In this activity, students analyze various primary documents related to presidential decisions. After examining the documents, they determine which president was involved and place the document on a map. They decide if decisions made were part of domestic or foreign policy. Through discussion and analysis, students are led to understand that the decisions a president makes are part of his legacy. Requires a basic knowledge of key historical events. Online resource, includes discussion questions. Complex.

This document is an order to show cause in the Marbury v. Madison Supreme Court case. An order to show cause explains that a defendant is expected to appear before the judge and defend his or her actions. The document shows damage from the 1898 fire in the Capitol Building.

On February 14, 1818, David Gordon received a patent for his raft design. When a patent is granted, it excludes others from making, using, offering for sale, or selling the invention. This drawing accompanied Gordon’s application.

For this activity, students analyze primary documents to understand food manufacturing conditions before and after food regulations were passed in 1906. Connects to the Progressive Era and the history of regulation. Students sequence documents and photographs in this online resource. Guided questions provided.

The Eighth Avenue trolley, New York City, sharing the street with horse-drawn produce wagon and an open automobile. Downtown, looking north (1904)

Go to National Archives and search for the electoral college, if the link does not work, this Text/HTML has a ton of information on the electoral college as well as historical results. You can also see the actual ballots sent in by each state as well as all electors chosen by each party within a state. LW

This lesson recounts efforts to improve homesteading laws and make land ownership possible for more settlers. The distribution of government lands had been an issue since the Revolutionary War. Preemption -- settling the land first and paying for it later -- became national policy; however, supporting legislation was stymied until the secession of Southern states. See one of the first applications for land under this law. Teaching activities are included.

Students will analyze documents from the War Department’s Bureau of Refugees, Freedmen, and Abandoned Lands — better known as the Freedmen’s Bureau — that Congress established on March 3, 1865, as the Civil War was coming to an end. Using the scale in Weighing the Evidence, students will evaluate the effectiveness of the Freedmen’s Bureau in assisting formerly enslaved persons. Learning Objectives: Students will be able to identify and draw conclusions about the roles of the Freedmen’s Bureau (Bureau of Refugees, Freedmen, and Abandoned Lands), critically analyze primary sources, formulate opinions about the effectiveness of the Bureau, and back up their opinions verbally or in writing.

This lesson leads students through analyzing primary source documents from the Civil War to determine if the Freedman's Bureaus was effective in assisting formerly enslaved persons.

In this activity, students will analyze documents from the War Department’s Bureau of Refugees, Freedmen, and Abandoned Lands — better known as the Freedmen’s Bureau — that Congress established on March 3, 1865, as the Civil War was coming to an end. Using the scale in Weighing the Evidence, students will evaluate the effectiveness of the Freedmen's Bureau in assisting formerly enslaved persons.

This lesson focuses on the American Revolution, which encouraged the founding fathers' desire to create a government that would, as stated in the Preamble, insure domestic tranquility and provide for the common defense. This lesson correlates to the National History Standards and the National Standards for Civics and Social Sciences.

Students match primary sources to the reasons individuals immigrated to the United States.

In this activity, students will examine documents from the FBI case file about Bloody Sunday in Selma, Alabama. They will answer questions to show understanding of the events that took place, and how the spread of information about Selma impacted the Civil Rights Movement. They will also be asked to think about whether the Federal Government would have acted differently if the FBI knew that the public may be able to see their files — the Government was not required to release records like this until the Freedom of Information Act (FOIA) gave the public the right to request Federal agency records in 1966.

Zoom in on digital copies of the original documents. Each includes classroom resources and lessons. Lesson idea: Assign groups one of the nine documents then have them give quick presentation about them--be sure each group highlights the importance of the document.

Database of Hebrew and Arabic texts recovered by a US Army team in Iraq. Primary Resources/Authentic Texts. The restoration and preservation of these documents is explained.

On May 17, 1954, in Brown v. Board of Education of Topeka (five separate cases consolidated under a single name), the U.S. Supreme Court ruled unanimously that separate but equal public schools violated the 14th Amendment.

In this ruling, the U.S. Supreme Court stated that slaves were not citizens of the United States and, therefore, could not expect any protection from the Federal Government or the courts. The opinion also stated that Congress had no authority to ban slavery from a Federal territory.

This is an activity where students are required to match the photograph of a famous abolitionist with a description of his or her accomplishments. Students learn about abolition and steps that were taken to end slavery.

This lesson tells how and why our Navy was created. After the Revolutionary War, Barbary pirates preyed on American vessels and held seamen for ransom. In 1794, Congress reestablished the Navy with authorization for six vessels.

This lesson presents 13 documents and photos related to the 1804-6 expedition into the newly acquired Louisiana Territory. The documents include a list of Indian presents Lewis purchased, his receipts for wine and tobacco, Jefferson's letter to Madison announcing the purchase of Louisiana, and Jefferson's message to Congress communicating the discoveries of the expedition.