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Civil Rights Toolkit
Grades 6–12:
Resource Collection
Source: Ashbrook/TeachingAmericanHistory
Civil Rights Toolkit
Grades 6–12: Resource Collection
The African-American Civil Rights movement is typically seen as having taken place mostly in the 1950s and 60s, when a confluence of social and economic factors enabled political change. The movement, however, has much deeper roots, and thus our toolkit starts in the 19th Century, some two generations before leaders like King, Parks, and others were born. Viewing the Civil Rights movement as a generational one provides a broader perspective on the ideas and people at the foundation of this work to achieve “a more perfect union” for all Americans.
Learning Objective:Students will be able to understand the foundations of the Civil Rights movement from the 19th century.
Related Skills: Analyzing Texts, Images, or Videos, Historical Thinking Skills, Building Evidentiary Claims, Engaging in Difficult Conversations
The Ashbrook Center seeks to restore and strengthen the capacities of the American people for constitutional self-government. Ashbrook creates informed patriots by teaching students and teachers across the nation what America is and what it represents in the long history of the world.
Students use primary sources focused on baseball to explore the American experience regarding race and ethnicity.
Learning Objectives:Students will analyze historical images and create an original argument using primary sources.Students will pose historical questions after analyzing and reflecting on primary sources and employ search strategies to obtain primary historical data from targeted collections of sources.Students will place the developments of race and ethnicity in America in historical context.
Related Skills: Analyzing Texts, Images, or Videos, Media Literacy, Historical Thinking Skills, Understanding Diverse Perspectives
The Library of Congress is the largest library in the world serving as the main research arm of the U.S. Congress and the home of the U.S. Copyright Office. preserves and provides access to a rich, diverse and enduring source of knowledge to inform, inspire and engage the public in intellectual and creative endeavors.
Immigrant Stories: Why we came and what we brought with us
Grades K–5:
Lesson Plan
Source: Emerging America - Collaborative for Educational Services
Immigrant Stories: Why we came and what we brought with us
Grades K–5: Lesson Plan
In this lesson on the experiences and contributions of immigrants to the United States, elementary students explore the reasons why people volutarily or were forced to move to a new country, both earlier in history and recently. Using primary sources spanning 100 years, students generate questions and look for answers. Students will also interview adults in their lives or at school about their own immigration stories.
Learning Objectives:Students will know and be able to discuss why their own family members (or another real or fictional family) came to the U.S. and what they brought with them, compared to another family or group.Students will be able to present their immigrant research to other students.Students will be able to present their immigrant research to adults, including adults who make decisions that influence their community (school principal, other leader).
Related Skills: Analyzing Texts, Images, or Videos, Historical Thinking Skills, Building Evidentiary Claims, Engaging in Difficult Conversations, Understanding Diverse Perspectives, Growing Student Agency, Taking Informed Action, Teaching Strategy
Modifications in this lesson: English Language Learners
Aligned to State Standards: Massachusetts
Note: State alignment defined by submitter and should always be checked.
Emerging America - Collaborative for Educational Services
Emerging America supports K-12 history educators and students – especially struggling learners – to develop skills of inquiry, exploration and interpretation of the past through primary sources. It provides professional development, projects, and online teaching resources.
In this lesson, students begin by learning about the specific rights and freedoms protected by the Bill of Rights. In order to understand the ten amendments clearly, they work in small groups to act out different amendments through role playing.
Learning Objectives:Identify and understand the ten amendments that comprise the Bill of RightsMake connections between real-life scenarios and the Bill of Rights.Role play scenarios that depict the Bill of Rights
Related Skills: Historical Thinking Skills, Building Evidentiary Claims, Growing Student Agency, Taking Informed Action
The National Constitution Center in Philadelphia brings together people of all ages and perspectives to learn about, debate, and celebrate the the U.S. Constitution. It disseminate information about the United States Constitution on a nonpartisan basis in order to increase awareness and understanding of the Constitution among the American people.
Source: The United States Capitol Historical Society
"We the People" Constitution Hub
Grades 3–12: Resource Collection
The "We the People" Constitution Hub is a public digital collection of curated Civics resources. Educators have access to different lesson plans, many of which you can download in different formats or edit to fit your standards or objectives. As you explore the “We the People” Hub, you will find resources to help you gain a deeper knowledge of your civic rights and responsibilities, as well as the history and practical implementation of the U.S. Constitution. From videos and interactive timelines, to quizzes, assessments and classroom discussion exercises, “We the People” offers enriching activities for every learning style. You can also share and use lessons, and collaborate with fellow educators from across the country!
