A gently satirical commentary on Zachary Taylor's bid for the presidency. In a small office Taylor, hat in hand, is interviewed by a young Brother Jonathan, who sits in a rocking chair with his legs propped up on a "Treasury" strong-box. Jonathan smokes a cigar and stirs a mint julep which, together with a bottle of gin, rests on the table next to him. The various parts of his chair are inscribed symbolically: "Our Rights" (chair back), "Citizenship" (armrest), "Constitution" (seat), and "Freedom" (runner). Posted on a wall behind him is a map of the United States and a notice "White House to Let 4 Years lease from March 4th 1848. Terms moderate." At the far left a writing desk is visible. Taylor stands near the door at right, touching his forelock with his hand. In the dialogue, printed in the lower margin, Jonathan instructs Taylor on anti-subtreasury, soft money Whig fiscal doctrine. Jonathan: "Ah! Youre the Party that wants to Rent my Farm Eh!" Taylor: "If you Please Mr. Jonathan sir, I'm an old Soldier sir. Served in the Mexican Campaign sir." Jonathan: "Very well Mr. Taylor you can have it on one condition, that you offer no obstruction to the removal of the Subtreasury nuisance, so Detrimental to the River Currency, which as you know, sets all my Factories and Workshops a going."|Lith. & pub. by H.R. Robinson 31 Park Row N. York. (Adjoining Lovejoy's Hotel.|Title appears as it is written on the item.|Weitenkampf, p. 97-98.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-40.

Text continues: Relics from over there. Captured German cannons, helmets, gas masks, bomb throwing machines, famous minnenweffers, machine guns of all kinds, whippet tank, armored car, and many other interesting articles. Free. Free. [blank spaces for local exhibition details] Poster is text only. Title from item.

A bitterly anti-Lincoln cartoon, based on slanderous newspaper reports of the President's callous disregard of the misery of Union troops at the front. The story that Lincoln had joked on the field at Antietam appeared in the "New York World." Holding a plaid Scotch cap (see "Abraham's Dream--"Coming Events Cast Their Shadows Before,"" no. 1864-42), Lincoln stands on the battlefield at Antietam, which is littered with Union dead and wounded. He instructs his friend Marshal Lamon, who stands with his back toward the viewer and his hand over his face, to "sing us PĚ_Ąicayune Butler,' or something else that's funny."|Signed with monogram: CAL?|Title appears as it is written on the item.|Century, p. 110-111.|Lorant, p. 263.|Weitenkampf, p. 141.|Wilson, p. 292-293.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1864-30.

The United States experienced extensive economic and geographical expansion during the 1840s, as the spirit of Manifest Destiny drove Americans west across the North American continent to exert their influence over new places and peoples. Influenced by this expansionary philosophy, political leaders sought to expand American trade relationships worldwide. One of the first targets of this campaign was to open diplomatic and trade relations with isolationist Japan, which had been closed to western traders for centuries. In 1852, President Millard Fillmore ordered Commodore Matthew C. Perry to lead an expedition to secure Japanese trade and access to Japan’s ports for American ships.

Students will read and compare and contrast the US Declaration of Indepence and the Declaration of Indepence of the Democratic Republic of Vietnam.

Which side will win as students investigate both sides of the battle of using print versus online text for research as they learn about the lives of Civil War soldiers?

In this video, Kim discusses how mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other.

What does it mean to belong to a country? Can events change what that means? This interactive compares two paintings by John Lewis Krimmel. Both show people in Philadelphia’s Centre Square celebrating the Fourth of July, but one was painted in 1812, just after the United States had declared war on Great Britain, and the other was painted in 1819, four years after the war had ended. The two look very different, reflecting changing ideas. This "Genial.ly" presentation includes interactive annotations and a juxtapose slider--the final slide includes suggestions on how to help students use the art as historical evidence. If you evaluate or use this resource, please respond to this short (4 question) survey here bit.ly/3ofUImf

In this lesson, students analyze similarities and differences among depictions of slavery in "The Adventures of Huckleberry Finn", Frederick Douglass' "Narrative", and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.

In this activity students read a list of laws regulating Africans and African Americans and a servant's indenture contract from colonial New York. Then students find evidence in the primary sources to support a series of statements about the differences between slaves and servants in the period. This activity includes scaffolds and vocabulary support for students with literacy challenges.

The Civil War is often considered the most transformative event in US history. But how much did it really change American national identity? In this video, Kim compares the relative significance of the effects of the Civil War on American values.

