the cultural, social, and political aspects of women’s struggle for equal rights. The speech does not simply assert women’s right to vote, but also more broadly addresses the subordinate position of women within the home and in other areas of public policy.

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.

"One of the most important legacies of the Holocaust is an idea, a promise most often expressed with the phrase “never again.” For decades, Holocaust survivor Elie Wiesel urged his readers and listeners to see the Holocaust not just as a historical event but as a call to conscience for people everywhere. He linked world leaders’ failures to stop Nazi crimes in the 1930s and 1940s with the problem of indifference in the twenty-first century. With the film Schindler’s List, director Steven Spielberg also sought to appeal to the consciences of his viewers. 'When the film initially came out, it made one of the most incomprehensible acts of humankind accessible,' Spielberg said in an interview with Entertainment Weekly. 'It didn’t make it understandable, but reachable to audiences to be able explore it, to be moved in such a way to want to stand against all hatred, and know it is real and what can shockingly happen in the 20th and now the 21st centuries if we are not vigilant.'”

How vigilant is society against hatred, violence, and genocide today, 25 years after the film’s release? We live in a world roiled by deep currents of hatred and dehumanization, one still plagued by mass violence and genocide. In previous lessons, students analyzed the central themes of Schindler’s List. In this lesson, students will learn about an ongoing genocide of the Rohingya, a Muslim minority in Myanmar, and consider what their study of Schindler’s List and the Holocaust can teach about their responsibilities in the world today."

Enhance your classroom experience on Dr. Martin Luther King Jr Day with these teacher-tested lessons from the nationally recognized We the People: The Citizen & the Constitution curriculum. These materials will help inform your students about the national struggle for civil rights and equal protection under the law.

This resource offers a selection of primary sources related to Mildred Fish Harnack. These sources include: photos, admission papers, letters of recommendation, a poem written by Harnack, and an article related to outstanding UW Alumni. Mildred Fish Harnack's life before leaving for Germany comes to life through these sources.

The story of Mildred Fish Harnack holds many lessons including the power of education and the importance of doing what is right despite great peril. ‘The Story of a Wisconsin Woman’s Resistance’ is one we should regard in developing a sense of purpose; there is strength in the knowledge that one individual can make a difference by standing up and taking action in the face of adversity. This exhibit will explore the life and work of Mildred Fish Harnack and the Red Orchestra.The exhibit will allow you to explore Mildred Fish Harnack from an artistic, historic, and literary standpoint and will provide your students with a different perspective of this time period. The achievements of those who were in the Red Orchestra resistance organization during World War II have been largely unrecognized; this is an opportunity to celebrate their heroic
action. Through Mildred, we are able to examine life within Germany under the Nazi regime and gain a better understanding of why someone would risk her life to stand up to injustice.
This guide, intended for teachers of grades 7 – 12, includes classroom and museum activities and worksheets for use with
Mildred Fish Harnack: The Story of a Wisconsin Women’s Resistance, on display at the Jewish Museum Milwaukee
from August 7, 2011, through November 28, 2011.

Overview / Description: This unit will examine the participation of Native Americans in World War II and their impact on the overall war effort. It will also look at the Native American perspective on the war and their participation. Guiding Questions: Why did Native Americans participate in WWII?What roles did Native Americans play in WWII?  How many Native Americans participated in WWII and what impact did they have on the overall war effort? In what ways did Native American participation in WWII connect to and/or change their cultural identity? What are some of the perspectives related to Native American participation in WWII? Learning goals/objectives:   Analyze primary and secondary sources related to the topic of Native American participation in World War II. Using information gathered, construct an argument about the presence of Native Americans in World War II. 

Overview / Description: This unit will examine the experience of Native Americans during the Great Depression in the United States. It will integrate comparisons with the experiences of other minority groups as well as exposing students to primary source documents related to the government policies which were adopted toward Native Americans during the time. Guiding Questions: What were the US government’s policies toward Native Americans leading up to the Great Depression? Were they fair? What was FDR’s response to the struggles of Native Americans during the Great Depression? What was the Native American experience like during the Great Depression and how did it compare to other minority groups? Learning goals/objectives:    Analyze primary and secondary sources related to the experience of Native Americans during the Great Depression. Summarize the experiences of Native Americans during the Great Depression. 

Follow individual trajectories of America’s diverse community of veterans as they join the military, experience deployments, and then return and adjust to civilian life. Analyze oral histories that describe the camaraderie of the veteran community, the struggles of engaging in combat, and the experiences—positive and negative—of returning to civilian life. Use their personal stories to engage in a discussion of how American veterans are treated by civilians during their service and on returning home from various conflicts.

Use the following NewsHour Classroom resources to examine King’s impact on civil rights and his ongoing legacy. Lessons include a deep dive anayisis of the “I have a dream” speech and the impact of Dr, King’s work on current evens

Cartoons in Sunday comic strips make us laugh. Political cartoons in the front section of the newspaper challenge us to think.

Because political cartoons present a particular point of view or story through symbolism and caricature, they are a particularly effective method for teaching history.

By interpreting political cartoons, students are encouraged to discover different points of view on the same historical event.

The three political cartoons in this section focus on Robert M. La Follette; they offer an additional opportunity to explore the progressive era in Wisconsin. Suggested activities, brief histories of each cartoon, a one-page biography of La Follette, and an introduction to cartoon analysis are also included.