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Classroom Resources

Abraham Lincoln Highlights

The Gilder Lehrman Institute of American History, founded in 1994 promotes the knowledge and understanding of American history through educational programs and resources. Drawing on the 80,000 documents in the Gilder Lehrman Collection and an extensive network of eminent historians, the Institute provides teachers, students, and the general public with direct access to unique primary source materials. The Gilder Lehrman Institute of American History and the HISTORY® Channel invite you to watch Abraham Lincoln , then explore Lincoln’s world through primary sources. The items...
Classroom Resources

Breaking from Great Britain, 1776

World History

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

Sid Lapidus Collection: Liberty and the American Revolution By 1776, Thomas Paine had become the most influential writer defending the break from Great Britain. Born in England, Paine arrived in the colonies in 1774, at age 34. His pamphlet Common Sense was published January 1776 and sold more than 150,000 copies. Paine summarized the case for separating from Great Britain, attacking hereditary privilege, and his direct argument and plain language resonated with ordinary people. This excerpt from Paine’s The American Crisis is the first of a series of articles printed in the...
Classroom Resources

Cultural Encounters: Teaching Exploration and Encounter to Students

Science, Technology, Engineering and Math, World History

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

Some 40,000 years from now, give or take a few millennia, someone, somewhere in the universe may find and listen to the Golden Record, NASA’s attempt to describe Earth and its peoples to anyone out there who might be interested. There are actually two copies of the Golden Record, each on its own spacecraft, Voyager 1 and Voyager 2 , which were launched out into the cosmos in 1977, one year after the Bicentennial of the United States and almost five centuries after the first sustained encounters between the peoples of the Americas and the peoples of Europe. It is interesting...
Classroom Resources

Differences between Federalists and Antifederalists

Economics, Government and Civics

9, 10, 11, 12

The differences between the Federalists and the Antifederalists are vast and at times complex. Federalists’ beliefs could be better described as nationalist. The Federalists were instrumental in 1787 in shaping the new US Constitution, which strengthened the national government at the expense, according to the Antifederalists, of the states and the people. The Antifederalists opposed the ratification of the US Constitution, but they never organized efficiently across all thirteen states, and so had to fight the ratification at every state convention. Their great success was in...
Classroom Resources

Guided Readings: African Americans after Slavery

Government and Civics

9, 10, 11, 12

Reading 1 All freedmen . . . over the age of eighteen years, found on the second Monday in January, 1866, or thereafter, with no lawful employment or business, or found unlawfully assembling themselves together, either in the day or night time, and all white persons so assembling with freedmen . . . shall be deemed vagrants, and on conviction thereof shall be fined in the sum of not exceeding in the crease of a freedman . . . fifty dollars, and a white man two hundred dollars, and imprisoned at the discretion of the court. . . . And in case of any freedman . . . shall fail for...
Classroom Resources

Guided Readings: American Foreign Policy in the 1970s

Government and Civics, World History

9, 10, 11, 12

Reading 1 Why are we in South Vietnam? We are there because we have a promise to keep. Since 1954 every American President has offered support to the people of South Vietnam. . . . We have made a national pledge to help South Vietnam defend its independence. And I intend to keep our promise. . . . We are also there to strengthen world order. Around the globe, from Berlin to Thailand, are people whose well-being rests, in part, on the belief that they can count on us if they are attacked. To leave Vietnam to its fate would shake the confidence of all these people in the value of...
Classroom Resources

Guided Readings: Antebellum Social Reform

Government and Civics

9, 10, 11, 12

Reading 1: “The elementary schools throughout the state are irresponsible institutions, established by individuals, from mere motives of private speculation or gain, who are sometimes destitute of character, and frequently, of the requisite attainments and abilities. From the circumstance of the schools being the absolute property of individuals, no supervision or effectual control can be exercised over them; hence, ignorance, inattention, and even immorality prevail to a lamentable extent among their teachers.” “Report of the Joint Committees of the City and County of...
Classroom Resources

Guided Readings: Anti-Communism at Home

Economics, Government and Civics, World History

9, 10, 11, 12

Reading 1 Sec. 2: (a) It shall be unlawful for any person— (1) to knowingly or willfully advocate, abet, advise, or teach the duty, necessity, desirability, or propriety of overthrowing or destroying any government in the United States by force or violence, or by the assassination of any officer of such government; (2) with the intent to cause the overthrow or destruction of any government in the United States, to print, publish, edit, issue, circulate, sell, distribute, or publicly display any written or printed matter advocating, advising, or teaching the duty, necessity,...
Classroom Resources

Guided Readings: Conflict over Ratifying the Constitution

Government and Civics

9, 10, 11, 12

View these Guided Readings as a printable PDF.
Classroom Resources

Guided Readings: Federalists and Jeffersonians

Economics, Government and Civics, World History

Reading 1 Those who labor in the earth are the chosen people of God, if ever he had a chosen people, whose breasts He has made His peculiar deposit for substantial and genuine virtue. —Thomas Jefferson, Notes on the State of Virginia , 1787 Reading 2 While we have land to labour then, let us never wish to see our citizens occupied at a workbench, or twirling a distaff . Carpenters, masons, smiths, are wanting in husbandry: but, for the general operations of manufacture, let our workshops remain in Europe. . . The mobs of great cities add just so much to the support of pure...

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