This site recounts the struggle for control of Hawaii between native Hawaiians and American business interests in the late 1800s. This 1897 petition and a lobbying effort by native Hawaiians convinced the U.S. Congress not to annex the islands. But months later the U.S.S. Maine exploded in Havana and the Spanish-American War began. The U.S. needed a mid-Pacific fueling station and naval base.

Primary source images, standards correlation, and teaching activities are included in this resource.

Photo of a Aerial view of a complex of Long Island highways that provide access to New York City (1946)

In this activity, students will focus on a letter written to Congress about Bloody Sunday in Selma, Alabama. Students will see that, due to television coverage, the author, Mrs. Jackson, was very aware of the events that day even though she was in a different part of the country: Brooklyn, New York. Students will also look at the author's tone and word choice to discern the kinds of images shown on television.

The following artifact analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to artifacts and primary sources of material culture, society and history.

In this activity students will identify and define seven key ideas contained in the U.S. Constitution by making matches from the grid. They will then analyze documents that demonstrate each big idea in action.

This activity is designed to prepare students for the Constitution-in-Action Learning Lab at the National Archives in Washington, DC. It is a part of a package of pre-visit activities associated with the lab experience.

The cartoon analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. This worksheet will be useful when introducing students to cartoons as sources of historical, social and cultural information.

In this activity students will analyze documents that span the course of American history to see examples of "checks and balances" between the legislative, executive, and judicial branches in action. Students will then match the documents they have examined with an appropriate description of the branches of government involved in the action.

In this activity students will analyze the Oaths of Senators for the Impeachment Trial of William Jefferson Clinton and identify how the document demonstrates content contained within Article I, sections 1-7 of the Constitution in action.

This activity is designed to prepare students for the Constitution-in-Action Lab at the National Archives in Washington, DC. It is a part of a package of activities associated with the lab experience.

In this activity students will analyze the Declaration of Intention for Albert Einstein and identify how the document demonstrates content contained within Article I, sections 8-10 of the Constitution in action.

This activity is designed to prepare students for the Constitution-in-Action Lab at the National Archives in Washington, DC. It is a part of a package of activities associated with the lab experience.

The Constitution acted like a colossal merger, uniting a group of states with different interests, laws, and cultures. Under Americaâ"s first national government, the Articles of Confederation, the states acted together only for specific purposes. The Constitution united its citizens as members of a whole, vesting the power of the union in the people. Without it, the American Experiment might have ended as quickly as it had begun.

This document was identified by teachers in our Primarily Teaching 2016 Summer Workshop at the Truman Library.

This lesson provides fliers and other documents related to the demonstration in Memphis on March 28, 1968. On that day, students near the end of the march broke windows of businesses. Looting ensued. The march was halted. King was deeply distressed by the violence. He and fellow leaders negotiated a commitment to nonviolence among disagreeing factions in Memphis, and another march was planned for April 8. On April 4, as he stepped out of his motel room to go to dinner, he was assassinated.

This textbook offers a full 7-week college undergraduate/graduate course on cybersecurity risk quantification. A companion Excel-based toolkit with models is included and available for download in the book's resource section.

No prior experience with risk quantification is required.

The course is divided into seven modules. Students are introduced to basic and advanced methods and models for quantifying cyber risk. Students will perform a risk analysis and present their findings in week 7. In module 1, they are given background information for the course project and their first basic tool for quantifying risk. In module 2, they learn how to analyze vulnerability data and receive another tool to complete that work. In module 3, they will perform an attack analysis based on a scenario they will develop, and they are given their first model to quantify that risk. In module 4, they are given several tools and a fully functional FAIR-compliant model, and they will quantify risk in financial terms. In module 5, they are given two advanced models: a probability tree and a Bayesian Inference model. In module 6 students focus on best practices for present their results and communiating risk. In module 7, students deliver their analysis.

Docs Teach is the online tool for teaching with documents, from the National Archives.
* Choose from thousands of primary sources for use in classroom activities.
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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.

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

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.