The curated resources linked below are an initial sample of the resources coming from a collaborative and rigorous review process with the EAD Content Curation Task Force.
A Visual History, 1940–1963: Political Cartoons by Clifford Berryman and Jim Berryman presents 70 political cartoons that invite students to explore American history from the early years of World War II to the civil rights movement. These images, by father-and-son cartoonists Clifford Berryman and Jim Berryman, highlight many significant topics, including WWII and its impact, the Cold War, the space race, the nuclear arms race, and the struggle for school desegregation.
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National Archives Center for Legislative Archives
America and the World presents 63 political cartoons by Clifford K. Berryman that invite students to discuss American foreign policy from the Spanish American War to the start of World War II. This eBook presents a selection of cartoons that show Berryman’s insight into the people, institutions, issues, and events that shaped an important era of American history.
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National Archives Center for Legislative Archives
In this lesson, students explore the motives, pressures, and fears that shaped Americans’ responses to Nazism and the humanitarian refugee crisis it provoked during the 1930s and 1940s.
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Facing History and Ourselves
The unit contains three case studies all focusing on immigration policies: Chinese Exclusion Act, Hart Celler Act and DACA
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Smithsonian National Museum of American History
The purpose of this collection is to provide teachers with a selection of primary sources that document the multi-faceted Cold War. A variety of sources are used to represent, as much as possible, the conflict’s most significant developments and patterns.
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Ashbrook/TeachingAmericanHistory
In this Close Up in Class Controversial Issue in the News, we will examine the various methods of voting used in the United States, explore the idea of voting entirely by mail, and challenge students to consider the pros and cons of one of the paths forward.
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Close Up
In this learning resource, students will use geospatial technology to examine the costs and benefits of foreign aid. Students will understand who recieves the most foreign aid, the categories of foreign aid, which government agency provides widespread assistance, and how the United States benefit from foreign aid.
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Esri
The Coronavirus Pandemic of 2020 has increased public awareness of the field of public health, which takes as its key goals “protecting and improving the health of people and their communities”(according to the CDC). In part because public health is so little understood or discussed in the U.S., government interventions to respond to the pandemic, including efforts to encourage masking and vaccinations, met with significant controversy and a wide variety of responses on the state and local levels. But the notion of government response to public health crises was not new in 2020; indeed, American public health measures including quarantine and inoculation predate the founding of the United States.
This Spotlight Kit covers a range of historic events in the realm of public health, including (but not limited to) Yellow Fever in 1793, public health crises of the Civil War, the 1918 flu epidemic, and the development of the polio vaccine in 1955. The documents herein reveal perennial questions about what the responsibility of the government is to its citizens’ health and what the limitations are to the public will for government intervention.
The resources in this spotlight kit are intended for classroom use, and are shared here under a CC-BY-SA license. Teachers, please review the copyright and fair use guidelines.
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- Primary Resources by Era/DateEighteenth Century (4)Nineteenth Century (5)Early Twentieth Century (including 1918 Flu Pandemic) (4)Later Twentieth Century (5)
- All 18 Primary ResourcesFrom George Washington to William Shippen, Jr. (1777)
During the Revolutionary War, according to military historians, approximately 90% of deaths among soldiers were the result of the spread of smallpox. As a result, Washington decided to mandate the vaccination of the troops – a process more dangerous and complicated in that era than our public vaccination campaigns today.
CitePrintShare“From George Washington to William Shippen, Jr., 6 February 1777,” Founders Online, National Archives, https://founders.archives.gov/documents/Washington/03-08-02-0281. [Original source: The Papers of George Washington, Revolutionary War Series, vol. 8, 6 January 1777 – 27 March 1777, ed. Frank E. Grizzard, Jr. Charlottesville: University Press of Virginia, 1998, p. 264.]
Thomas Jefferson to James Madison (1793)TranscriptThomas Jefferson to James Madison, 1793: “I think there is rational danger, but that I had before announced that I should not go till the beginning of October, & I do not like to exhibit the appearance of panic. Besides that I think there might serious ills proceed from there being not a single member of the administration in place. Poor Hutcheson dined with me on Friday was sennight, was taken that night on his return home, & died the day before yesterday.”
In this letter, Thomas Jefferson describes how the yellow fever is harming countless people, even those in the government, yet no one seems to know what can be done. Alexander Hamilton is ill, others are sick or dying, and Jefferson writes about avoiding the appearance of “panic” for the public.
1The resources in this spotlight kit are intended for classroom use. Teachers, if your use will be beyond a single classroom, please review the copyright and fair use guidelines.CitePrintShareThomas Jefferson to James Madison, September 8, with Fragment Copy. -09-08, 1793. Manuscript/Mixed Material. Retrieved from the Library of Congress, accessed from the Library of Congress on March 27, 2022, at www.loc.gov/item/mtjbib007979/.
Note: If you select to download the PDF below the image, you can see a transcript of the letter.
A Narrative of the Proceedings of the Black People, during the Late Awful Calamity in Philadelphia, in the Year 1793TranscriptA narrative of the proceedings of the black people, during the late awful calamity in Philadelphia, in the year 1793:
“We feel ourselves sensibly aggrieved by the censorious epithets of many, who did not render the least assistance in the time of necessity, yet are liberal of their censure of us, for the prices paid for our services, when no one knew how to make a proposal to any one they wanted to assist them. At first we made no charge but left it to those we served in removing their dead, to give what they thought fit–we set no price, until the reward was fixed by those we had served. After paying the people we had to assist us, our compensation is much less than many will believe.” (pp. 7-8)
This primary source reflects the incredible help that African Americans provided during Philadelphia’s yellow fever epidemic of 1793. Those who helped recount speaking with the mayor about what could be done and working with the government of the city in order to help those in need. Later in the document, the writers recount that they asked for pay for their many services given during this time of illness and need, yet some citizens turned against them.
CitePrintShareJones, Absalom, et al. A narrative of the proceedings of the black people, during the late awful calamity in Philadelphia, in the year: and a refutation of some censures thrown upon them in some late publications. Philadelphia: Printed for the authors, by William W. Woodward, 1794. Pdf. Accessed March 27, 2022 from the Library of Congress at www.loc.gov/item/02013737/
Note: This is a 32 page primary source document in its original form. If you wish to access a transcript of portions of this document in Microsoft Word form, that can be accessed from the Texas State University Library Guides; the citation for this is as follows:
Absolom Jones and Richard Allen, “On Black Philadelphians’ Conduct During the Yellow Fever Epidemic of 1793-1794,” ExplorePAhistory.com, accessed March 27, 2022 fro the Texas State University Library Guides at https://explorepahistory.com/odocument.php?docId=1-4-169.
“Account of the yellow fever outbreak in Philadelphia, October 11-14, 1793” (1793)“Account of the yellow fever outbreak in Philadelphia, October 11-14, 1793”TranscriptPhiladelphia 11th october 1793 11 OClock A.M. “The fever from all that I can learn is more fatal than ever, yesterday a vast number of burials – I do not expect any abatement of the fever before we have rain and high winds – The day before yesterday we were witness to what appears to me Shocking – a Coffin was brought to the entrance of Welsh’s alley, where it stayed sometime for the man to die before he was put into the Coffin, Such hurry must bury many alive.”
