Students will read the excerpt from Olaudah Equiano's slave narrative and first analyze the primary source using the SOAPSTone method. Students will further analyze the source to identify the conditions of the Middle Passage from the point of view of an enslaved African. Students should pay particular attention to the purpose of the narrative and be able to identify the way in which Equiano attempts to convince the reader of the injustice of slavery.

This program examines the contributions of American servicewomen to the Space Race. From the late 1950s through the 1960s, the United States engaged in the Space Race against the Soviet Union, each trying to become the first country to put a man on the moon. Early American astronauts were all men with a military background. NASA decided not to allow women to become astronauts during this period. Although they were excluded from space flight, women contributed to the Space Race in supporting roles, including Aerospace Nursing.

This Story Map Journal centers on World War One. This was a conflict on a level never before seen on the planet. Initially, the conflict was largely a European affair until an impressive piece of spy work by the British intelligence community brought the USA into the conflict. Key Questions: How and why did the U.S. become involved in the Great War? How was the United States able to stay out of the war initially? What were the factors that led to the U.S. declaration of war? What were the logistics behind U.S. mobilization? How did the U.S. strategy differ from that of the Allies? How and when did the war end? Contains links to student materials and teacher materials for creating lesson plans.

Looking for a new way to teach direct and indirect characterization? By connecting these English concepts to Computer Science, students will not only learn how to describe the characters they are reading about, but they will also be able to see how these concepts apply to computer hardware, software, abstraction, and End-User Agreements.

This resource is a comparison between two primary sources, the Delcaration of Independence and a runaway slave advertisement.  

This Story Map Journal focuses on westward expansion of the young United States during the 1800s by using online GIS technology and Library of Congress primary sources. Students will be able to: Visually identify the large territorial acquisitions of the continental United States. Demonstrate knowledge of how each territorial acquisition occurred. Key questions: How did the rapid expansion of the United States in the 1800s shape the United States today? Where and why did the United States expand during the 1800s? Contains links to student materials and teacher materials for creating lesson plans.

This story map develops a historical context for the Civil Rights Movement, including Jim Crow Laws, Pullman Railroad workers, Great Migration, and restrictive covenants. The second main focus of the story map is the Civil Rights Movement itself. Students explore several map tours that highlight people, events, and organizations instrumental in bringing about legislation for equal rights during the 1950s-1960s. The story map concludes with a brief exploration of current civil rights injustices in the Unites States including issues such as same-sex marriage, Black Lives Matter and #MeToo movements. Key questions: How did the Civil Rights Movement change the United States? When did the Civil Rights Movement begin? Has it ended? What events characterized the Civil Rights Movement? What are the enduring influences and consequences of the Civil Rights Movement? Contains links to student materials and teacher materials for creating lesson plans.

This Story Map Journal examines U.S. global expansion. In the 21st century, the United States is defined as a world power for its economic and political influence. This status did not happen overnight, but was a step-by-step expansion that occurred across a century. During the 19th century the United States was motivated by Manifest Destiny to control land from the Atlantic to the Pacific Ocean. However, the leaders of the young nation were not satisfied with staying within the continent. From the Monroe Doctrine forward, the US expanded its international political and economic influence while gaining numerous territories. Students will explore this movement of global expansion through a GIS Story Map and Library of Congress primary sources. Contains links to student materials and teacher materials for creating lesson plans.

This Story Map Journal has students analyzing the origins and destinations of immigrants during three main eras of U.S. immigration. Through analysis of migration flows, students will gain a better understanding of why people left their home countries when they did and consider why they settled where they did in the U.S. Finally, students will be asked to consider both history and current events to draft a plan for future U.S. immigration policy. Key questions: Where have immigrants settled in the United States and why? Contains links to student materials and teacher materials for creating lesson plans.What patterns of immigration and settlement are noticeable throughout history? How have Americans viewed immigrants over time? What push and pull factors have influenced migration to and within the U.S.? What should the U.S. do concerning immigration in the future?

This Story Map Journal has students exploring the causes, course, and results of the direct conflicts between the United States and the Soviet Union during the Cold War. They will analyze documents, videos, photographs, drawings, and maps to understand the conflict, competition, compromises, and reactions of this worldwide event in an attempt to argue who is at fault and if the Cold War is even over. Major question: where and how did the United States and the Soviet Union find themselves in direct conflict in the years following World War II? Contains links to student materials and teacher materials for creating lesson plans.

James Armistead was born into slavery in 1748 in New Kent County, Virginia. During the American Revolution, his owner granted him permission to volunteer with the patriot forces under the command of the French officer, the Marquis de La Fayette. Despite his low status, James Armistead’s intelligence and dedicated work ethic came to the attention of the French commander, who sent Armistead into the British camps as a spy.

James Armistead was able to infiltrate the camp of General Cornwallis, becoming a trusted servant – so trusted that Cornwallis sent him back to the Americans as a spy for the British. Bringing valuable information to the French and American allies, Armistead’s assistance led to the successful Franco-American victory at Yorktown in 1781.

James Armistead went on to buy his freedom using money granted to him by the Virginia Legislature in Richmond where his owner was one of the delegates. He adopted the surname Lafayette and farmed 40 acres in New Kent County, Virginia, until his death in 1830.

Title: James Armistead Lafayette
Creator: John B. Martin
Date: 1824
Location: Richmond, Virginia
Provenance: Gift to Mann S. Valentine II by Louis E. Franck, Jr.
Type: Oil on canvas
Lived: 1748/1830

Poster circulated in Philadelphia in 1839 to discourage the coming of the railroad, 1839

Examine a collection of primary source documents about airplanes in the United States.

Examine a collection of primary source documents about highways in the United States.

Examine a collection of primary source documents about railroads in the United States.

Examine a collection of primary source documents about trolleys and streetcars in American history.