This lesson may be used with Launguge Arts, Writing, and Social Studies.  The students will learn about various people who were influencial in changing the world through civil rights. They students will write a dream about something they would like to do to make the world better.

This activity is designed to help students understand the debates at the Constitutional Convention in 1787 that shaped America’s legislative branch of government. The primary goal of this activity is for students to discover how a compromise balanced the needs of large states and small states and how this led to the creation of the current House of Representatives and Senate.

In this resource, students are learning about the Compromise of 1850. This is a difficult concept for students to understand. They will read the compromise in the online textbook, ushistory.org. Then, a video of teacher explaining the reading, context, and helping lower level learners understand the content. 

Dana Alexander: educdamaalex@gmail.comJosie Wilson: educjosiwils@gmail.comAnnie Llewellyn: annllewe@iu.eduTitle: Computational Thinking lesson planGrade: 2nd GradeOverall Goal: The overall goal for this unit is for students to be able to understand the difference between different political leaders. The students will be able to differentiate between each kind of political leader in a community, identify the rights given to them by the government, and understand the importance of having a government. Students will play a game using the beebots to help them better understand these subjects.  StandardsLearning ObjectiveAssessment2.2.3 Identify community leaders, such as the mayor and city council.1. Students will be able to identify and describe important community leaders.2. Students will be able to understand the difference between each type of community leaderUsing the beebot to find the correct description of the community leader in game 2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens*. Example: People have the right to own property and the right of free speech. * citizen: someone with rights and responsibilities in a particular community, city, state or country3. Students will be able to identify rights given to citizens by the government.Using the beebot to find the find the correct right given to citizens in game2.2 Understand and explain why it is important for a community to have responsible government. Example: Government provides order, protects individual rights and property, provides services such as mail delivery, and helps people feel safe.4. Students will be able to explain the importance of having a government.A test   Key Terms & Definitions: President: A person who is elected by US citizens to be the leader of our country. Vice President: A person who is ready to take over if something were to happen to the President. Mayor: An elected leader to run the local government for a certain city. They are in charge of enforcing laws, managing city businesses, and presiding over city meetings. Freedom of speech: The right to be able to speak and express your opinions.Freedom of religion: The right to worship based on what your beliefs are.   Lesson Introduction (Hook, Grabber): The instructor will start the lesson off with a kahoot to see what the kids know before the lesson. The instructor will then play a Youtube video that introduces different types of political leaders, their roles, and importance.The video is a good introduction to what is the difference between the types of political leaders and into what exactly the government does. The students will be asked some questions such as:who are the important leaders in our community?What is the difference between between each type of government official?What is the role of each government official?Why is the government important?By asking the students these questions, they will be able to get better engaged into the topic and hopefully understand a little more about how their government works. They will also get to learn about the basic things the lesson will be over.  Lesson Main: The instructor will split the students into groups of four to play a game. The instructor will show the students a video-https://www.youtube.com/watch?v=zFgvEfoqwNA on how to play and explain the rules(there is also a rule sheet in the artifacts). They will also be shown a powerpoint on how to use the beebot(in artifacts). The game will have different questions describing either a type of community leader or a right that is given to citizens. The answers to the questions will be laid out on a board, and the students must program a beebot to find the correct answer. The game is finished once each of the questions has been answered. By using the beebot, it makes this activity more hands-on and lets students learn about computational thinking skills and learn about the government at the same time.   Lesson Ending: Once the students have finished the game, they will all go back to their desks and sit down. The class will have a discussion about what they learned. The teacher will have the students talk about what they learned and answer any questions that the students might have. Once they have finished with the discussion, the teacher will then pass around a test in order to see what knowledge the students have gained. This section should describe how you plan on wrapping up your lesson, and bringing it to a close.  This could include a final, summative assessment as well.  Assessment Rubric: GreatAveragePoorSubject KnowledgeStudent demonstrates full knowledge by answering all the questions correctly with explanations.Student answer correctly, but is not able to elaborate or explain their answer.Student does not answer correctly and does not have an understanding of the topic.BehaviorStudent stayed on track and displayed mature behavior.Respectful and followed the rules.Displayed some mature behavior.Inconstancy on focus and adhering to the rules.Rarely stayed on task and kept focus.Ignored rules and boundaries.Classroom interactionExhibits respect for others. Showed leadership and positively interacted with classmates.Inconsistent participation in activity. Demonstrates fair amount of respect for others.Rarely participates in class activity. Unwilling to volunteer and disrespectful to others.AttitudeDisplays consistent positive attitude. Respectful and mindful to others.Displays an inconsistent positive attitude.Unwilling to display a positive attitude. Disrespectful to others.  Resources / Artifacts:Josie’s Artifact- https://docs.google.com/presentation/d/1XimTyvaQe2qGSglvR6kGM0efarEF0RsuRldk9F3Io08/edit#slide=id.pVideo about game- https://www.youtube.com/watch?v=zFgvEfoqwNAAnnie’s Artifact:  https://play.kahoot.it/#/k/94c9fcdb-0d47-4bcf-a988-89d35fac59eaDana’s Artifact: https://docs.google.com/document/d/1f8zrdqzY-sNdEVcT16IZTke8D4ZJtPmOLWSDCQ6niKI/edit  Differentiation: Differentiation for ability levels- High ability learners and low ability learners will be paired together in their groups, so that they can help each other outImpaired Vision- The cards with the answers on the game board will be printed in large enough print for students that have impaired vision to read them.      3. Differentiation for languages- Students that speak do not speak english, could be given the job to control the bee-bot, and other students will help point out where to go. Also the game could be modified to where each word has the spanish word for it underneath, so the students can find the correct space to go to without help.      4. Differentiation for access & resources- Students will be given class time to work on the project and use the bee-bots, so they will not have to worry about not having internet access and working on it at home. Anticipated Difficulties: Some anticipated difficulties that might arise could be that students have trouble working with the bee-bot. There will be a powerpoint explaining how to use the bee-bot and the teacher will walk around and help out any students that seem to be having trouble. Also students may get off track when using a fun tool like the bee-bot. The teacher will have to walk around and make sure the groups stay on track when playing the game. References:https://www.youtube.com/watch?v=zFgvEfoqwNA https://www.youtube.com/watch?v=9qtqHFtTtvwhttps://www.google.com/search?q=bee+bot+pictures&rlz=1C1CHBF_enUS748US748&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjro8PUhK3XAhXrzIMKHeOwAQ8Q_AUICygC&biw=1536&bih=759