New York 14th October 1793 ½ past 10 OClock A.M. “The mail is arrived, I have no letters but I have seen Several, The malady in Philada continues dreadful, one hundred and thirty Seven were buried on friday last by the Committee independent of many who were buried by their friends, Fifty eight were Carried from Bush hill to Pottersfield Thursday last.—”
The federal government left Philadelphia in 1793 to avoid the yellow fever epidemic; the federal government’s response to the health concern was to leave the city. This letter is from Secretary of War Henry Knox and relates to the government weighing whether or not it was safe for them to go back to Philadelphia (students may need to be reminded that before Washington, DC, the federal government met in Philadelphia).
CitePrintShare“Account of the yellow fever outbreak in Philadelphia, October 11-14, 1793”, from the Gilder Lehrman Collection. Accessed on March 27, 2022 from https://www.gilderlehrman.org/history-resources/spotlight-primary-source/reports-yellow-fever-epidemic-1793
Note: A transcript of this letter is also available from this same page cited above.
The Shattuck Report (1850)Known as the Shattuck Report and done with the Massachusetts Sanitary Commission in 1850, this was the first in-depth look at public health. It focused on health and living conditions in Boston but had far-reaching impacts in bringing public health to the forefront of important national issues. According to many, this was the first attempt to get a public health code in place in a major American city. Shattuck’s report came at a time when the government was doing little to help immigrants arriving to the US, low-wage workers were living in unsanitary conditions, the working poor received almost no government help, and healthcare was nearly nonexistent for those living in poverty. The report revealed the need for public health codes and government intervention; according to LSU Biotech Law, “This report is one of the fundamental documents in public health in the United States. It is the first systematic use of birth and death records and other demographic data to describe the health of a population. Its recommendations became the foundation of the sanitation movement in the United States. . . “ This report also outlines technology as a necessity for government intervention in public health, mentioning everything from sanitation systems to sanitation laws.
CitePrintShareHistoric Public Health Books: “The Shattuck Report: LEMUEL SHATTUCK - REPORT OF A GENERAL PLAN FOR THE PROMOTION OF GENERAL AND PUBLIC HEALTH DEVISED, PREPARED AND RECOMMENDED BY THE COMMISSIONERS APPOINTED UNDER A RESOLVE OF THE LEGISLATURE OF MASSACHUSETTS, RELATING TO A SANITARY SURVEY OF THE STATE. (1850)”; accessed from LSU Biotech Law on March 27, 2022 at https://biotech.law.lsu.edu/cphl/history/books/sr/
Note: This is a transcript of the entire book by Lemuel Shattuck. From this link provided above, you can select to view any page on the original primary source book from 1850.
“Rules for preserving the health of the soldier” (1861)“Rules for preserving the health of the soldier” (1861)Transcript“To secure by all possible means the health and efficiency of our troops now in the field, and to prevent unnecessary disease and suffering. . .. Every officer and soldier should be carefully vaccinated with fresh vaccine matter, unless already marked by small-pox.”
This book outlines health advice for soldiers; it was published by the federal government under the US Sanitary Commission during the Civil War, at a time when the Union Army needed government assistance to keep soldiers healthy. The work also discusses everything from diet to sanitation.
CitePrintShare“Rules for preserving the health of the soldier”, provided by the U.S. National Library of Medicine Digital Collections; accessed March 27, 2022, from https://collections.nlm.nih.gov/bookviewer?PID=nlm:nlmuid-101201682-bk.
If you wish to read a transcript of portions of this work, you can use the following source:
Teach US History.org, “Rules for Preserving the Health of the Soldier”, accessed March 27, 2022 at https://www.teachushistory.org/civil-war/resources/rules-preserving-health-soldier#:~:text=Every%20officer%20and%20soldier%20should,the%20exigencies%20of%20service%20permit.
Union field hospital after the battle of June 27 (1862)This photograph shows a Union Civil War hospital in June 1862. This photograph could be used in conjunction with the “Rules for the preserving the health of the soldier” (the primary source listed above) to showcase some of the measures taken for the health of soldiers.
CitePrintShareGibson, James F, photographer. Savage Station, Virginia. Union field hospital after the battle of June 27. June. Photograph. Retrieved from the Library of Congress, www.loc.gov/item/2018671740/.
Letter from Dr. John H. Rapier, Jr. to his uncle (1864)Transcript“I drew $100 less war tax $2.50 for Medical Services rendered the U.S. Government. … I must tell you coloured men in the U.S. Uniform are much respected here, and in visiting the various Departments if the dress is that of an Officer, you receive the military salute from the ground as promptly as if your blood was a Howard or Plantagenent instead of a Pompey or Cuffee’s. … I had decided not to wear the uniform but I have altered my mind—and I shall appear hereafter in full dress gold lace, pointed hat, straps and all. Mr. Fred Douglass spoke here last night to an immense audience and today the President sent for him to visit him in the Capitol.”
This four-page August 19, 1864 letter is from African American surgeon Dr. John H. Rapier, Jr. In the letter, Dr. Rapier recounts being paid by the US government for his medical services. This primary source shows the important role of African American medical practitioners in the Civil War, and makes reference to Frederick Douglass being summoned by the President and meeting with Dr. Rapier thereafter.
CitePrintShareLetter from Dr. John H. Rapier, Jr. to his uncle James P. Thomas, Esq., St. Louis, Missouri, from Freedmen's Hospital, Washington, D.C., August 19, 1864 (transcript available). Courtesy Moorland-Spingarn Research Center, Howard University. Accessed March 27, 2022 from the NIH US National Library of Medicine at https://www.nlm.nih.gov/exhibition/bindingwounds/education/onlineactivities.html
Hygienic Laboratory at the Marine Hospital, Staten Island, New York (1887-1891)These photographs are from the Marine Hospital at Staten Island, New York, where the Hygienic Laboratory was established in 1887. The tents are for people with tuberculosis; Joseph James Kinyoun was the Assistant Surgeon at this location and urged isolation as a way to combat tuberculosis. According to the NIH, this Marine Hospital “marked the beginning of the National Institutes of Health and laid the groundwork for government-supported scientific research in the United States”. A major purpose of this location was to look for diseases among immigrants arriving from Europe, at a time when anti-immigrant beliefs were already a problem in the US.
CitePrintShareNational Institute of Allergy and Infectious Diseases (NIH), “The Hygienic Laboratory - Abutment”, access from the NIH on March 27, 2022 at https://www.niaid.nih.gov/about/joseph-kinyoun-indispensable-man-hygienic-laboratory
Photographs from Ellis Island (1907)Physicians examining a group of Jewish immigrants (1907)Immigrants just arrived, awaiting examination, Ellis Island, New York harbor (1907)This 1907 photograph shows immigrants being examined at Ellis Island. The US government required medical examinations upon arrival in the US. It could be important to point out public perceptions of immigrants at this time in American history, and how anti-immigrant beliefs were influencing government decisions about medicine and health.
