The Progressive era is typically taught as through the lens that people shaped their world in response to the societal problems that came along with the eras of industrialization, urbanization and mass immigration to the United States.  This lesson is taught through the lens that geography also shaped reform.  Impacts of geography include the growth of Chicago due to its relative location as an intermediary between cattle drives and east coast cities, labor reform including building safety and the geography of buildings and fire exits, and conservative efforts such as the National Parks.  This lesson is not meant to teach the entirety of the Progressive era, but a few specific points that were impacted by geography. Contains links to student materials and teacher materials for creating lesson plans.

Students should analyze the Frontispiece to 'A Discourse concerning a New World and another Planet' by John Wilkins (1640) after learning about notable scientists of the period. In their analysis, students should attempt to identify technological advances and theories portrayed in the frontispiece.

Students should analyze the Frontispiece to 'A Discourse concerning a New World and another Planet' by John Wilkins (1640) after learning about notable scientists of the period. In their analysis, students should attempt to identify technological advances and theories portrayed in the frontispiece.

Print a copy of "A Discourse concerning a New World and another Planet" by John Wilkins (1640) after learning about the Scientific Revolution.
*Remixed to direct students to circle objects on the print and then identify who that idea is associated with. For example, circle the telescope and label it Galileo.

In this activity, students will identify and draw conclusions about the relationship between the legislative, executive and judicial branches by critically analyzing primary sources. Using the scale, they will decide whether the United States government more appropriately fits the concept of "separation of powers" or "shared powers." They will formulate an opinion about each document and place it on the scale accordingly, and support their opinions with specific evidence from the primary sources.

This Lithograph by Richie Dunnavant c. 1850, was likely an advertisement for Slash Cottage as a resort destination on the Richmond-Fredericksburg and Potomac (RF and P) railroad.  As trains passed through rural communities on its way from city to city, in this case, Richmond to The Potomac River, small "resort" towns were built to delight passengers.  

This resource provides a lesson of editable items on solving inequalities with negative coefficients, which cover SOL 7.13. The resources can be used for a Math 7 course, an accelerated math course that incorporates Math 7 standards, or as review in preparation for Math 8 or higher-level content. 

This resource provides a lesson of editable items on solving two-step inequalities which cover SOLs 7.13. The resources can be used for a Math 7 course, an accelerated math course that incorporates Math 7 standards, or as review for higher level content.

This resource provides a unit of editable items on solving two-step and multi-step inequalities which cover SOLs 7.13 and 8.18. The resources can be used for a combined Math 7/8 curriculum or can be broken up by grade level  and used in pieces

Take a glimpse inside the Oval Office and discover the story of American diplomacy in Statecraft: The Bush 41 Team. When George H. W. Bush assumed the American Presidency in 1989, much of the world was in turmoil, and it was clear that American diplomacy was entering a new era. Learn about the Cold War struggle between the Soviet Union and the United States and how the foreign policy team of President George H. W. Bush guided the country and the world. Statecraft: The Bush 41 Team explores a series of major upheavals through the recollections of the individuals who faced them.  In this collection, you will find short-form videos from the original film about the team and the events that the George H. W. Bush administration faced from 1989 to 1991. These media resources help educators to learn more about the individuals and the rapid changes that they faced. Statecraft: The Bush 41 Team is a co-production of VPM and the University of Virginia’s Miller Center. 

 Take a glimpse inside the Oval Office and discover the story of American diplomacy in Statecraft: The Bush 41 Team. When George H. W. Bush assumed the American Presidency in 1989, much of the world was in turmoil, and it was clear that American diplomacy was entering a new era. Learn about the Cold War struggle between the Soviet Union and the United States and how the foreign policy team of President George H. W. Bush guided the country and the world. Statecraft: The Bush 41 Team explores a series of major upheavals through the recollections of the individuals who faced them.  In this collection, you will find short-form videos from the original film about the team and the events that the George H. W. Bush administration faced from 1989 to 1991. These media resources help educators to learn more about the individuals and the rapid changes that they faced. Statecraft: The Bush 41 Team is a co-production of VPM and the University of Virginia’s Miller Center.

This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. The appendix provides additional useful information, including
(a) numerous examples corresponding to the recommendations highlighting implementation efforts throughout the country;
(b) a list of federal resource centers;
(c) a list of resources to assist educators (teachers, providers, and administrators) in implementing the recommendations; and
(d) guidance on existing programs that can support social, emotional and mental health services for students

This primary source activity seeks to introduce and/or reinforce concepts of Virginia living in the Early American Republic by exploring the dichotomy of rural and urban life through the experiences of John Marshall and Patrick Henry between 1771 and 1795, and by extension, the realities of urban and rural slavery in the post-colonial era.

The student may use this image as a resource to explore and discover the nine (simplified) tasks of a computer's operating system.A teacher can use this image as a poster, or an image to use within their own created instructional materials.  The teacher could also print this as an interactive notebook resource to glue/insert into the students' notebooks/binders.

This teaching guide and activity seeks to introduce primary sources to students so that theyT can understand how to analyze and interpret them to make conclusions about the past. The primary sources the students will analyze are from the John Marshall House’s collection. All of the sources presented, both objects and written, focus on the theme of clothing during the Early Republic (1780-1820), the period in which John Marshall lived. This teaching guide and activity follow the Virginia Standards of Learning from 4th-6th grade, but may be applicable for other grades/ages.

This section contains reproducible copies of primary documents from the holdings of the National Archives of the United States, teaching activities correlated to the National History Standards and National Standards for Civics and Government and cross-curricular connections.

The U.S. state of Texas declared its secession from the United States of America on February 1, 1861, and joined the Confederate States on March 2, 1861, after it replaced its governor, Sam Houston, when he refused to take an oath of allegiance to the Confederacy. As with those of other States, the Declaration was not recognized by the United States government at Washington. Some Texan military units fought in the Civil War east of the Mississippi River, but Texas was most useful for supplying soldiers and horses for Confederate forces. Texas’ supply role lasted until mid-1863, after which time Union gunboats controlled the Mississippi River, making large transfers of men, horses or cattle impossible. Some cotton was sold in Mexico, but most of the crop became useless because of the Union naval blockade of Galveston, Houston, and other ports.

The U.S. state of Texas declared its secession from the United States of America on February 1, 1861, and joined the Confederate States on March 2, 1861, after it replaced its governor, Sam Houston, when he refused to take an oath of allegiance to the Confederacy. As with those of other States, the Declaration was not recognized by the United States government at Washington. Some Texan military units fought in the Civil War east of the Mississippi River, but Texas was most useful for supplying soldiers and horses for Confederate forces. Texas’ supply role lasted until mid-1863, after which time Union gunboats controlled the Mississippi River, making large transfers of men, horses or cattle impossible. Some cotton was sold in Mexico, but most of the crop became useless because of the Union naval blockade of Galveston, Houston, and other ports.

Students will consider the arguments made by members of the Continental Congress regarding whether or not to sign the Declaration of Independence. They will also have the opportunity to analyze each section of the Declaration to understand its meaning and consider the consequences of signing the document.