Related Skills: Analyzing Texts, Images, or Videos, Media Literacy
The United States Capitol Historical Society (USCHS) was founded in 1962 by U.S. Representative Fred Schwengel. It is chartered by Congress, in part, “to undertake research into the history of the Congress and the Capitol and to promote the discussion, publication, and dissemination of the results of such studies.” The Society continues exploring and instituting new and creative ways to bring the fascinating story of the Capitol, its institutions, and our national history to people around the world. Societal activities include educational tours, civics education, scholarly symposia, enhancement and preservation of the Capitol’s collection of art and artifacts, sponsorship of research on the public careers of those who have served in the Capitol, and assistance to Congressional and other Capitol offices. The USCHS is a nonpartisan, nonprofit, tax-exempt, educational 501(c)3 organization.
Source: C-SPAN Television Networks/C-SPAN Classroom
The Constitutional Convention
Grades 6–8: Lesson Plan/Multimedia/Video
On May 25, 1787, framers of the Constitution gathered in Philadelphia, PA to deliberate ideas about establishing a system of government for our new country. In this lesson, students will examine some of the founding principles that emerged from this meeting as well as hear about some of the people who participated.
Learning Objective:Students will be able to describe the role that compromise played in the creation of the Constitution.
Related Skills: Analyzing Texts, Images, or Videos, Historical Thinking Skills, Understanding Diverse Perspectives
C-SPAN Classroom is a free membership service for social studies teachers to enhance the teaching of social studies through C-SPAN's primary source programming and websites.
The Library of Congress is the largest library in the world serving as the main research arm of the U.S. Congress and the home of the U.S. Copyright Office. preserves and provides access to a rich, diverse and enduring source of knowledge to inform, inspire and engage the public in intellectual and creative endeavors.
The National Constitution Center in Philadelphia brings together people of all ages and perspectives to learn about, debate, and celebrate the the U.S. Constitution. It disseminate information about the United States Constitution on a nonpartisan basis in order to increase awareness and understanding of the Constitution among the American people.
The National Constitution Center in Philadelphia brings together people of all ages and perspectives to learn about, debate, and celebrate the the U.S. Constitution. It disseminate information about the United States Constitution on a nonpartisan basis in order to increase awareness and understanding of the Constitution among the American people.
The National Constitution Center in Philadelphia brings together people of all ages and perspectives to learn about, debate, and celebrate the the U.S. Constitution. It disseminate information about the United States Constitution on a nonpartisan basis in order to increase awareness and understanding of the Constitution among the American people.
Download the Educating for American Democracy Roadmap and Report Documents
Get the Roadmap and Report to unlock the work of over 300 leading scholars, educators, practitioners, and others who spent thousands of hours preparing this robust framework and guiding principles. The time is now to prioritize history and civics.
Your contact information will not be shared, and only used to send additional updates and materials from Educating for American Democracy, from which you can unsubscribe.
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We the People
This theme explores the idea of “the people” as a political concept–not just a group of people who share a landscape but a group of people who share political ideals and institutions.
This theme explores how social arrangements and conflicts have combined with political institutions to shape American life from the earliest colonial period to the present, investigates which moments of change have most defined the country, and builds understanding of how American political institutions and society changes.
This theme explores the contemporary terrain of civic participation and civic agency, investigating how historical narratives shape current political arguments, how values and information shape policy arguments, and how the American people continues to renew or remake itself in pursuit of fulfillment of the promise of constitutional democracy.
This theme explores the relationship between self-government and civic participation, drawing on the discipline of history to explore how citizens’ active engagement has mattered for American society and on the discipline of civics to explore the principles, values, habits, and skills that support productive engagement in a healthy, resilient constitutional democracy. This theme focuses attention on the overarching goal of engaging young people as civic participants and preparing them to assume that role successfully.
This theme begins from the recognition that American civic experience is tied to a particular place, and explores the history of how the United States has come to develop the physical and geographical shape it has, the complex experiences of harm and benefit which that history has delivered to different portions of the American population, and the civics questions of how political communities form in the first place, become connected to specific places, and develop membership rules. The theme also takes up the question of our contemporary responsibility to the natural world.
This theme explores the place of the U.S. and the American people in a global context, investigating key historical events in international affairs,and building understanding of the principles, values, and laws at stake in debates about America’s role in the world.
The Seven Themes provide the organizational framework for the Roadmap. They map out the knowledge, skills, and dispositions that students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. Importantly, they are neither standards nor curriculum, but rather a starting point for the design of standards, curricula, resources, and lessons.