CitePrintShareUnderwood & Underwood, Copyright Claimant. Physicians examining a group of Jewish immigrants. Photograph. Access March 27, 2022 from the Library of Congress at www.loc.gov/item/2012646350/
Underwood & Underwood. Immigrants just arrived, awaiting examination, Ellis Island, New York harbor. [London: underwood & underwood, european publishers, ltd., between 1870 and 1920] Photograph. Accessed March 27, 2022 from the Library of Congress at www.loc.gov/item/2017660810/
Birmingham, Alabama Board of Education School Board Minutes (1918)In terms of government public health initiatives over time, local governments are an important part of that history. This primary source is from Birmingham, Alabama’s School Board minutes from December 1918, in which the possibility of closing schools due to the flu epidemic. The document explains that doctors of the Committee of Health have been consulted on the issue as well. This could be a useful primary source for studying local government decisions in public health issues.
CitePrintShareBirmingham, Alabama Board of Education December 3, 1918 School Board Minutes. Published: Ann Arbor, Michigan: Michigan Publishing, University Library, University of Michigan. Courtesy of: Department of Archives and Manuscripts, Birmingham Public Library, Birmingham, AL. Accessed March 29, 2022 from the Influenza Encyclopedia, from the University of Michigan Center for the History of Medicine and Michigan Publishing, University of Michigan Library Influenza Archive, at
“Swat the Flu…”: The Bismarck Tribune (1919)This 1919 newspaper article has the headline “Swat the Flu is Slogan for 1919 Campaign Against Dread Destroyer that Looms Again: Measure Approved in Both Houses of Congress Would Appropriate $5,000,000 for Investigation of Epidemic Which Swept Over America in 1918, Costing Thousands of Lives”. The article details government actions regarding public health during the 1918-1919 flu epidemic.
CitePrintShareThe Bismarck tribune. [volume] (Bismarck, N.D.), 29 July 1919. Chronicling America: Historic American Newspapers. Lib. of Congress. Accessed March 29, 2022 from the Library of Congress at https://chroniclingamerica.loc.gov/lccn/sn85042243/1919-07-29/ed-1/seq-1/
President Coolidge, Address at the Annual Session of the American Medical Association (1927)This address, given by President Coolidge to the American Medical Association, speaks broadly to the role of the field of public health and the trust he feels society must place in science and medicine.
President Calvin Coolidge, Address at the Annual Session of the American Medical Association, Washington, D.C., May 17, 1927
Ladies and Gentlemen:“...Those who have witnessed the general paralysis which prevails when even a moderate epidemic breaks out can not help but realize that one of the most important factors of our everyday existence is the public health, which has come to be dependent upon sanitation and the medical profession. We are constantly in receipt of the beneficial activities of these efforts in the disposition of waste, the water we drink, the food we eat, and even in the air we breathe. This great work is carried on partly through private initiative, partly through Government effort, partly by a combination of these two working in harmony with the science of chemistry, of engineering, and of applied medicine. In its main aspects it is preventive, but in a very large field it is remedial. Without this service our large centers of population would be overwhelmed and dissipated almost in a day and the modern organization of society would be altogether destroyed. The debt which we owe to the science of medicine is simply beyond computation or comprehension….
If there is any one thing which the progress of science has taught us, it is the necessity of an open mind. Without this attitude very little advance could be made. Truth must always be able to demonstrate itself. But when it has been demonstrated, in whatsoever direction it may lead, it ought to be followed.”
CitePrintShare“Address at the Annual Session of the American Medical Association, Washington, D.C. | The American.” The American Presidency Project, https://www.presidency.ucsb.edu/documents/address-the-annual-session-the-american-medical-association-washington-dc.
The Polio Vaccine Assistance Act of 1955This 1955 primary source is about the US government’s Polio Vaccine Assistance Act and the US government’s public health efforts to fight polio. This two-page document explains how states will receive money for vaccination programs and distribute the vaccine, among other details. Notice the first page calls this a “new advance in preventive medicine”.
CitePrintShareAJPH: A Publication of the American Public Health Association, Otis L. Anderson, MD, F.A.P.H.A, “The Polio Vaccine Assistance Act of 1955”, October 1955. Accessed March 27, 2022 from the AJPH at https://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.45.10.1349#:~:text=The%20Polio%20Vaccine%20Assistance%20Act%20of%201955%2C%20passed%20by%20the,of%20planning%20and%20conducting%20vaccination
White House Press Release on the Salk Polio Vaccine (1955)This 1955 White House press release details President Eisenhower’s honoring Jonas Salk with a “citation for his extraordinary achievement” in developing a polio vaccine. Eisenhower, in this press release, details the massive efforts the National Foundation for Infantile Paralysis has taken to work towards a polio vaccine. President Franklin D. Roosevelt’s own struggle with polio, and the gratitude of America as a whole, are also discussed.
CitePrintShareWhite House press release with text of citations given by the President to Dr. Jonas E. Salk and the National Foundation for Infantile Paralysis, April 22, 1955 [DDE's Records as President, Official File, Box 511, 117-I-1 Salk Polio Vaccine (8); NAID #12166355]. Accessed March 29, 2022 from the Dwight D. Eisenhower Presidential Library at https://www.eisenhowerlibrary.gov/sites/default/files/research/online-documents/salk/salk-c.pdf
Public Health Video (1955)This Library of Congress 14 minute and 35 second video is from 1955 and details the efforts made to fight polio. From the NBC Television Collection, this primary source allows students to watch a primary source video that details items such as how vaccines are made, including the safety of vaccines. The description reads: “HEW Secretary Oveta Culp Hobby and Surgeon General Leonard Scheele talk about the Salk polio vaccine and assuage concerns about its safety”. (HEW is “Health, Education, and Welfare”.)
CitePrintShareScheele, Leonard Andrew, et al. A Special Report on Polio. 1955. Video. Accessed March 29, 2022 from the Library of Congress at www.loc.gov/item/mbrs00056792/
Special Message to the Congress on the Nation's Health (1964)This address to Congress delineates a public health agenda that includes numerous measures for increasing both the national and international commitments to health infrastructure and access. In doing so, it connects issues of public health and access to health care to President Johnson’s War on Poverty.
President Lyndon B. Johnson, Special Message to the Congress on the Nation's Health (1964)
To the Congress of the United States:The American people are not satisfied with better-than-average health. As a Nation, they want, they need, and they can afford the best of health:
--not just for those of comfortable means.
--but for all our citizens, old and young, rich and poor.
In America,
--There is no need and no room for second-class health services.
...Too many Americans still are cut off by low incomes from adequate health services. Too many older people are still deprived of hope and dignity by prolonged and costly illness. The linkage between ill-health and poverty in America is still all too plain.
In its first session, the 88th Congress made some important advances on the health front:
--It acted to increase our supply of physicians and dentists.
