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Young colonial girls raised in wealthy households were trained in the skills of a housewife early on. Samplers like this one displayed a girl's aptitude for needlework and could be hung as a piece of art in a family household.

In colonial New England, a primer like this one may have been in use as early as 1690. Children first learned their ABCs and basic literacy through primers. Since the Bible was seen as the primary means through which a child would attain literacy, these primers would often incorporate religious themes and morals.

Records from the Federal Writers Project are of immense importance in documenting and preserving the experiences of those who survived enslavement. ; Lewis’ account includes reference to the concept of hypodescent, which allowed intergenerational, chattel slavery to persist in the U.S. Lewis also makes note of his lack of access to education and some memories of his childhood.

At Carlisle Indian School in Pennsylvania, and other residential schools like it, Native American children and teens were required to give up their tribal traditions and culture. Carlisle opened in 1879 as the first government-run residential school, aimed at forcing Indigenous youth to assimilate to White culture. These before and after photos were taken as a way to demonstrate the efforts at assimilation.

Life for a student at the Carlisle Indian School was highly regimented and militaristic, signaling the government’s influence on the school’s mission and identity. This source, paired with the images above, offers a glimpse into the daily experience of those enrolled in this program as well as information about the aims of the federal government in establishing institutions such as Carlisle.

Although it is not a certainty, some historians believe that the concept of the American “teenager” originated sometime in the 1940s. A liminal age, the teenager was neither child nor adult. This 1944 TIME Magazine article detailed the “life of the American Teenager” by photojournalist Nina Leen. The full article offers a glimpse into the perception of teens but also offers opportunities for students to consider the rise of the middle class, social status, and race in the middle of the twentieth century.

This photograph shows a group of children in the Weil Public School reciting the pledge of allegiance to the U.S. flag. The young girl in the front row center is Helen Mihara. A few months before this image was taken, Helen’s father, a San Francisco businessman, was arrested and detained in a Department of Justice camp for “enemy aliens.” Soon after this image was taken, Helen and her mother were placed in Tule Lake Relocation Center. Her mother later died in detention.

School segregation was among the most central concerns of the Civil Rights Movement since the 1930s. Activists for school integration argued that separate was not equal and every child, regardless of race, was entitled to education in a safe learning environment. These two images depict daily life in segregated classrooms in the same year, 1941. Brown v. Board of Education would not be passed for more than a decade.

Written three years after the passage of Brown v. Board of Education, this telegram to President Eisenhower details the feelings of parents of the Little Rock Nine, who were a part of the busing program to integrate the Little Rock school system. The Little Rock Nine were the first African American students to enter Little Rock’s Central High School in Arkansas. The parents note that because of the supreme court ruling their “faith in democracy” had been renewed.

Even after the passage of Brown v. Board of Education, school integration was protested. This image shows African American children entering their new school while white mothers protest school integration

In September 1958, Governor Faubus of Arkansas closed all Little Rock public high schools as a result of unrest due to integration. Known as the “Lost Year,” both teachers and students were blocked from their school buildings. This image shows three girls learning “remotely” during that time and offers a glimpse of the efforts to maintain continuity of education in the midst of upheaval.

Even after the passage of Brown v. Board of Education, school integration was protested. This image shows African American children entering their new school while white mothers protest school integration

In July of 1903, Mother Jones led a march from Philadelphia to the home of President Rosevelt to protest the unsafe labor conditions of children working in mills. The story of Mother Jones and the children who accompanied her on her march showcases not only youth activism but also women in the labor movement at the turn of the century.

This ad was created after the passage of the Keating-Own Child Labor Act of 1916. This act limited the working hours of children and placed an age requirement of the age of 16 for any working child. It also forbade the interstate sale of goods produced in factories that employed child labor.

After the US declared war in 1917, children were encouraged to support the war efforts. The Girl Scouts of America provided an opportunity for girls to become involved in volunteer work for the war effort. Organizations like the Girls Scouts and 4H typically trained girls for domestic work. Skills like sewing and first-aid were put to use in new ways for members of the Girl Scouts and 4H during WWI. Here, scouts planted a Victory Garden. Victory gardens, or liberty gardens, first appeared during WWI. The federal government encouraged citizens to plant vegetable gardens to mitigate any food shortages that resulted from the war.

Boyscouts, like Girl Scouts, volunteered in the war effort during both WWI and II. Here, scouts who were too young to go to combat sell war bonds.

The 26th Amendment to the Constitution allowed for those 18 years old or older to vote in elections. Support for decreasing the voting age from 21 to 18 increased during World War II, as young men were conscripted to fight in the war as young as 18 but could not yet vote. This image depicts youth protestors in support of the 26th amendment.

On August 28, 1963, thousands took part in the March on Washington for Jobs and Freedom. The March was instigated by a continuing lack of jobs for African Americans and the persistence of segregation. The march was influential in pressuring President John F. Kennedy to draft a strong civil rights bill. This photo depicts Edith Lee-Payne on her twelfth birthday. Edith attended the March with her mother.

Young colonial girls raised in wealthy households were trained in the skills of a housewife early on. Samplers like this one displayed a girl's aptitude for needlework and could be hung as a piece of art in a family household.

This document provides a glimpse into the experiences of colonial children who spent much of their childhood working for families that were not their own. This indenture arraignment also highlights the kinds of skills and education that were valued for girls. Namely, Elizabeth Fortune is said to receive training in the “art of housewifery” in exchange for her service.

In colonial New England, a primer like this one may have been in use as early as 1690. Children first learned their ABCs and basic literacy through primers. Since the Bible was seen as the primary means through which a child would attain literacy, these primers would often incorporate religious themes and morals.