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Driving questions provide a glimpse into the types of inquiries that teachers can write and develop in support of in-depth civic learning. Think of them as a starting point in your curricular design. Learn more about inquiry-based learning in the Pedagogy Companion.
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Sample guiding questions are designed to foster classroom discussion, and can be starting points for one or multiple lessons. It is important to note that the sample guiding questions provided in the Roadmap are NOT an exhaustive list of questions. There are many other great topics and questions that can be explored.
The Seven Themes provide the organizational framework for the Roadmap. They map out the knowledge, skills, and dispositions that students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. Importantly, they are neither standards nor curriculum, but rather a starting point for the design of standards, curricula, resources, and lessons.
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The Five Design Challenges
America’s constitutional politics are rife with tensions and complexities.Our Design Challenges, which are arranged alongside our Themes, identify and clarify the most significant tensions that writers of standards, curricula, texts, lessons, and assessments will grapple with. In proactively recognizing and acknowledging these challenges, educators will help students better understand the complicated issues that arise in American history and civics.
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Motivating Agency, Sustaining the Republic
How can we help students understand the full context for their roles as civic participants without creating paralysis or a sense of the insignificance of their own agency in relation to the magnitude of our society, the globe, and shared challenges?
How can we help students become engaged citizens who also sustain civil disagreement, civic friendship, and thus American constitutional democracy?
How can we help students pursue civic action that is authentic, responsible, and informed?
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America’s Plural Yet Shared Story
How can we integrate the perspectives of Americans from all different backgrounds when narrating a history of the U.S. and explicating the content of the philosophical foundations of American constitutional democracy?
How can we do so consistently across all historical periods and conceptual content?
How can this more plural and more complete story of our history and foundations also be a common story, the shared inheritance of all Americans?
How do we simultaneously teach the value and the danger of compromise for a free, diverse, and self-governing people?
How do we help students make sense of the paradox that Americans continuously disagree about the ideal shape of self-government but also agree to preserve shared institutions?
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Civic Honesty, Reflective Patriotism
How can we offer an account of U.S. constitutional democracy that is simultaneously honest about the wrongs of the past without falling into cynicism, and appreciative of the founding of the United States without tipping into adulation?
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Balancing the Concrete & the Abstract
How can we support instructors in helping students move between concrete, narrative, and chronological learning and thematic and abstract or conceptual learning?
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Each theme is supported by key concepts that map out the knowledge, skills, and dispositions students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. They are vertically spiraled and developed to apply to K—5 and 6—12. Importantly, they are not standards, but rather offer a vision for the integration of history and civics throughout grades K—12.
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Helping Students Participate
How can I learn to understand my role as a citizen even if I’m not old enough to take part in government? How can I get excited to solve challenges that seem too big to fix?
How can I learn how to work together with people whose opinions are different from my own?
How can I be inspired to want to take civic actions on my own?
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America’s Shared Story
How can I learn about the role of my culture and other cultures in American history?
How can I see that America’s story is shared by all?
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Thinking About Compromise
How can teachers teach the good and bad sides of compromise?
How can I make sense of Americans who believe in one government but disagree about what it should do?
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Honest Patriotism
How can I learn an honest story about America that admits failure and celebrates praise?
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Balancing Time & Theme
How can teachers help me connect historical events over time and themes?
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The Six Pedagogical Principles
EAD teacher draws on six pedagogical principles that are connected sequentially.
Six Core Pedagogical Principles are part of our Pedagogy Companion. The Pedagogical Principles are designed to focus educators’ effort on techniques that best support the learning and development of student agency required of history and civic education.
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This resource aligns with the core pedagogical principle of:
EAD teachers commit to learn about and teach full and multifaceted historical and civic narratives. They appreciate student diversity and assume all students’ capacity for learning complex and rigorous content. EAD teachers focus on inclusion and equity in both content and approach as they spiral instruction across grade bands, increasing complexity and depth about relevant history and contemporary issues.
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This resource aligns with the core pedagogical principle of:
Growth Mindset and Capacity Building
EAD teachers have a growth mindset for themselves and their students, meaning that they engage in continuous self-reflection and cultivate self-knowledge. They learn and adopt content as well as practices that help all learners of diverse backgrounds reach excellence. EAD teachers need continuous and rigorous professional development (PD) and access to professional learning communities (PLCs) that offer peer support and mentoring opportunities, especially about content, pedagogical approaches, and instruction-embedded assessments.