--It began a Nation-wide attack on mental illness and mental retardation.
--And it strengthened our efforts against air pollution.
But our remaining agenda is long, and it will be unfinished until each American enjoys the full benefits of modern medical knowledge.
Part of this agenda concerns a direct attack on that particular companion of poor health--poverty. Above all, we must see to it that all of our children, whatever the economic condition of their parents, can start life with sound minds and bodies.
My message to the Congress on poverty will set forth measures designed to advance us toward this goal.
In today's message, I present the rest of this year's agenda for America's good health.
CitePrintShareJohnson, Lyndon B. “Special Message to the Congress on the Nation's Health.” The American Presidency Project, 10 February 1964, https://www.presidency.ucsb.edu/documents/special-message-the-congress-the-nations-health.
Surgeon General's Report on Acquired Immune Deficiency Syndrome (1987)The Reagan Administration was slow to respond to the initial emergence and spread of AIDS (Acquired Immunodeficiency Syndrome). Political activism, both within and outside of the LGBTQ community, pushed for more government support, resources, and attention to the disease and its victims. As a National Library of Medicine profile of Surgeon General C. Everett Koop explains, “ In 1986, he was finally authorized to issue a Surgeon General's report on AIDS. In 1988, he mailed a congressionally-mandated information brochure on AIDS to every American household.”
- Everett Koop, Surgeon General's Report on Acquired Immune Deficiency Syndrome (1987):
“Every person can reduce the risk of exposure to the AIDS virus through preventive measures that are simple, straightforward, and effective. However, if people are to follow these recommended measures-to act responsibly to protect themselves and others-they must be informed about them. That is an obvious statement, but not a simple one. Educating people about AIDS has never been easy.
From the start, this disease has evoked highly emotional and often irrational responses. Much of the reaction could be attributed to fear of the many unknowns surrounding a new and very deadly disease. This fear was compounded by personal feelings regarding the groups of people primarily affected-homosexual men and intravenous drug abusers. Rumors and misinformation spread rampantly and became as difficult to combat as the disease itself. It is time to put self-defeating attitudes aside and recognize that we are fighting a disease-not people. We must control the spread of AIDS, and at the same time offer the best we can to care for those who are sick.”
CitePrintShareKoop, CE. “Surgeon General's report on acquired immune deficiency syndrome.” NCBI, 1987, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1477712/.
Education for American Democracy
In this lesson, students read a text that examines recent research into the question of whether democratic forms of government are in decline in the world and whether young people have less affinity for democracy than in the past. Next, they participate in a Civil Conversation (CivCon) based on the reading; in this structured discussion method, participants are encouraged to engage intellectually with challenging materials, gain insight about their own point of view, and strive for a shared understanding of issues.
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Constitutional Rights Foundation
Model Diplomacy offers free National Security Council (NSC) and UN Security Council (UNSC) simulations that present both historical and hypothetical scenarios based on real issues, with content informed by Council on Foreign Relations experts.
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Model Diplomacy
With ever-evolving media, visual images play a significant and powerful role in moments of social change. This spotlight kit, made up almost entirely of primary source images ripe for visual analysis, focuses on moments of protest and resistance to government policies and other symbols of authority. Resources include images of events, movements and moments of resistance from the mid-20th to the early 21st centuries. In these moments, photographs and other media play the dual role of capturing the message and, in helping to spread its visibility, contributing to the fight for social change.
This image-based Spotlight Kit lends itself particularly well to a range of uses in the classroom: as an inquiry activity to introduce an historic era or the theme of protest; with diverse learners, including students with identified language processing disorders or students who are English Language Learners; and as a supplement to other text-based primary sources.
While no set of images can comprehensively capture any era, these particular examples were selected for their intentional use of visual media or the ways in which these moments have become symbolic and iconic. The images also include powerful slogans used by activists, many of which connect and echo across different events in this collection.
The resources in this spotlight kit are intended for classroom use, and are shared here under a CC-BY-SA license. Teachers, please review the copyright and fair use guidelines.
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- Primary Resources by Decade1955-1960s (4)1970s-1980s (7)2000-2022 (10)
- All 21 Primary ResourcesMamie Till Mobley weeps at her son's funeral (1955)Mamie Till Mobley weeps at her son's funeral on Sept. 6, 1955, in Chicago. Mobley insisted that her son's body be displayed in an open casket forcing the nation to see the brutality directed at Blacks in the South. AP, FILE
Following the lynching murder of her fifteen-year-old son, Emmett Till,, Mamie TIll Mobley insisted on an open casket at his funeral; according to Time magazine, “When Till’s mother Mamie came to identify her son, she told the funeral director, ‘Let the people see what I’ve seen.’” The graphic images of his beaten body captured the attention of people across the United States, and the photo’s publication in Jet magazine is widely considered a galvanizing moment for the Civil Rights Era.
CitePrintShareShapiro, Emily. “Emmett Till's childhood home is named a Chicago landmark.” ABC News, 28 January 2021, https://abcnews.go.com/US/emmett-tills-childhood-home-named-chicago-landmark/story?id=75536520.
“The Photo That Changed the Civil Rights Movement.” TIME, 10 July 2016, https://time.com/4399793/emmett-till-civil-rights-photography/.
The March on Washington (1963)The March on Washington, 1963The March on Washington, 1963 By 1963 the Civil Rights Movement had grown substantially. They had support for both the black and white communities, as well as many celebrities. The purpose of this march was to gain national support for legislation in Congress. One of the most famous moments of the march was Dr. Martin Luther King Jr.'s “I Have a Dream” speech. Originally proposed in 1941 as the “March for Jobs and Freedom” by A. Philip Randolph, photographs of the March became – and remain – some of the most iconic images of the Civil Rights Movement.
CitePrintShareLeffler, W. K., photographer. (1963) Civil rights march on Washington, D.C. / WKL. Washington D.C, 1963. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2003654393/.
Memphis Sanitation Workers’ Strike (1968)US National Guard troops block off Beale Street in Memphis, Tennessee, as civil rights protesters march for the third day in a row. Bettmann/Getty Images (March 29, 1968)Any number of images from the Civil Rights era would benefit a unit on freedom of speech, but this particular image does a few things: (1) it marks the occasion immediately before Martin Luther King’s assassination; (2) it provides an image of a single text used over and over, in contrast to the image above with multiple demands; and (3) it juxtaposes protesters exercising their first amendment rights with National Guard troops wielding weapons.
CitePrintShare“1968: The year in pictures.” CNN, https://www.cnn.com/interactive/2018/05/world/1968-cnnphotos/. Accessed 26 February 2023.
John Carlos and Tommie Smith raise fists in protest as they receive their Olympic medals (1968)John Carlos and Tommie Smith raise fists in protest as they receive their Olympic medals (1968)Aware of the platform provided by international television coverage of the Olympics, medal-winning U.S. track athletes John Carlos and Tommie Smith chose to raise a fist during their medal ceremony to protest racial inequality in the country they were representing, at the very moment the Star Spangled Banner was playing.