In July 1790 Congress decided to move the seat of the federal government from its original site in New York to Washington, with Philadelphia as an interim capital. The unidentified satirist gives a cynical view of the profit opportunity which this presented for Philadelphians. A three-masted ship with a smaller boat in tow sails toward a fork in a river. It is being lured by a devil toward the lower fork (eventually leading to Philadelphia), which falls precipitously in a rocky cataract, and away from the fork which leads to the "Potowmack" river. A devil beckons them on, saying, "This way Bobby" (referring to Robert Morris, the alleged instigator of the move). A man in the bow of the ship remarks of the figurehead, "This looks more like a goose than an eagle's head." Behind him another says through a bullhorn, "Starboard your helm Coffer-- don't you hear your friend on the Rock." Another passenger waves a hat and shouts "Huzza for Philadelphia." A man (possibly Morris) holding the helm says, "I will venture all for Philadelphia." In the boat in tow the following conversation is in progress: "Cut the Painter [tow line] as soon as you see the Ship in danger." "I wonder what could have induced the Controller to sign our Clearance." "Self gratification I suppose for it cannot be any advantage to the owner." "If they had come round in the S. Union the constitution would not have been lost." "They might have known that the Ship would have been in danger by comeing this way." "Ay, Ay, I had best do it [cut the rope] now for I believe she is going to the devil." Below the falls, three men in a dinghy say, "If we can catch the cargo never mind the Ship," "Keep a sharp look out for a majority and the treasury," and "Ay, Ay that's what we are after."|The print was probably produced in New York. Weitenkampf erroneously dates it 1798.|Title appears as it is written on the item.|Munsing, no. 14.|Murrell, p. 47.|Weitenkampf, p. 12. |Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1790-1.

In response to a question from Sen. Cory Booker (D-NJ), Dr. Phillip Atiba Goff discussed the ideas of bigotry, prejudice and systemic racism.

These 10-15 minute videos from the 2022 Conference for Social Studies provide inspiration and practical ideas for improving teaching practice. Talks are organized into the following tracks:
* Assessing Historical Thinking
* Bringing Context to World Events
* Crafting Inquiry
* Literacy
* Taking Informed Action

These videos are free for online viewing.

This site presents papers of members of Congress, Supreme Court justices, and key federal law cases. Learn about the Revolution and the creation of the U.S. by investigating the papers of our earliest lawmakers -- Jefferson, Madison, Monroe, and others. See Calhoun's speech against the Compromise of 1850 and Webster's notes for his speech in favor of it, General MacArthur's Old Soldiers Never Die address to Congress (April 1951), and more.