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Classroom Resources

Historical Context: Mexican Americans and the Great Depression

Economics

9, 10, 11, 12, 13+

In February 1930 in San Antonio, Texas, 5000 Mexicans and Mexican Americans gathered at the city’s railroad station to depart the United States for settlement in Mexico. In August, a special train carried another 2000 to central Mexico. Most Americans are familiar with the forced relocation in 1942 of 112,000 Japanese Americans from the West Coast to internment camps. Far fewer are aware that during the Great Depression, the Federal Bureau of Immigration (after 1933, the Immigration and Naturalization Service) and local authorities rounded up Mexican immigrants and naturalized...
Classroom Resources

Study Aid: Reconstruction Amendments

Government and Civics

9, 10, 11, 12

Thirteenth Amendment Prohibited slavery in the United States Fourteenth Amendment Defined national citizenship Reduced state representation in Congress proportional to number of disfranchised voters Denied former Confederates the right to hold public office Fifteenth Amendment Prohibited denial of vote on grounds of race, color, or previous servitude White Democrats Regain Control of Southern Legislatures 1869 Virginia 1870 North Carolina 1871 Georgia 1873 Texas 1874 Alabama Arkansas 1875 Mississippi 1877 Florida Louisiana South Carolina
Classroom Resources

Guided Readings: Imperialism and the Spanish-American War

Economics, Government and Civics, Religion and Philosophy

9, 10, 11, 12

Reading 1 Up to our own day American history has been in a large degree the history of the colonization of the Great West. . . . The frontier is the line of most rapid and effective Americanization. . . . The frontier promoted the formation of a composite nationality for the American people. . . . The legislation which most developed the powers of the national government, and played the largest part in its activity, was conditioned on the frontier. . . . The pioneer needed the goods of the coast, and so the grand series of internal improvement and railroad legislation began,...
Classroom Resources

Infographic: The Vietnam War: Military Statistics

Government and Civics, World History

9, 10, 11, 12

View this infographic as a downloadable PDF.
Classroom Resources

Guided Readings: Slavery and Abolition

World History

5, 6, 7, 8, 9, 10, 11, 12, 13+

Sid Lapidus Collection: Liberty and the American Revolution Introduction The campaign to end slavery was a prolonged struggle. In England and in America in the eighteenth century, some authors such as Daniel Defoe and Samuel Johnson in England depicted slavery as ugly and immoral. In the 1750s, Quaker groups in the colonies began taking public positions against slavery, yet they remained a minority as few colonists spoke out against slavery on religious grounds. In 1776 most White Americans either accepted slavery or actually enslaved people, while others participated in the...
Classroom Resources

Guided Readings: Sectional Conflict

Economics, Government and Civics

9, 10, 11, 12

Reading 1 I do not . . . hesitate to avow before this House and the country, and in the presence of the living God, that if by your legislation you seek to drive us from the territories of California and New Mexico, purchased by the common blood and treasure of the whole people, and to abolish slavery in this District, thereby attempting to fix a national degradation upon half the States of this Confederacy, I am for disunion . —Representative Robert Toombs of Georgia, December 13, 1849, Congressional Globe , 31st Cong., 1st Sess. 28 (1849) Reading 2 With the ever watchful eye...
Classroom Resources

Guided Readings: Secession and the Civil War

Economics, Government and Civics

9, 10, 11, 12

Reading 1 The leaders and oracles of the most powerful party in the United States have denounced us as tyrants and unprincipled heathens through the whole civilized world. They have preached it from their pulpits. They have declared it in the halls of Congress and in their newspapers. In their school-houses they have taught their children (who are to rule this Government in the next generation) to look upon the slaveholder as the especial disciple of the devil himself. . . . They have established Abolition Societies among them for the purpose of raising funds—if other states...
Classroom Resources

Guided Readings: The Rise of the City

Economics, Government and Civics, Religion and Philosophy

9, 10, 11, 12

Reading 1 To-day, what is a tenement? . . . When last arraigned before the bar of public justice: “It is generally a brick building from four to six stories high on the street, frequently with a store on the first floor which, when used for the sale of liquor, has a side opening for the benefit of the inmates and to evade the Sunday law; four families occupy each floor, and a set of rooms consists of one or two dark closets, used as bedrooms, with a living room twelve feet by ten. The staircase is too often a dark well in the centre of the house, and no direct through...
Classroom Resources

Guided Readings: Reconstruction

Government and Civics

Reading 1 We hold it to be the duty of the government to inflict condign punishment on the rebel belligerents, and so weaken their hands that they can never again endanger the Union; and so reform their municipal institutions as to make them republican in spirit as well as in name. . . . We propose to confiscate all the estate of every rebel belligerent whose estate was worth $l0,000, or whose land exceeded two hundred acres in quantity. . . . By thus forfeiting the estates of the leading rebels, the government would have 394,000,000 of acres. . . . Give, if you please, forty...
Classroom Resources

Guided Readings: Indian Policy

Geography, Government and Civics, Religion and Philosophy

9, 10, 11, 12

Reading 1 One [infantry] battalion...left Fort Lyon [Colorado] on the night of the 28th of November, 1864; about daybreak on the morning of the 29th of November we came in sight of the camp of friendly [Cheyenne and Arapaho] Indians...and were ordered by Colonel [J.M.] Chivington to attack the same, which was accordingly done....Going over the battle ground the next day I did not see a body of man, woman, or child but was scalped, and in many instances their bodies were mutilated in the most horrible manner--men, women, and children's privates cut out etc.; I heard one man say...

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