When the delegates to the Philadelphia Convention convened in May of 1787 to recommend amendments to the Articles of Confederation, one of the first issues they addressed was the plan for representation in Congress. This lesson will focus on the various plans for representation debated during the Constitutional Convention of 1787.
Students practice strategies of "close reading" in order to understand Edith Wharton's gripping tragedy about an unhappy marriage set against the stark backdrop of rural New England.
Oral History Interviews that bring students together with veterans help to foster empathy and make history come alive. This lessons offers a step-by-step guide to doing an oral history project with Vietnam War Veterans.
George Washington became President—reluctantly—at a critical time in the history of the United States. The Confederation had threatened to unravel; the weak central government (which included a weak executive with the sole responsibility of presiding over meetings of Congress and no special power to initiate laws beyond that of any member of Congress, enforce laws, or check acts of Congress) created by the Articles of Confederation had failed.
In this lesson, students learn how Progressive reformers in government used the public outrage over Upton Sinclair’s book The Jungle as a catalyst for legislation. The story of how two progressives, Theodore Roosevelt and Harvey W. Wiley, worked together within the federal government is not as well-known as the role played by Sinclair’s The Jungle, but it provides the needed historical and political context for the passage of both the Meat Inspection Act and the Pure Food and Drug Act in June 1906 which are considered the high point of Progressive era legislation.
In this lesson, students read primary source newspapers from Chronicling America. They read the articles independently, guided by a series of questions to be answered.
This lesson plan attempts to dissolve the artificial boundary between domestic and international affairs in the postwar period to show students how we choose to discuss history.
In this lesson students synthesize the information gathered in the earlier intelligent briefings and in the written intelligence in order to build a relationship with one other team of student diplomats