CitePrintShareLayden, Tim. “John Carlos, Tommie Smith: 1968 Olympics black power salute.” Sports Illustrated, 3 October 2018, https://www.si.com/olympics/2018/10/03/john-carlos-tommie-smith-1968-olympics-black-power-salute.
Women's Strike for Peace and Equality (1970)Women's Strike for Peace and Equality, New York City, Aug. 26, 1970. Eugene Gordon—The New York Historical Society / Getty ImagesThe 1970s Women’s Strike was organized by feminist author Betty Friedan, to commemorate the fiftieth anniversary of the 19th Amendment, which prevented women from being denied the vote “on the basis of sex.” As reported by Time, “Friedan’s original idea for Aug. 26 was a national work stoppage, in which women would cease cooking and cleaning in order to draw attention to the unequal distribution of domestic labor, an issue she discussed in her 1963 bestseller The Feminine Mystique. It isn’t clear how many women truly went on ‘strike’ that day, but the march served as a powerful symbolic gesture. Participants held signs with slogans like ‘Don’t Iron While the Strike is Hot’ and ‘Don’t Cook Dinner – Starve a Rat Today.’”
CitePrintShareCohen, Sascha. “Women's Equality Day: The History of When Women Went on Strike.” Time, 26 August 2015, https://time.com/4008060/women-strike-equality-1970/.
Poster image from “Women's Strike for Equality.” Wikipedia, https://en.wikipedia.org/wiki/Women%27s_Strike_for_Equality.
Protests against the Vietnam War (1969-70)Protest against the Vietnam War, Texas, December, 1969. Credit: Jimmy Cochran.Antiwar march October 31, 1970, Seattle, two months after the death of Reuben Salazar in the Los Angeles Chicano Moratorium protestVietnam War Protests The Vietnam protest movement represented a growing anti-war movement in the United States in the late 1960s to early 1970s. Protestors spanned the racial spectrum and employed varying methods to end the war in Vietnam, started by the United States.
In many cases, anti-war protests combined with efforts to turn attention to domestic issues. As described in the Mapping American Social Movements Project of the University of Washington, “Chicanos in Los Angeles formed alliances with other oppressed people who identified with the Third World Left and were committed to toppling U.S. imperialism and fighting racism…. The Chicano Moratorium antiwar protests of 1970 and 1971…reflected the vibrant collaboration between African Americans, Japanese Americans, American Indians, and white antiwar activists that had developed in Southern California.”
CitePrintShareCochran, Jimmy W. “[Line of Protesters Against Vietnam War] - The Portal to Texas History.” The Portal to Texas History, https://texashistory.unt.edu/ark:/67531/metapth1276191/.
Estrada, Josue. Chicano Movement Geography - Mapping American Social Movements, https://depts.washington.edu/moves/Chicano_geography.shtml.
Disability Rights Movement Protest for the Rehabilitation Act (1973)Disability Rights Movement Protest for the Rehabilitation Act 1973, photographer Tom Olin Greyhound Bus Depot in Los Angeles, Diane Coleman, Steve Remington and Rick Wilson.The Civil Rights Movement for Black equality inspired many other movements, including a national push for disability rights. The Rehabilitation Act of 1973 prohibited discrimination on the basis of disability and protected equal access for people with disabilities in areas including public services, employment, and education.
CitePrintShare“History and Timeline | Department on Disability.” Department on Disability, https://disability.lacity.org/resources/celebrate-ada-30th-anniversary/history-and-timeline.
Protests for and against the Equal Rights Amendment (1973)Protests led by Phyllis Schlafly, center, opposed the passage of the Equal Rights Amendment, 1973.Women supporting the ERA carry a banner down Pennsylvania Avenue in Washington DC on August 26, 1977The Equal Rights Amendment (ERA) states: "Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex." First proposed as an Amendment to the Constitution in 1923, Congress finally passed the ERA in 1972. The senate vote was overwhelming: 84 to 8. The Amendment then went to state legislatures for approval, requiring 38 for ratification. 22 states ratified in that first year, and 8 more in 1973. But then a grassroots opposition movement made significant inroads. 35 states eventually approved it by 1977, but the passage of the Amendment then stalled and the deadline expired in 1982.
In these photos, women who fought both for and against the Amendment’s passage are pictured protesting. In the top photograph, American attorney and conservative activist Phyllis Schlafly, founder of STOP-ERA, leads a protest against the Amendment. In the bottom photograph, women dressed in white – evoking suffragists of the past – protest in favor of the Amendment in Washington, DC on August 26, 1977 – the same date of the Women’s Strike seven years earlier (also included in this Spotlight Kit).
CitePrintShare“ERA wouldn't be good for women | Tuesday's letters.” Tampa Bay Times, 9 September 2019, https://www.tampabay.com/opinion/letters/2019/09/09/era-wouldnt-be-good-for-women-tuesdays-letters/.
Prasad, Ritu. “Women's Equal Rights Amendment sees first hearing in 36 years.” BBC, 30 April 2019, https://www.bbc.com/news/world-us-canada-44319712.
Boycott Lettuce & Grapes Poster (1978)Boycott Lettuce & Grapes (1978)Dolores Huerta Lettuce Boycott Poster: Dolores Huerta and Cesar Chavez fought together for the rights and protections of the workers who picked fruits and vegetables in the fields and orchards, organizing a workers’ union and boycotts to gain attention and create economic pressure for the cause. Huerta led a successful lettuce and grape boycott, first in California and later on a national scale, that paved the way for migrant labor protection laws.
CitePrintShare(1978) Boycott Lettuce & Grapes. United States, 1978. [Chicago: Women's Graphics Collective] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/93505187/.
Lily Chin Holds a Photograph of Her Son Vincent Chin (1983)As explained by the New York Times, “Vincent Chin, a Chinese American man who lived near Detroit, was beaten to death with a baseball bat after being pursued by two white autoworkers in 1982…Mr. Chin was killed at a time when the rise of Japanese carmakers and the collapse of Detroit’s auto industry had contributed to a rise in anti-Asian racism.” The two men who murdered Chin accepted plea deals, serving only probation and paying about $3000 each in fines. In this image, Chin’s mother, Lily Chin, holds a photograph of her son.
CitePrintShareSmith, Mitch. “Decades After Infamous Beating Death, Recent Attacks Haunt Asian Americans.” The New York Times, 17 June 2022, https://www.nytimes.com/2022/06/16/us/vincent-chin-anti-asian-attack-detroit.html.
Keith Haring, Ignorance = Fear / Silence = Death (1989)Keith Haring, Ignorance = Fear / Silence = Death (1989)In the earliest years of the emergency of AIDS as a public health crisis, the American Government’s response was limited in terms of both resources dedicated to fighting the disease and public discussion of the disease, its victims, and public health strategies for prevention. Activists coined the phrase “silence=death” in 1987 to help raise awareness and spur the government to devote greater resources and attention.
