By examining Lincoln's three most famous speeches the Gettysburg Address and the First and Second Inaugural Addresses in addition to a little known fragment on the Constitution, union, and liberty, students trace what these documents say regarding the significance of union to the prospects for American self-government.

In this curriculum unit, students look at the role of President as defined in the Constitution and consider the precedent-setting accomplishments of George Washington.

One of the most famous political speeches on freedom in the twentieth century was delivered by Franklin Delano Roosevelt in his 1941 State of the Union message to Congress. This lesson examines the rhetorical use of "freedom" with the objective of encouraging students to glimpse the broad range of hopes and aspirations that are expressed in the call of and for freedom.

Students learn how civil rights activists including the Freedom Riders, state and local officials in the South, and the Administration of President Kennedy come into conflict during the early 1960s.

This lesson provides students with an opportunity to study and analyze the innovative legislative efforts of Presidents Kennedy and Johnson in the social and economic context of the 1960s.

Even in its first 30 years of existence, the U.S. Constitution had to prove its durability and flexibility in a variety of disputes. More often than not, James Madison, the "Father of the Constitution," took part in the discussion.

In this lesson, students gain a sense of the dramatic effect of FDR's voice on his audience, see the scope of what he was proposing in these first two "Fireside Chats," and make an overall analysis of why the series of speeches were so successful.

How did Abraham Lincoln understand the relationship between principles of the Declaration of Independence and the U.S. Constitution?

Why is James Madison such an important figure? Why is he known as the "Father of the Constitution"? How involved was James Madison in the most important events in America from 1775 to 1817? The answers to these questions provide context for understanding the importance of James Madison's opinions on constitutional issues.

Students will read President Madison's War Message (in either an edited/annotated or full-text version) and be given the opportunity to raise questions about its contents.

Many accounts portray the campaign of 1840 as almost exclusively image-based. This lesson offers students the opportunity to reflect on the nature of the campaign. Though intended for the teacher, all or part of the following background information may be useful for some students.

This lesson will help students develop a better understanding of the election of 1824 and its significance.

What was the Monroe Doctrine? What principles of foreign policy did this Doctrine establish? What were the significant events in U.S. diplomacy before 1823? What diplomatic roles had James Monroe played before he became president? Here, a careful examination of the document anticipates what is to come.

The influence of President Woodrow Wilson on American foreign policy has been profound and lasting. Using a variety of primary sources, students analyze the origins of the ambitious foreign policy that came to be known as Wilsonianism and compare it with important alternative traditions in American foreign policy.

American foreign policy continues to resonate with the issues involved in the entry of the United States into World War I"”unilateralism versus foreign alliances, the responsibilities of power, the influence of the military-industrial complex on foreign policy, the use of force to accomplish idealistic goals. Understanding the choices the Wilson administration made and their consequences provides insight into international affairs in the years since the end of the Great War and beyond. In this lesson, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.

What qualities made George Washington an effective military leader? How were the responsibilities of the Commander-in-Chief affected by conditions during the Revolutionary War?

In this lesson, students examine the First and Second National Banks and whether or not such a bank's powers are constitutional or unconstitutional.

Students examine examples of primary documents (and some secondary accounts) that illuminate key points in President Madison's letter. The lesson identifies 10 statements in the message about which students are likely to have questions, and it provides relevant materials. If students raise questions about other sections of the letter, class members may be able to locate pertinent documents on their own, once they become familiar with some of the sources available in the records of Congress.

Did the increased right to vote translate into an increase in the percentage and totals of white males who actually voted? Students will look for connections between the candidacy of Andrew Jackson and trends in voter participation in the presidential election of 1828.