This resource addresses the experiences and challenges of women in American history. It focuses on the choices and leadership of particular women - both famous and ordinary - when confronting and dealing with inequality, subordination, and marginalization and seeking change. The documents and court cases in this resource not only illuminate larger issues concerning women’s experience, but also provide specific examples and context for understanding the experiences, and opportunities for women in U.S. history.   American women have experienced subordination and inequality deeply rooted in social, economic, legal & psychological practices. Although women have achieved major advances in the last 50 years, attitudes, practices, and structures reinforcing women’s inequality persist. This anthology provides an  array of materials covering the  experiences & accomplishments of American women using over 30 links, including a number that are significant compilations, such as the women included in the National Women’s Hall Of Fame. 

The rights, roles, and status of women in American society have been reflected in legal, economic, social, moral, and psychological structures that, in general, have historically subordinated all women. These deep roots go back many centuries of Anglo-American law and continue to affect the ways that society subordinates women through attitudes, social practices, and laws. Although major changes have taken place in the last 50 years, attitudes and structures reinforcing women’s inequality persist. This module focuses on the experiences of women and the challenges they faced in American history. It focuses on the choices and leadership of particular women - both famous and ordinary - when confronting and dealing with inequality, subordination, and marginalization and seeking change. The documents and court cases in this module not only illuminate larger issues concerning women’s experience, but also provide specific examples and context for understanding the experiences, rights, status, and opportunities for women in U.S. history.    

This kit provides teachers and other educators with the materials and guidance to help fourth grade students understand the reasons that the British colonists elected to declare their independence from King George III between the years 1763-1776. As a part of these lessons students will be encouraged to consider the intent and impact of media documents from a variety of points of view including those of the colonists, King George, patriots, loyalists, slaves and Native Americans.

A patriotic broadside illustrated with emblems of the United States composed chiefly of typographic elements. A large central framework incorporates a small "Temple of Freedom" surmounted by a small Liberty figure, and containing the words "The Federal Constitution." On each side are oval bust portraits of Presidents (left to right) Washington, Adams, Jefferson, and Madison. Above them are small vignettes representing (on the left) Agriculture and Domestic Manufactures, the "immoveable pillars of the Independence of our country," and (on the right) Commerce, "a strong support to our national edifice." In the upper section of the framework are the seal of the United States and a listing of the names of the seventeen states with their 1810 census figures. Various quotations and brief texts are included, the longest of which are an account of George Washington's resignation of his commission, a description of the geography, government, and people of the United States, and the song "Columbia" written by "Dr. Dwight, President of Yale College."|Entered . . . the Fifteenth Day of January, 1812, by Jonathan Clark, of Albany, New-York.|Printed by and for the Authors, at the Press of R. Packard, no. 51 State-Street, Albany.|The broadside is purported to be the eighth edition, of June 1812, and "Executed with American Materials."|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1812-1.

A figurative portrayal of the presidential race of 1824. A crowd of cheering citizens watch as candidates (left to right) John Quincy Adams, William Crawford, and Andrew Jackson stride toward the finish. Henry Clay has dropped from the race and stands, hand on head, on the far right saying, "D--n it I cant save my distance--so I may as well "draw up."" He is consoled by a man in riding clothes, "Well dont distress yourself--there'll be some scrubbing by & by & then you'll have a chance." Assorted comments come from the crowd, reflecting various sectional and partisan views. A Westerner with stovepipe hat and powder horn: "Hurra for our Jacks-"son."" Former President John Adams: "Hurra for our son "Jack."" Two men in coachmen's livery: "That inne-track fellow [Crawford] goes so well; that I think he must have got the better of the bots [boss?]." and "Like enough; but betwixt you & I--I dont think he'll ever get the better of the "Quinsy."" A ragged Irishman: "Blast my eyes if I dont "venter" a "small" horn of rotgut on that "bald filly" in the middle [Adams]." A Frenchman: "Ah hah! Mon's Neddy I tink dat kick on de "back of you side" is worse den have no dinner de fourt of july." In the left background is a platform and an inaugural scene, the "Presidential Chair" with a purse "|(Swann Fund Purchase)|Crackfardi Delt. et Sct. (David Claypool Johnston, Boston).|The print probably appeared late in the election campaign, as Weitenkampf cites an impression in the New York Public Library with the copyright legend "Entered . . . Oct. 6, 1824." The Library's impression has only the title and signature.|Title appears as it is written on the item.|Century, p. 32-33.|Johnson, no. 41.|Murrell, p. 106, 108.|Weitenkampf, p. 21.|Purchase; Caroline and Erwin Swann Memorial Fund.|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 1824-4.

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Essential Question: How effectively did John Adams respond to domestic and foreign challenges?EL Modifications:Image source: "John Adams" by Gilbert Stuart from the National Gallery of Art at https://www.nga.gov/collection/art-object-page.42933.html

This curriculum kit helps to teach about the role of media in 28 U.S. elections ranging from 1800-2008. Over 160 media documents are included for decoding, including slides of posters, handbills and political cartoons; audio clips of songs and radio programs; and video clips of speeches, debates, comedy TV and political commercials. Students will learn how to analyze historical documents, the history of presidential campaigns, the crafting and marketing of campaign messages, and the impact of new technologies and new media on presidential campaigns.