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This resource aligns with the core pedagogical principle of:
Building an EAD-Ready Classroom and School
EAD teachers cultivate and sustain a learning environment by partnering with administrators, students, and families to conduct deep inquiry about the multifaceted stories of American constitutional democracy. They set expectations that all students know they belong and contribute to the classroom community. Students establish ownership and responsibility for their learning through mutual respect and an inclusive culture that enables students to engage courageously in rigorous discussion.
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This resource aligns with the core pedagogical principle of:
Inquiry as the Primary Mode for Learning
EAD teachers not only use the EAD Roadmap inquiry prompts as entry points to teaching full and complex content, but also cultivate students’ capacity to develop their own deep and critical inquiries about American history, civic life, and their identities and communities. They embrace these rigorous inquiries as a way to advance students’ historical and civic knowledge, and to connect that knowledge to themselves and their communities. They also help students cultivate empathy across differences and inquisitiveness to ask difficult questions, which are core to historical understanding and constructive civic participation.
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This resource aligns with the core pedagogical principle of:
Practice of Constitutional Democracy and Student Agency
EAD teachers use their content knowledge and classroom leadership to model our constitutional principle of “We the People” through democratic practices and promoting civic responsibilities, civil rights, and civic friendship in their classrooms. EAD teachers deepen students’ grasp of content and concepts by creating student opportunities to engage with real-world events and problem-solving about issues in their communities by taking informed action to create a more perfect union.
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This resource aligns with the core pedagogical principle of:
Assess, Reflect, and Improve
EAD teachers use assessments as a tool to ensure all students understand civics content and concepts and apply civics skills and agency. Students have the opportunity to reflect on their learning and give feedback to their teachers in higher-order thinking exercises that enhance as well as measure learning. EAD teachers analyze and utilize feedback and assessment for self-reflection and improving instruction.
X
This resource aligns with the core pedagogical principle of:
EAD teachers commit to learn about and teach full and multifaceted historical and civic narratives. They appreciate student diversity and assume all students’ capacity for learning complex and rigorous content. EAD teachers focus on inclusion and equity in both content and approach as they spiral instruction across grade bands, increasing complexity and depth about relevant history and contemporary issues.
X
This resource aligns with the core pedagogical principle of:
Growth Mindset and Capacity Building
EAD teachers have a growth mindset for themselves and their students, meaning that they engage in continuous self-reflection and cultivate self-knowledge. They learn and adopt content as well as practices that help all learners of diverse backgrounds reach excellence. EAD teachers need continuous and rigorous professional development (PD) and access to professional learning communities (PLCs) that offer peer support and mentoring opportunities, especially about content, pedagogical approaches, and instruction-embedded assessments.
X
This resource aligns with the core pedagogical principle of:
Building an EAD-Ready Classroom and School
EAD teachers cultivate and sustain a learning environment by partnering with administrators, students, and families to conduct deep inquiry about the multifaceted stories of American constitutional democracy. They set expectations that all students know they belong and contribute to the classroom community. Students establish ownership and responsibility for their learning through mutual respect and an inclusive culture that enables students to engage courageously in rigorous discussion.
X
This resource aligns with the core pedagogical principle of:
Inquiry as the Primary Mode for Learning
EAD teachers not only use the EAD Roadmap inquiry prompts as entry points to teaching full and complex content, but also cultivate students’ capacity to develop their own deep and critical inquiries about American history, civic life, and their identities and communities. They embrace these rigorous inquiries as a way to advance students’ historical and civic knowledge, and to connect that knowledge to themselves and their communities. They also help students cultivate empathy across differences and inquisitiveness to ask difficult questions, which are core to historical understanding and constructive civic participation.
X
This resource aligns with the core pedagogical principle of:
Practice of Constitutional Democracy and Student Agency
EAD teachers use their content knowledge and classroom leadership to model our constitutional principle of “We the People” through democratic practices and promoting civic responsibilities, civil rights, and civic friendship in their classrooms. EAD teachers deepen students’ grasp of content and concepts by creating student opportunities to engage with real-world events and problem-solving about issues in their communities by taking informed action to create a more perfect union.
X
This resource aligns with the core pedagogical principle of:
Assess, Reflect, and Improve
EAD teachers use assessments as a tool to ensure all students understand civics content and concepts and apply civics skills and agency. Students have the opportunity to reflect on their learning and give feedback to their teachers in higher-order thinking exercises that enhance as well as measure learning. EAD teachers analyze and utilize feedback and assessment for self-reflection and improving instruction.
