This resource from the National Constitution Center includes an introduction, big questions, recorded class sessions, briefing documents, slide decks, and worksheets to help teach students the importance of civil dialog related to the United States Constitution.
This lesson will focus on the case Korematsu v. U.S. in comparison with other times in U.S. history when the government was faced with the challenge of how to protect the country during war and, at the same time, protect individual freedoms. Using primary sources, students will examine five events in which U.S. citizens were forced to give up their civil liberties in times of war, highlighting the tension between liberty and security. Students will analyze these events to determine what groups were affected and the reasoning for and against the government action to decide if the government action was justified. Students will be able to form an opinion on the essential question: Is our government ever justified in restricting civil liberties for the security of the nation?
In this lesson, developed by and included with the permission the LBJ Presidential Library, students will use primary source documents to investigate the disappearance of three civil rights workers during the Freedom Summer of 1964.
In this lesson students analyze a single photograph from the Library of Congress collection Civil War Glass Negatives and Related Prints. Using the skills developed, students then find and analyze other images. Conclusions reached will allow students develop links between the Civil War and American industrialization.
This course surveys the social science literature on civil war. Students will study the origins of civil war, discuss variables that affect the duration of civil war, and examine the termination of conflict. This course is highly interdisciplinary and covers a wide variety of cases.
The purpose of this lesson to assist student understanding of why the American Constitution places ultimate authority of the military in the hands of civilians rather than military leaders. Students should appreciate the historical uniqueness of the American military as an extension of constitutional principles in which the people always have the last word.
An overview of Civil society. Created by Kimberly Kutz.
Connecting to Africa
Two blobs of clay go on an enjoyable adventure as they transform themselves into fun shapes and new things throughout their escapade. What will they be by the end of the book? The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Design a stop-motion video that morphs an item of your choice into another item. Before you begin, sketch out the process you’ll take to transform your item.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
This is an activity to teach conflict resolution strategies. In groups of three, one student clenches his/her fist. As a team the other two students need to figure out a way to unclench this student’s fist. Give them thirty seconds to figure it out.
Comparing closed-end and open-ended mutual funds. Created by Sal Khan.
Students analyze international oil consumption and production data. They make several graphs to organize the data and draw conclusions about the overall use of oil in the world.
Introduction to collateralized debt obligations (to be listen to after series on mortgage-backed securities. Created by Sal Khan.
How CDOs can give different investors different levels of risk and returns with the same underlying assets. Created by Sal Khan.
This resource presents the College, Career & Civic Life referred to as the C3 Framework for Social Studies via the Google Drive. Social Studies teachers can access the framework here as an Adobe Acrobat PDF. The framework has been utilized in the development of the Virgin Islands Standards of Achievement for Social Studies.
This video is a 14 minute video where students can see a 1040EZ tax form filled out. This video will aid in mastery of standard EPF. 16
This article examines the relationship between custody, access, and provenance through a case study of the records of a former Danish colony, the United States Virgin Islands. In 1917, when the United States purchased the Virgin Islands from Denmark, Danish archivists removed the majority of records created there during colonial rule and deposited them in the Danish National Archives. Following its establishment in the 1930s, the National Archives of the United States sent an archivist to the Virgin Islands to claim most of the remaining records and ship them to Washington. The native population of the Virgin Islands, primarily former colonials whose ancestors were brought from Africa as slaves, were left without access to the written sources that comprised their history. While all three parties have claims to custody of the records, the claim of the people of the Virgin Islands relies on an expanded definition of provenance that includes territoriality or locale, as well as on a custodial responsiblity for access. The competing custodial claims suggest a dissonance between legal custody, physical custody, and archival principles that may be resolvable through post- custodial management practices.
When European colonists came to North America, they faced the challenge of establishing societies that reflected their identity and mission for God. Experiments with economic and civil liberty followed in the name of the common good. Colonists and, later, the Founding generation became convinced that legally requiring individuals to commit their labor or their money towards a communal farm or church, with no regard for individual contribution or conscience, violated principles of justice.
Students learn that what you read in books can really add up when they analyze literary texts for economic concepts.
An introduction to the difference between command economies and market economies.