Democracy in Brief touches on topics such as rights and responsibilities of citizens, free and fair elections, the rule of law, the role of a written constitution, separation of powers, a free media, the role of parties and interest groups, military-civilian relations and democratic culture.

This collection uses primary sources to compare and explore the relationships between Frederick Douglass and Abraham Lincoln. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students will read General Order #3, the order that notified enslaved people in Texas that the Civil War had ended and they were to be emancipated. They will then analyze a primary source broadside from the Virginia Museum of History and Culture related to the earliest celebrations of Juneteenth. They will then be asked to write a letter to a member of their division’s central office regarding the celebration of Juneteenth.

 The Declaration of Independence and the words “all men are created equal” provided thousands of enslaved Africans high expectations and many were ready to fight for the Country and their own personal freedom. Thousands of enslaved Africans impacted the war right from the start at Lexington and Concord, all the way to the end at Yorktown. This lesson will explore the life of James Armistead Lafayette, an enslaved African Virginian. Working as an undercover spy for George Washington, James risked his life to gather key intelligence about the British that helped secure an American victory at Yorktown. In this lesson, we will discuss whether his efforts in service of the American cause helped or hindered his ability to achieve emancipation. 

The road to Emancipation was indeed stony! Enslaved people struggled to free themselves and loved ones, one person at a time.

This activity includes primary sources from the official records of the U.S. District Court at Boston that tell the story of William and Ellen Craft, a young couple from Macon, GA, who escaped to freedom in Boston in 1848. The two traveled together, Ellen as a White gentleman (she was the daughter of an African-American woman and a White master and passed as White), and William as her slave valet. They made their way to Boston, and lived in the home of Lewis Hayden, a former fugitive and abolition activist.

With the passing of the Fugitive Slave Act in September, 1850, the Crafts' respective owners employed the legal system to regain their escaped property. A U.S. Marshal was sent to the home of Lewis Hayden. Hayden refused to let the marshal in and threatened to ignite kegs of gunpowder; the Marshal left. Ellen and William fled to Britain, where they remained for 20 years. They eventually returned to the United States and settled back in Georgia.

In this activity, students will examine historic documents about these fugitives from slavery. Then, using the documents, they will construct historical narratives to tell their story. They can explore perspective and use standard elements of writing (plot, character, setting, conflict, impact). Thinking about essential questions/topics, they will begin their writing with a topic/opening sentence that sets out the main idea.

This collection uses primary sources to explore the Underground Railroad and the Fugitive Slave Act of 1850. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.