The curated resources linked below are an initial sample of the resources coming from a collaborative and rigorous review process with the EAD Content Curation Task Force.
Congress is made up of a group of people who work together to improve the quality of lives of citizens throughout the nation. Long ago Congress decided that it was important to pass labor laws to protect children. Why did they think that child labor was a problem? We will explore this question by investigating a series of photographs of children working in fish factories long ago.
Students explore the experiences of Mexican-American farmworkers in the United States and learn about how they – especially through the leadership of Dolores Huerta and the United Farm Workers – worked with others for improvements in pay and working conditions, as well as respect for their civil rights. Students analyze primary sources and then complete a writing assignment to reflect on working with others to help solve a problem.
Over the course of three lessons the students will examine primary source documents—including broadsides, letters, legal documents, and speeches—related to the period of Reconstruction following the Civil War. They will first learn to identify the explicit messages in these materials and then draw logical inferences about the implicit messages. They will demonstrate their understanding by writing succinct summaries, answering critical thinking questions, and taking part in a mock press conference.
The Gilder Lehrman Institute of American History
On February 1, 1960, four African American college students challenged racial segregation by sitting down at a “whites only” counter lunch counter in Greensboro, N.C. Politely asking for service, their request was refused. When asked to leave, they remained in their seats. Their sit-in inspired others to engage in nonviolent protests, which drew attention to the inequalities in civil rights at the time. This suite of resources provides strategies to explore this history, the Civil Rights Movement and the power of nonviolent protest.
Smithsonian National Museum of American History
The following lesson plan and resources are designed to cover part of the 5th grade content standards for the New Deal. It addresses the successes and failures of the Tennessee Valley Authority. This lesson plan does not address the causes and impact of the Great Depression, which will need to be covered prior to this lesson. It also does not cover all the New Deal policies, which will also need to be covered either before or after this lesson.
Tennessee State Library and Archives
Trace the roots of the suffragist movement with the 19th Amendment module.
National Constitution Center
Over the course of five lessons students will closely read and analyze Abraham Lincoln’s Gettysburg Address. They will select key words from the text, write succinct summaries of selections from the text, restate these summaries in their own words, and ultimately write a short persuasive essay in response to a thought-provoking prompt based on the document.