CitePrintShareSherwin, Skye. “Keith Haring’s Ignorance = Fear: political activism | Art and design.” The Guardian, 23 August 2019, https://www.theguardian.com/artanddesign/2019/aug/23/keith-haring-ignorance-equals-fear.
Tea Party Protests (2009)Tea Party protest at the Connecticut State Capitol in Hartford, Connecticut. April 15, 2009. Organizers reported that the police estimate of attendance was 5000 people.Protesters in Washington D.C. during a rally, September 2009.After the financial crisis of 2008, a CNBC commentator, Rick Santelli, argued against President Obama’s mortgage relief policies and evoked the Revolutionary War-era Tea Party in calling for a protest against them. The “Tea Party Movement” took hold among some conservative and libertarian circles, leading to rallies and political campaigns arguing against federal taxation and in favor of fiscal conservatism and a free market economy. Several rallies were held specifically on April 15th – Tax Day – 2009.
CitePrintShareRoss, Sage. “File:Tea Party Protest, Hartford, Connecticut, 15 April 2009 - 041.jpg.” Wikimedia Commons, https://commons.wikimedia.org/wiki/File:Tea_Party_Protest,_Hartford,_Connecticut,_15_April_2009_-_041.jpg.
Zeleny, Jeff. “In Washington, Thousands Stage Protest of Big Government.” The New York Times, 12 September 2009, https://www.nytimes.com/2009/09/13/us/politics/13protestweb.html.
Occupy Wall Street / Park Avenue Millionaires Protest (2011)Occupy Wall Street Protests Starting in Washington, then moving to New York, protesters camped out in Zucotti park for an extended period of time in 2011 while voicing their concern about inequality in America. The protesters had a unique style of protesting employing methods such as “the people’s mic,” organized childcare, a library, and were predominantly “leaderless.” They had regularly scheduled marches throughout New York City for a variety of issues. Some critique focused on how participants were mostly white, accused of antisemitism, and had an amorphous set of demands.
CitePrintShareWires, N. P. R. S. and. (2011, October 15). Occupy Wall Street inspires worldwide protests. NPR. Retrieved February 27, 2022, from https://www.npr.org/2011/10/15/141382468/occupy-wall-street-inspires-worldwide-protests
Kastenbaum, Steve. “Occupy Wall Street: An experiment in consensus-building.” CNN, 18 October 2011, https://www.cnn.com/2011/10/18/us/occupy-wall-street-consensus-building/index.html.
Rally in Support of DACA (2017)In September of 2017, Attorney General Jeff Sessions’ announcement that the Trump Administration planned to end DACA, or the Deferred Action for Childhood Arrivals program, was met with protests around the country. As reported by National Public Radio, “hundreds of demonstrators gathered outside the White House. They shouted ‘We are America’ and ‘We want education. Down with deportation.’ The marchers then proceeded to the Department of Justice…and to the Trump International Hotel on Pennsylvania Avenue, where they staged a sit-in.”
CitePrintShareNeuman, Scott. “Protesters In D.C., Denver, LA, Elsewhere Demonstrate Against Rescinding DACA.” NPR, 5 September 2017, https://www.npr.org/sections/thetwo-way/2017/09/05/548727220/protests-in-d-c-denver-la-elsewhere-protest-rescinding-daca.
Dakota Access Pipeline Protest (2017)Dakota Access Pipeline Protests (2017)The planned construction of The Dakota Access Pipeline and resulting protests is a recent example of Native Americans and U.S. industry clashing. One side feared for the quality of their water and lands being abused. Proponents of the pipeline included union members and business, who viewed the pipeline’s development as essential to the growth of the economy.
CitePrintShareHersher, R. (2017, February 22). Key moments in the Dakota Access Pipeline Fight. NPR. Retrieved February 27, 2022, from https://www.npr.org/sections/thetwo-way/2017/02/22/514988040/key-moments-in-the-dakota-access-pipeline-fight
Iowa Public Radio | By Amy Mayer. (2020, August 28). Public Voices Support and oppose Bakken pipeline across Iowa. Iowa Public Radio. Retrieved February 26, 2022, from https://www.iowapublicradio.org/environment/2015-11-12/public-voices-support-and-oppose-bakken-pipeline-across-iowa#stream/0
How do you sign ‘Black Lives Matter’ in ASL? (2020)How do you sign ‘Black Lives Matter’ in ASL? (2020)As reported by the Los Angeles Times, the intersection of disability rights and racial equity can be complicated for deaf members of the Black Lives Matter Movement: “The phrase begins with four fingers cut across the brow, followed by two thumbs drawn up like breath from navel to chest, ending with a fierce tug with two hands down from the chin into fists toward the heart.
Black. Life. Cherish. This is how Harold Foxx and many other black deaf Angelenos sign ‘Black Lives Matter,’ though it is by no means a universal translation. .. It is a reminder of an ongoing struggle for equity, representation and authenticity in ASL, a language deeply scarred by racism and exclusion.”
CitePrintShareSharp, Sonja. “Column One: How do you sign 'Black Lives Matter' in ASL? For black deaf Angelenos, it's complicated.” Los Angeles Times, 8 June 2020, https://www.latimes.com/california/story/2020-06-08/how-do-you-sign-black-lives-matter-in-asl-for-black-deaf-angelenos-its-complicated.
Black Lives Matter Plaza (2020)Black Lives Matter Plaza (2020)On June 5, 2020, CNN reported: “Washington, DC is painting a message in giant, yellow letters down a busy DC street ahead of a planned protest this weekend: BLACK LIVES MATTER.
The massive banner-like project spans two blocks of 16th Street, a central axis that leads southward straight to the White House. Each of the 16 bold yellow letters spans the width of the two-lane street, creating an unmistakable visual easily spotted by aerial cameras and virtually anyone within a few blocks. The painters were contacted by Mayor Muriel Bowser and began work early Friday morning, the mayor’s office told CNN. Bowser has officially deemed the section of 16th Street bearing the mural ‘Black Lives Matter Plaza,’ complete with a new street sign.”
CitePrintShareSource of text: Willingham, AJ. “Washington, DC paints a giant 'Black Lives Matter' message on the road to the White House.” CNN, 5 June 2020, https://www.cnn.com/2020/06/05/us/black-lives-matter-dc-street-white-house-trnd/index.html.
Source of photo: “DC paints huge Black Lives Matter mural near White House.” WCTV, 5 June 2020, https://www.kktv.com/content/news/DC-paints-huge-Black-Lives-Matter-mural-near-White-House-571049311.html.
Protests against Mask Mandates (2021)People demonstrate against mask mandates at a Cobb county, Georgia, school board meeting last week. Photograph: Robin Rayne/Zuma Press Wire/Rex/Shutterstock (2021)Families protest any potential mask mandates before the Hillsborough County School Board meeting last month in Tampa, Fla.During the height of the Coronavirus pandemic, all levels of government – federal, state, and local – were required to respond to information emerging daily about what policies and practices would be safest for the public. In many places, including public spaces and schools, people were required to wear masks. Some people pushed back against these requirements, arguing that mandates were a violation of their individual rights.
