Follow the Leader

Tenth graders compare and contrast the immigration reform policies of Presidents Reagan and Bush. In this immigration lesson, 10th graders examine primary documents related to each president's policy for immigration reform. Students...

How much power should a president be allowed to exert? Theodore Roosevelt and Franklin D. Roosevelt exercised their power according to their interpretations of the United States Constitution, and these interpretations affected the...

The transition of power between former President Barack Obama and President Donald Trump may be the first political process that your students have followed. Fill out the details between these two leaders with a set of vocabulary...

Can a negative perception of a president's foreign policy harm his or her historical legacy? A project that winds the clock back to the date of Theodore Roosevelt's death puts students at the editorial desk of a fictional newspaper....

It's that time of year, and the year. Once again the race is on for the White House. It's important that young voters, and would-be voters, understand the process for becoming the United States President. Class members research the...

The beginning of the 20th century began with a shock: the assassination of President McKinley. The man who would take his place—the youngest American to ever become president—led quite a life before stepping foot in the Oval Office. An...

A letter addressed to President Roosevelt and another addressed to Eleanor Roosevelt offer insight not only into these two amazing historical figures, but also into the struggles people faced during the Great Depression. 

Context is key when it comes to historical research. Prior to field research, class members learn as much as they can about the site they are going to visit. Groups investigate and prepare presentations about the history of the site, the...

Expand class members' appreciation of the work of Dr. Martin Luther King, Jr. A powerful resource examines King's speeches, writings, and actions that reveal his deep commitment to a nonviolent approach to Civil Rights. Learners watch a...

How did the women in France feel about their country’s involvement in World War II? Class groups are assigned a country involved in WWII, and individuals within the group adopt the point of view of leaders, laborers, businessmen, women,...