The cartoon pertains to some instance of corruption in the Van Buren administration. Van Buren shovels coins from a great pile into a bag held by a man (probably a federal judge), who urges him, "Matty fill up the shovel, you are not the first man, I have helped out of a dirty scrape what is a little bribery and corruption to us limbs of the law, I have been the means of clearing hundreds." At left wait two other men, called "Black" and "Cooper," holding bags. Black to Cooper: "I mean to take my mint drops to Hansells the broker and get depreciated paper for it. that will do to pay my landlady her bill and all my other expenses too." Cooper: "Black dont you think the judge will preach a good sermon for this. when he gets in Georgia. I say Matty dont you mean to count it. I wish I had brought a larger bag." Van Buren: "No Mr. Cooper I'm above numbers a shovel full or two more or less is of no consequence I will charge it all to the account of the Florida War [i.e., the expensive conflict with the Seminole Indians which dragged on throughout Van Buren's presidency]." "Black.C.C." is probably the work of Napoleon Sarony, given its affinity in draftsmanship and lithographic technique to his "The New Era or Effects of a Standing Army" (no. 1840-3).|Printed & published by H.R. Robinson, 52 Cortlandt St. N.Y. & Pennsa. Avenue Washington D.C.|Probably drawn by Napoleon Sarony.|Title appears as it is written on the item.|Weitenkampf, p. 62.|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 1840-4.

This collection uses primary sources to explore the Black Power Movement. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This lesson will involve work in oral language, concepts of print, spelling, fluency, vocabulary, comprehension, and writing with the use of one book, The Black Snowman.

In this video adapted from NASA, two members of a NASA research team working to produce carbon nanotubes share some background behind this new technology, show examples of how it will be useful, and explain the various tests being performed to ensure readiness for spaceflight.

A Whig campaign song in praise of William Henry Harrison, illustrated with a rural tableau of the candidate's fabled log cabin on the Ohio River. The cabin stands in a clearing, and flies an American flag. A cider barrel is beside its open door, around which grows a vine. Outside, Harrison, in shirtsleeves and with his hand resting on a shovel, speaks with a drover or farmer whose ox wagon waits nearby. The drover raises a glass of cider. In the foreground is a plough, and in the background a man works on a rail fence. The song is "Respectfully Inscribed to all true Republicans in the United States."|Entered . . . 1840 by G.E. Blake . . . Eastern District of Pena.|Sinclair's Lith.|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 1840-15.

A diverse group of abolitionists try to drag an unwilling black man toward the left with a large gaff hook. Holding the hook are (left to right) an old hag, a Quaker man, and two other homely men. The hag declares, "How perverse our dear colored brother is, I shall break my wind if I pull much longer." The Quaker says, "Verily it is hard work to set this Ethiopian at liberty. I fear we must break his back before we can succeed." A woman behind him enjoins "Pull on brethren till you have broken every yoke." Another young woman (center) asks the black, "Don't you feel the blessings of liberty?" The black protests, "Bress my soul, Massa Robolition, why you kidnap me 'way from Massa Clay? Let poor nigger go 'bout his bizness, and hab his own way dis once, and I berry glad." The black struggles to join Henry Clay and Horace Greeley, on the right, who stand with hands joined. The elderly Clay stands leaning on his cane. Greeley, in top hat and white coat, points toward the right and advises Clay, "Don't look behind you, friend Harry, but come and see my crack article on the Tariff." Weitenkampf dates the cartoon 1851, on the basis of the reference to Greeley's support of trade protectionism. The apparent double entendre of the word "hook" in the title is puzzling.|Probably drawn by H. Bucholzer.|Published by Nathaniel Currier, New York?|Title appears as it is written on the item.|Weitenkampf, p. 102.|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 1851-7.

The Storm of the Century: The Blizzard of 49 is a WyomingPBS documentary. This documentary tells the story of the worst series of storms in Wyoming's history. But for all the tragedy and loss, suffering, and death, there was hope and heroism, unselfish sacrifice, and generosity. Students will learn about the Blizzard of 1949 and how the State of Wyoming and the Civil Air Patrol responded.

The resource videos are based on this documentary and include associated lesson plans. There are three video clips. Clip one starts at the beginning and ends at 2:50 minutes, Clip two begins at 3:50 minutes and ends at 5:50 minutes, clip three begins at 6:00 minutes and ends at 8:41 minutes.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

A sensationalized portrayal of the skirmish, later to become known as the "Boston Massacre," between British soldiers and citizens of Boston on March 5, 1770. On the right a group of seven uniformed soldiers, on the signal of an officer, fire into a crowd of civilians at left. Three of the latter lie bleeding on the ground. Two other casualties have been lifted by the crowd. In the foreground is a dog; in the background are a row of houses, the First Church, and the Town House. Behind the British troops is another row of buildings including the Royal Custom House, which bears the sign (perhaps a sardonic comment) "Butcher's Hall." Beneath the print are 18 lines of verse, which begin: "Unhappy Boston! see thy Sons deplore, Thy hallowed Walks besmeared with guiltless Gore." Also listed are the "unhappy Sufferers" Saml Gray, Saml Maverick, James Caldwell, Crispus Attucks, and Patrick Carr (killed) and it is noted that there were "Six wounded; two of them (Christr Monk & John Clark) Mortally."|Engrav'd Printed & Sold by Paul Revere Boston.|The print was copied by Revere from a design by Henry Pelham for an engraving eventually published under the title "The Fruits of Arbitrary Power, or the Bloody Massacre," of which only two impressions could be located by Brigham. Revere's print appeared on or about March 28, 1770.|Title appears as it is written on the item.|Brigham, p. 41-57.|Cresswell, no. 246.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1770-1.|Published in: Viewpoints; a selection from the pictorial collections of the Library of Congress . . . Washington : Library of Congress, 1975, no. 56.|Exhibited in: Creating the United States, Library of Congress, 2008.