CitePrintShareWong, Julia Carrie. “Masks off: how US school boards became 'perfect battlegrounds' for vicious culture wars.” The Guardian, 24 August 2021, https://www.theguardian.com/us-news/2021/aug/24/mask-mandates-covid-school-boards.
Shivaram, Deepa. “'Mask Wars' Are Erupting In Schools As Students Return : Back To School: Live Updates.” NPR, 20 August 2021, https://www.npr.org/sections/back-to-school-live-updates/2021/08/20/1028841279/mask-mandates-school-protests-teachers.
Rally against CRT in Schools (2021)Capitol rally to “stop critical race theory in Pennsylvania schools.” Harrisburg, Pennsylvania, July 14, 2021. Dan GleiterWhile “Critical Race Theory” (CRT) is taught primarily in law schools, protests began in 2021 against the teaching of CRT at local school board meetings in many places across the country. Often, participants in these protests raised a range of concerns about how topics including, but not limited to, race are covered in school curricula. These protests became part of a larger “parents’ rights” movement, arguing that parents should have a greater say in determining what their children learn in school.
CitePrintShareDeJesus, Ivey. “Critical race theory: What it is, what it isn't, and what it means for education in Pennsylvania.” Penn Live, 15 July 2021, https://www.pennlive.com/news/2021/07/critical-race-theory-the-nationwide-debate-is-emerging-in-pennsylvania.html.
“I Still Believe in Our City” Public Art (2021)The “I Still Believe In Our City” public art series was created in partnership with the New York City Commission on Human Rights. Courtesy Amanda Phingbodhipakkiya"I Am Not Your Scapegoat" poster.Courtesy Amanda PhingbodhipakkiyaAs reported by NBC News, “Last winter, as violent attacks against Asian elders began to spike, vividly painted portraits of Asian, Pacific Islander and Black people — flanked by vibrant florals and messages like ‘I am not your scapegoat’ — appeared on the walls of New York City's busiest subway and bus stops. Amanda Phingbodhipakkiya’s I Still Believe In Our City public art series, created in partnership with the New York City Commission on Human Rights, reminded millions of commuters of the humanity, diversity and beauty of Asian Americans at a time when many saw them as mere carriers of a deadly virus.”
CitePrintShareWang, Claire. “'I am not your scapegoat': See the art created by Asian Americans in a year of anti-Asian hate.” NBC News, 27 December 2021, https://www.nbcnews.com/news/asian-america/-not-scapegoat-see-art-created-asian-americans-year-anti-asian-hate-rcna9058.
March against Florida House Bill 1557 (2022)Demonstrators headed toward a pier in St. Petersburg during a rally against the bill.As reported by the New York Times in March of 2022, Gov. Ron DeSantis of Florida signed House Bill 1557, “which supporters call the ‘Parental Rights in Education’ bill, but that opponents refer to as the ‘Don’t Say Gay’ bill.” Among the provisions of the bill, “Instruction on gender and sexuality would be constrained in all grades; schools would be required to notify parents when children receive mental, emotional or physical health services, unless educators believe there is a risk of ‘abuse, abandonment, or neglect’; and parents would have the right to opt their children out of counseling and health services.”
CitePrintShareGoldstein, Dana. “What’s in House Bill 1557, Which Opponents Call ‘Don’t Say Gay.’” The New York Times, 18 March 2022, https://www.nytimes.com/2022/03/18/us/dont-say-gay-bill-florida.html.
Education for American Democracy
Students develop critical thinking skills by analyzing primary source documents and political cartoons about four major issues of the Post-World War I and 1920s Era. This lesson complements studies of the Roaring 20s topics of economic growth, the Harlem Renaissance, flappers, jazz, and prohibition by addressing four topics highlighting the contest of old and new directions for America.
The Roadmap
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We the People
This theme explores the idea of “the people” as a political concept–not just a group of people who share a landscape but a group of people who share political ideals and institutions.
Institutional & Social Transformation
This theme explores how social arrangements and conflicts have combined with political institutions to shape American life from the earliest colonial period to the present, investigates which moments of change have most defined the country, and builds understanding of how American political institutions and society changes.
Contemporary Debates & Possibilities
This theme explores the contemporary terrain of civic participation and civic agency, investigating how historical narratives shape current political arguments, how values and information shape policy arguments, and how the American people continues to renew or remake itself in pursuit of fulfillment of the promise of constitutional democracy.
Civic Participation
This theme explores the relationship between self-government and civic participation, drawing on the discipline of history to explore how citizens’ active engagement has mattered for American society and on the discipline of civics to explore the principles, values, habits, and skills that support productive engagement in a healthy, resilient constitutional democracy. This theme focuses attention on the overarching goal of engaging young people as civic participants and preparing them to assume that role successfully.
Our Changing landscapes
This theme begins from the recognition that American civic experience is tied to a particular place, and explores the history of how the United States has come to develop the physical and geographical shape it has, the complex experiences of harm and benefit which that history has delivered to different portions of the American population, and the civics questions of how political communities form in the first place, become connected to specific places, and develop membership rules. The theme also takes up the question of our contemporary responsibility to the natural world.
A New Government & Constitution
This theme explores the institutional history of the United States as well as the theoretical underpinnings of constitutional design.
A People in the World
This theme explores the place of the U.S. and the American people in a global context, investigating key historical events in international affairs,and building understanding of the principles, values, and laws at stake in debates about America’s role in the world.
The Seven Themes
The Seven Themes provide the organizational framework for the Roadmap. They map out the knowledge, skills, and dispositions that students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. Importantly, they are neither standards nor curriculum, but rather a starting point for the design of standards, curricula, resources, and lessons.
Driving questions provide a glimpse into the types of inquiries that teachers can write and develop in support of in-depth civic learning. Think of them as a starting point in your curricular design.
Learn more about inquiry-based learning in the Pedagogy Companion.
Sample guiding questions are designed to foster classroom discussion, and can be starting points for one or multiple lessons. It is important to note that the sample guiding questions provided in the Roadmap are NOT an exhaustive list of questions. There are many other great topics and questions that can be explored.
Learn more about inquiry-based learning in the Pedagogy Companion.
The Seven Themes
The Seven Themes provide the organizational framework for the Roadmap. They map out the knowledge, skills, and dispositions that students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. Importantly, they are neither standards nor curriculum, but rather a starting point for the design of standards, curricula, resources, and lessons.
The Five Design Challenges
America’s constitutional politics are rife with tensions and complexities. Our Design Challenges, which are arranged alongside our Themes, identify and clarify the most significant tensions that writers of standards, curricula, texts, lessons, and assessments will grapple with. In proactively recognizing and acknowledging these challenges, educators will help students better understand the complicated issues that arise in American history and civics.
Motivating Agency, Sustaining the Republic
- How can we help students understand the full context for their roles as civic participants without creating paralysis or a sense of the insignificance of their own agency in relation to the magnitude of our society, the globe, and shared challenges?
- How can we help students become engaged citizens who also sustain civil disagreement, civic friendship, and thus American constitutional democracy?
