Declaring war is not as easy as some may think. High schoolers learn about Congress's limits regarding war by reading important clauses in the US Constitution. Various independent and collaborative activities reinforce learning, making...

Americans wanted to fulfill Manifest Destiny, and this pattern continued with the Mexican War. The resource specifically teaches about the Mexican War through a variety of exercises including a research project, group work, brainstorming...

World War I was the first major conflict on a global scale. Using primary documents, learners determine why the United States chose to enter World War I when it did. After analytical writing and group research, the causes of America's...

Who has the power? Scholars investigate the creation of the three branches of government in the United States Constitution. They analyze just why the framers created the branches the way they did.

The Civil Rights Act of 1866, which granted citizenship to all males in the U.S., resulted in the first African Americans to be elected to Congress. Class members research 11 of these men, the challenges they faced, and craft...

Bilingual education, voting rights, and Congressional redistricting come up often in the news. Explore these topics from another view—the perspectives of Hispanic members of Congress. Activities include an article with comprehension and...

Are executives as powerful as they sound? High schoolers find out about the US president and executive branch. A variety of activities include scaffolded reading sections, research assignments, and collaborative group work.

If called, would you go? Should the US government have the power to impose a draft during any war? The Selective Service Act of 1917 (aka the Conscription Act of 1917) authorized the drafting of men into the military for only the...

"I have here in my hand . . ." The war against Communism and Joseph McCarthy’s place in it are the focus of a series of lessons examining postwar America from 1945-1954. Joseph McCarthy takes center stage in this, the final lesson...

Students read, discuss and analyze the New York Times article "In Wartime, Who Has the Power?" and relate the article to the Constitution. They then brainstorm how the president and Congress make decisions about the war in Iraq and write...

Students examine reasons for going to war. In this foreign policy lesson, students analyze the reasons the U.S. entered the the War of 1812, the Mexican War, the Spanish-American War, World War I, World War II, the Korean War, the...

Students research the political climate prior to major American wars of the past, then reflect on the current call for power to confront Iraq. They create posters using newspaper articles and headlines to highlight the major opinions of...

Learners explore how the Constitution provides for separation of power and limited government, as evidenced by the three branches of government. They participate in role-playing situations, group discussions, and complete worksheets to...

Calling upon the legacies of Joan of Arc, Elizabeth I, and Catherine the Great, Esther Reed rallied Southern women to support the American Revolution. Using a broadside by Reed and other primary sources, such as poetry, young historians...

Young scholars research the major events of the Vietnam War and construct a timeline. They do the same with the presidency of Lyndon B. Johnson or the 1960's. They act as an advisor to President Johnson to recommend a course of action...

Students engage in a discussion regarding images of war we see, how quickly do we see them, and how they affect us? They view and analyze war photographs taken during World War I.

Fourth graders present research on war. In this debate instructional activity, 4th graders create a power point presentation debating for or against the American Revolution. Students share their presentations with the class.

Students research the Constitution and the War Powers Act in order to determine what the powers of the government are in times of conflict. They answer a series of questions then write a legal brief either supporting or condemning the...

What is the difference between foreign and domestic policy? What are the primary differences in what the United States hopes to accomplish through foreign aid, the military, and the creation of treaties? Your class members will examine...

In this word search worksheet, learners use the word bank to find the names of battles of the Revolutionary War. Students find 24 words.

Students study why the United States entered World War I and brainstorm what led to the German collapse on the front. They review arguments for the factors contributing to the end of the war.

Students examine the U.S.A.'s entry into World War II, and Franklin DO. Roosevelt's foreign policy. They analyze the life of I.E.., the election of 1932, and the New Deal.

Students explore the contributions of Lyndon B. Johnson. In this congress lesson plan, students listen to their instructor lecture on the prowess of Lyndon B. Johnson's legislative skills. Students respond to discussion questions...

How did women use President Wilson's ideals and rhetoric in their bid for suffrage? To answer this essential question, class groups analyze primary written documents and visual images.