Records from the Federal Writers Project are of immense importance in documenting and preserving the experiences of those who survived enslavement. ; Lewis’ account includes reference to the concept of hypodescent, which allowed intergenerational, chattel slavery to persist in the U.S. Lewis also makes note of his lack of access to education and some memories of his childhood.

At Carlisle Indian School in Pennsylvania, and other residential schools like it, Native American children and teens were required to give up their tribal traditions and culture. Carlisle opened in 1879 as the first government-run residential school, aimed at forcing Indigenous youth to assimilate to White culture. These before and after photos were taken as a way to demonstrate the efforts at assimilation.

Life for a student at the Carlisle Indian School was highly regimented and militaristic, signaling the government’s influence on the school’s mission and identity. This source, paired with the images above, offers a glimpse into the daily experience of those enrolled in this program as well as information about the aims of the federal government in establishing institutions such as Carlisle.

This photograph shows a group of children in the Weil Public School reciting the pledge of allegiance to the U.S. flag. The young girl in the front row center is Helen Mihara. A few months before this image was taken, Helen’s father, a San Francisco businessman, was arrested and detained in a Department of Justice camp for “enemy aliens.” Soon after this image was taken, Helen and her mother were placed in Tule Lake Relocation Center. Her mother later died in detention.

This magazine spread on sharecropping children was published the same year that President Rosevelt established the Farm Security Administration. The FSA was a New Deal agency that provided assistance and relief to agricultural workers impacted by drought and the Great Depression.

During the Great Depression, The Farm Security Administration attempted to aid workers and farmers by setting up housing camps, providing loans and training to workers, among other forms of assistance. This source shows a group of children playing marbles in one of the FSA labor camps in Texas, offering a glimpse into daily life and play for children living through the Great Depression.

Although it is not a certainty, some historians believe that the concept of the American “teenager” originated sometime in the 1940s. A liminal age, the teenager was neither child nor adult. This 1944 TIME Magazine article detailed the “life of the American Teenager” by photojournalist Nina Leen. The full article offers a glimpse into the perception of teens but also offers opportunities for students to consider the rise of the middle class, social status, and race in the middle of the twentieth century.

School segregation was among the most central concerns of the Civil Rights Movement since the 1930s. Activists for school integration argued that separate was not equal and every child, regardless of race, was entitled to education in a safe learning environment. These two images depict daily life in segregated classrooms in the same year, 1941. Brown v. Board of Education would not be passed for more than a decade.

Written three years after the passage of Brown v. Board of Education, this telegram to President Eisenhower details the feelings of parents of the Little Rock Nine, who were a part of the busing program to integrate the Little Rock school system. The Little Rock Nine were the first African American students to enter Little Rock’s Central High School in Arkansas. The parents note that because of the supreme court ruling their “faith in democracy” had been renewed.

Even after the passage of Brown v. Board of Education, school integration was protested. This image shows African American children entering their new school while white mothers protest school integration

On August 28, 1963, thousands took part in the March on Washington for Jobs and Freedom. The March was instigated by a continuing lack of jobs for African Americans and the persistence of segregation. The march was influential in pressuring President John F. Kennedy to draft a strong civil rights bill. This photo depicts Edith Lee-Payne on her twelfth birthday. Edith attended the March with her mother.

The 26th Amendment to the Constitution allowed for those 18 years old or older to vote in elections. Support for decreasing the voting age from 21 to 18 increased during World War II, as young men were conscripted to fight in the war as young as 18 but could not yet vote. This image depicts youth protestors in support of the 26th amendment.

In September 1958, Governor Faubus of Arkansas closed all Little Rock public high schools as a result of unrest due to integration. Known as the “Lost Year,” both teachers and students were blocked from their school buildings. This image shows three girls learning “remotely” during that time and offers a glimpse of the efforts to maintain continuity of education in the midst of upheaval.

Celebrities were no exception to the draft during the Vietnam War. Elvis Presley joined the army in 1958 and, in this letter, three girls from Nevada ask President Eisenhower not to shave off his sideburns. This source offers a window into the lives of American teens as well as an example of the role teens played in the evolution and development of American pop culture.

In July of 1903, Mother Jones led a march from Philadelphia to the home of President Rosevelt to protest the unsafe labor conditions of children working in mills. The story of Mother Jones and the children who accompanied her on her march showcases not only youth activism but also women in the labor movement at the turn of the century.

This ad was created after the passage of the Keating-Own Child Labor Act of 1916. This act limited the working hours of children and placed an age requirement of the age of 16 for any working child. It also forbade the interstate sale of goods produced in factories that employed child labor.

After the US declared war in 1917, children were encouraged to support the war efforts. The Girl Scouts of America provided an opportunity for girls to become involved in volunteer work for the war effort. Organizations like the Girls Scouts and 4H typically trained girls for domestic work. Skills like sewing and first-aid were put to use in new ways for members of the Girl Scouts and 4H during WWI. Here, scouts planted a Victory Garden. Victory gardens, or liberty gardens, first appeared during WWI. The federal government encouraged citizens to plant vegetable gardens to mitigate any food shortages that resulted from the war.

Boyscouts, like Girl Scouts, volunteered in the war effort during both WWI and II. Here, scouts who were too young to go to combat sell war bonds.

Images of children laborers at the turn of the century reveal the experiences of children who spent most of their days working in the oftentimes harsh and unsafe conditions of urban factories. After the Civil War, as industry grew in urban areas, children often worked in factories, in markets, and on the streets as vendors.

Like the image above, this source shows a young child operating machinery that he is not even tall enough to reach. Images like these and the one above were captured by activists for child labor laws. The Child labor standards act would be passed in 1916