- How can we help students pursue civic action that is authentic, responsible, and informed?
America’s Plural Yet Shared Story
- How can we integrate the perspectives of Americans from all different backgrounds when narrating a history of the U.S. and explicating the content of the philosophical foundations of American constitutional democracy?
- How can we do so consistently across all historical periods and conceptual content?
- How can this more plural and more complete story of our history and foundations also be a common story, the shared inheritance of all Americans?
Simultaneously Celebrating & Critiquing Compromise
- How do we simultaneously teach the value and the danger of compromise for a free, diverse, and self-governing people?
- How do we help students make sense of the paradox that Americans continuously disagree about the ideal shape of self-government but also agree to preserve shared institutions?
Civic Honesty, Reflective Patriotism
- How can we offer an account of U.S. constitutional democracy that is simultaneously honest about the wrongs of the past without falling into cynicism, and appreciative of the founding of the United States without tipping into adulation?
Balancing the Concrete & the Abstract
- How can we support instructors in helping students move between concrete, narrative, and chronological learning and thematic and abstract or conceptual learning?
Each theme is supported by key concepts that map out the knowledge, skills, and dispositions students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. They are vertically spiraled and developed to apply to K—5 and 6—12. Importantly, they are not standards, but rather offer a vision for the integration of history and civics throughout grades K—12.
Helping Students Participate
- How can I learn to understand my role as a citizen even if I’m not old enough to take part in government? How can I get excited to solve challenges that seem too big to fix?
- How can I learn how to work together with people whose opinions are different from my own?
- How can I be inspired to want to take civic actions on my own?
America’s Shared Story
- How can I learn about the role of my culture and other cultures in American history?
- How can I see that America’s story is shared by all?
Thinking About Compromise
- How can teachers teach the good and bad sides of compromise?
- How can I make sense of Americans who believe in one government but disagree about what it should do?
Honest Patriotism
- How can I learn an honest story about America that admits failure and celebrates praise?
Balancing Time & Theme
- How can teachers help me connect historical events over time and themes?
The Six Pedagogical Principles
EAD teacher draws on six pedagogical principles that are connected sequentially.
Six Core Pedagogical Principles are part of our Pedagogy Companion. The Pedagogical Principles are designed to focus educators’ effort on techniques that best support the learning and development of student agency required of history and civic education.
EAD teachers commit to learn about and teach full and multifaceted historical and civic narratives. They appreciate student diversity and assume all students’ capacity for learning complex and rigorous content. EAD teachers focus on inclusion and equity in both content and approach as they spiral instruction across grade bands, increasing complexity and depth about relevant history and contemporary issues.
Growth Mindset and Capacity Building
EAD teachers have a growth mindset for themselves and their students, meaning that they engage in continuous self-reflection and cultivate self-knowledge. They learn and adopt content as well as practices that help all learners of diverse backgrounds reach excellence. EAD teachers need continuous and rigorous professional development (PD) and access to professional learning communities (PLCs) that offer peer support and mentoring opportunities, especially about content, pedagogical approaches, and instruction-embedded assessments.
Building an EAD-Ready Classroom and School
EAD teachers cultivate and sustain a learning environment by partnering with administrators, students, and families to conduct deep inquiry about the multifaceted stories of American constitutional democracy. They set expectations that all students know they belong and contribute to the classroom community. Students establish ownership and responsibility for their learning through mutual respect and an inclusive culture that enables students to engage courageously in rigorous discussion.
Inquiry as the Primary Mode for Learning
EAD teachers not only use the EAD Roadmap inquiry prompts as entry points to teaching full and complex content, but also cultivate students’ capacity to develop their own deep and critical inquiries about American history, civic life, and their identities and communities. They embrace these rigorous inquiries as a way to advance students’ historical and civic knowledge, and to connect that knowledge to themselves and their communities. They also help students cultivate empathy across differences and inquisitiveness to ask difficult questions, which are core to historical understanding and constructive civic participation.
Practice of Constitutional Democracy and Student Agency
EAD teachers use their content knowledge and classroom leadership to model our constitutional principle of “We the People” through democratic practices and promoting civic responsibilities, civil rights, and civic friendship in their classrooms. EAD teachers deepen students’ grasp of content and concepts by creating student opportunities to engage with real-world events and problem-solving about issues in their communities by taking informed action to create a more perfect union.
Assess, Reflect, and Improve
EAD teachers use assessments as a tool to ensure all students understand civics content and concepts and apply civics skills and agency. Students have the opportunity to reflect on their learning and give feedback to their teachers in higher-order thinking exercises that enhance as well as measure learning. EAD teachers analyze and utilize feedback and assessment for self-reflection and improving instruction.
EAD teachers commit to learn about and teach full and multifaceted historical and civic narratives. They appreciate student diversity and assume all students’ capacity for learning complex and rigorous content. EAD teachers focus on inclusion and equity in both content and approach as they spiral instruction across grade bands, increasing complexity and depth about relevant history and contemporary issues.
Growth Mindset and Capacity Building
EAD teachers have a growth mindset for themselves and their students, meaning that they engage in continuous self-reflection and cultivate self-knowledge. They learn and adopt content as well as practices that help all learners of diverse backgrounds reach excellence. EAD teachers need continuous and rigorous professional development (PD) and access to professional learning communities (PLCs) that offer peer support and mentoring opportunities, especially about content, pedagogical approaches, and instruction-embedded assessments.
Building an EAD-Ready Classroom and School
EAD teachers cultivate and sustain a learning environment by partnering with administrators, students, and families to conduct deep inquiry about the multifaceted stories of American constitutional democracy. They set expectations that all students know they belong and contribute to the classroom community. Students establish ownership and responsibility for their learning through mutual respect and an inclusive culture that enables students to engage courageously in rigorous discussion.
Inquiry as the Primary Mode for Learning
EAD teachers not only use the EAD Roadmap inquiry prompts as entry points to teaching full and complex content, but also cultivate students’ capacity to develop their own deep and critical inquiries about American history, civic life, and their identities and communities. They embrace these rigorous inquiries as a way to advance students’ historical and civic knowledge, and to connect that knowledge to themselves and their communities. They also help students cultivate empathy across differences and inquisitiveness to ask difficult questions, which are core to historical understanding and constructive civic participation.
Practice of Constitutional Democracy and Student Agency
EAD teachers use their content knowledge and classroom leadership to model our constitutional principle of “We the People” through democratic practices and promoting civic responsibilities, civil rights, and civic friendship in their classrooms. EAD teachers deepen students’ grasp of content and concepts by creating student opportunities to engage with real-world events and problem-solving about issues in their communities by taking informed action to create a more perfect union.
Assess, Reflect, and Improve
EAD teachers use assessments as a tool to ensure all students understand civics content and concepts and apply civics skills and agency. Students have the opportunity to reflect on their learning and give feedback to their teachers in higher-order thinking exercises that enhance as well as measure learning. EAD teachers analyze and utilize feedback and assessment for self-reflection and improving instruction.