Another in the series of "bobalition" broadsides, marking the July 14 celebration of the anniversary of the abolition of the slave trade. (See no. 1819-2). The text, facetiously dated "Uly 14teenth 18 hundred and 30 tu," consists of a letter to "Captain Ookpate" from "Pomp Peters" and "Cezar Garbo" regarding the celebratory procession, along with notes on toasts, volunteers, etc. The broadside is illustrated with a cut of a standing black man facing right and another caricature of a strutting militiaman armed with a cutlass and broom.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Rei lly. Boston : G.K. Hall, 1991, entry 1832-4.

In the Body System Amusement Parks project, students team up to create amusement parks based on the various systems and organs within the human body. With the power of abstraction, each attraction represents the cardiovascular system, the muscular system, the digestive system, etc. Teams create both 3D scale models and presentations to an unnamed wealthy investment firm looking to build a new park in the students’ very own town. This activity was heavily inspired by a post from Danielle Dace.

In the Body System Amusement Parks project, students team up to create amusement parks based on the various systems and organs within the human body. With the power of abstraction, each attraction represents the cardiovascular system, the muscular system, the digestive system, etc. Teams create both 3D scale models and presentations to an unnamed wealthy investment firm looking to build a new park in the students’ very own town. This activity was heavily inspired by a post from Danielle Dace.

In the Body System Amusement Parks project, students team up to create amusement parks based on the various systems and organs within the human body. With the power of abstraction, each attraction represents the cardiovascular system, the muscular system, the digestive system, etc. Teams create both 3D scale models and presentations to an unnamed wealthy investment firm looking to build a new park in the students’ very own town. This activity was heavily inspired by a post from Danielle Dace.

In the Body System Amusement Parks project, students team up to create amusement parks based on the various systems and organs within the human body. With the power of abstraction, each attraction represents the cardiovascular system, the muscular system, the digestive system, etc. Teams create both 3D scale models and presentations to an unnamed wealthy investment firm looking to build a new park in the students’ very own town. This activity was heavily inspired by a post from Danielle Dace.

It is a vital skill to learn to respond to what we read. Teach students the important skill of sharing books by creating a book report with this simple lesson plan. There are a variety of options for students to choose from and a rubric attached.

Needing a book talk lesson for students in grades 1-2?  Any teacher or substitute can use this lesson as a Language Arts project. This book talk for Brown Bear Brown Bear What Do You See by Bill Martin Jr./Eric Carle will have students thinking of animals and their unique sounds to include in their own book., which they will think of on their own, and put into a book format. To take it a step further, students can read their books in front of the class or in rotating partners or small groups, when their books are completed.

Having experienced the profound racial disparities in the rural South firsthand, writer and education reformer Booker T. Washington (1856-1915) dreamed of a school-building project for Black communities that could help begin to lift them out of poverty. In this history lesson, students examine Washington’s collaboration with philanthropist Julius Rosenwald (1862-1932), and learn how Washington’s hopeful dream slowly became the reality of nearly 5,000 new schools. Built in large part by the communities they served, Rosenwald schools were a ray of hope in the face of poverty and racial discrimination.The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

This collection uses primary sources to explore twentieth-century mining in the Mojave Desert. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This inquiry examines the 20th century history of migration from Mexico to the United States and recent efforts to limit the movement of people across the southern U.S. border. The inquiry takes its inspiration from a 2018 podcast episode by Malcom Gladwell titled, “General Chapman’s Last Stand.” The podcast is part of Gladwell’s Revisionist History series (http://revisionisthistory.com). In the podcast, Gladwell tells the story of General Leonard F. Chapman Jr., Commandant of the Marine Corps during the Vietnam War, who went on to serve as the Commissioner of the Immigration and Naturalization Service (INS) from 1972 to 1975. Chapman is credited with reforming the INS into a more efficient and effective agency, but Gladwell argues that Chapman’s efforts also led to an unintentional increase in unauthorized immigrants. In 1970, 760,000 Mexican immigrants, or 1.4% of Mexico’s population, lived in the U.S. By 2008, there were 12.7 million Mexican immigrants in the U.S. which amounted to 11% of all people born in Mexico; an increase of almost 800% in less than 30 years. The question of how and why this happened is the central focus of this inquiry.

This collection uses primary sources to explore the Boston Tea Party. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this set of lessons which extend over several days, students read excerpts from "The Death of Benny Paret" by Norman Mailer and "The Fight" by William Hazlitt. Students annotate the text, specifically looking for metaphor and simile, tone, and syntax. Working with a partner, students write three paragraphs, analyzing metaphor or simile, tone, and syntax in "The Death of Benny Paret." Working independently, students write one paragraph, choosing to analyze metaphor or simile, tone, or syntax in "The Fight."