Votes for Women
http://www.huntington.org/
vfw/main.html
Description: This Huntington Library exhibit celebrates the 150th Anniversary of Seneca Fall and the beginning of the women's suffrage movement.
Comments: This site is under construction but already has wonderful material
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Labor Web AFL-CIO
http://www.aflcio.org/
Description: The homepage for the AFL-CIO unions contains labor information, boycott news and other information on the organized labor movement.
Comments: This web site is also useful for history of the labor movement.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Martin Luther King: A LIFE Magazine Trbute
http://www.pathfinder.com/
Life/mlk/mlk.html
Description: This is a gallery of famous LIFE magazine photos and covers. The covers also give more cultural context to the events of the Civil Rights Movement.
Comments: Great historical pictures for multi media presentations.
Resource Type: Photos or Pictures
Graphics Content: High
 

National Organization for Women 
http://www.now.org/
Description: The National Organization for Women's homepage has general information on women's issues, news support group information and internet resources.
Comments: Excellent source for general data on women's issues for both government and economics.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

One Hundred Years toward Suffrage: An Overview
http://lcweb2.loc.gov/
ammem/naw/nawstime
.html
Description: This page holds a timeline of women's history in the United States.
Comments: This timeline is easy-to-read and understand.
Resource Type: Secondary Text
Graphics Content: High
 

Photo Tour of the Civil Rights Movement
http://www.seattletimes.com/
mlk/movement/PT/
phototour.html
Description: "The following photo pages reflect a sampling of images from the national civil rights movement and events that happened in the Seattle area. Rather than being a comprehensive archive, it is meant to bring the events to life and encourage further investigation." This web page is by the Seattle Times. 

Resource Type: Photos or Pictures
Graphics Content: High
 

The Whole World Was Watching: An Oral History of 1968
http://www.stg.brown.edu
/projects/1968/
Description: In this oral history project directed by Brown University, students from South Kingston High School interviewed a diverse body of Rhode Islanders about what they remember of the year 1968. Topcs include the Vietnam War, the Civil Rights Movement, the assassination of Martin Luther King Jr. and Robert Kennedy, and women's issues. The timeline has hot links to web resources about people and events of the era.

Resource Type: Primary Source Text
Graphics Content: High
 

20/20 Vision
http://www.2020vision.org/
Description: This is a political interest group homepage where activists can interact with business, government and political leaders on environmental, social and political issues.
Comments: Issues here are viewed mostly from a liberal perspective. This might be a good site to help students investigate the political bias of various gourps involved in environmental and other social issues.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

African-American Women On-line Archival Collections
http://scriptorium.lib.duke.edu/
collections/african-american-
women.html
Description: Life histories of several African-American women who were slaves are available on this page which is part of the Special Collections at Duke University.
Comments: Excellent primary source documents and many links to related information.
Resource Type: Primary Source Text
Graphics Content: High
 

Amendments to the U.S. Constitution 
http://www.law.cornell.edu/
constitution/constitution.table.
html#amendments
Description: Which of these amendments address social issues of 19th century America? 
Comments: Required reading under AB 3086.
Resource Type: Compilation of Links
Graphics Content: Low

Debate on Ratification
http://score.rims.k12.ca.us/
activity/ratification/index.html
You will "become" one of the famous Constitutional debaters, research their arguments, and stage a debate in front of your state's legislature (the class). The class will then vote whether or not to ratify the new Constitution, based upon the success of your debate.
Author: Janet Mulder
 

Unfinished Business: Making Democracy Work for Everyone, 1877-1904
http://score.rims.k12.ca.us/
activity/unbusiness/index.html
Theodore Roosevelt has called together five "All Deliberate Speed Committees" to investigate the problems and issues related to civil rights in the late 19th early 20th centuries and to offer solutions. It is your job to advise the President. 
Author: Harold Handy
 

Anti-railroad Propaganda Poster: The Growth of Regionalism, 1800-1860
http://www.nara.gov/
education/cc/1830rr.html
Regional differences deepened when the national government began expanding, meeting foreign entanglements and domestic trouble in the early and mid 19th c. This lesson relates to the struggle to define the powers of the national and state governments in the expansion of railroads.
Author: Kerry C. Kelly
 

Eighteenth-Century and Twentieth-Century Forms of Resistance
http://www.history.org/
When unpopular laws are enacted or when unfavorable actions are taken on the part of a group or a government, there is often open resistance to the laws or actions. Resistance is demonstrated in many different forms, including written objections, words to songs, prints and political cartoons, mob violence, and even war. In this lesson, students will discuss the various types of resistance used in colonial times and compare them with the forms of resistance that take place in the twentieth century. To access this lesson, click on "Teach History" and then "Classroom Tested Lesson Plans" 
Author: Colonial Williamsburg Foundation
 

From Jim Crow To Linda Brown:
http://lcweb2.loc.gov/
ammem/ndlpedu/lesson97/
crow/crowhome.html
The era of legal segregation in America, from Plessy v. Ferguson (1897) to Brown v. The Board of Education, Topeka, Kansas (1954), is seldom fully explored. It is important to develop an understanding of the complex themes and concepts of African American life in the first half of the 20th century to provide a foundation for a more meaningful understanding of the modern Civil Rights Movement. In this mini-unit students will explore to what extent the African American experience was "separate but equal." After completing a study of Plessy v. Ferguson (1897), students will simulate the Afro-American Council Meeting in 1898 using African American Perspectives: Pamphlets from the Daniel A.P.Murray Collection, 1818-1907. This will be followed by an exploration of resources in American Memory and other classroom materials. The unit culminating activity is the creation of a similar meeting of the Afro-American Council prior to the Brown case in 1954. 
Author: Agnes Dunn and Eric Powell
 

How Does Government Secure Natural Rights?
http://www.civiced.org/
wtp_hs02_sb.html
Understand the difference between limited and unlimited government, the difference between written and unwritten constitutions, and how Americans have used the term constitutional government. You should be able to explain why a government with a constitution is not necessarily a constitutional government, and be able to identify alternative models of government that the Founders had to choose from. 
Author: We the People
 

How Has the Constitution Shaped the Economic System in the U.S.?
http://ecedweb.unomaha.edu/
lessons/fecg1.htm
Students find examples from the newspaper of the six characteristics of a market economy as they exist in the U.S. today. Then find how the U.S. Constitution supports those characteristics. Finally, compare the economic provisions of the U.S. Constitution with that of China to understand the difference between a command and a free system.
Author: Focus on Economics in Civics and Government
 

Legislative Process: The Case of the Civil Rights Act of 1964 
http://www.congresslink.org/
actthree.html
How Congress does its work of making laws is much more complicated than the flow chart in the civics textbook. By using the Civil Rights Act of 1964 as a case study, you will explore that legislative process at work. As you study this case, you will become familiar with the both the fundamentals of the legislative process and the history of the Civil Rights Act of 1964. 
 

Ratification of the Constitution
http://www.nara.gov/
education/teaching/
constitution/game.html
On September 17, 1787, a majority of the delegates to the Constitutional Convention approved the documents over which they had labored since May. After a farewell banquet, delegates swiftly returned to their homes to organize support, most for but some against the proposed charter. Before the Constitution could become the law of the land, it would have to withstand public scrutiny, debate and ratification by state legislatures.
Author: Rennie G. Quible
 

Riding the Bus - Taking a Stand 
http://www.archives.state.al.us/
teacher/rights/rights1.html
On December 1, 1955, Rosa Parks, a black seamstress, was arrested for refusing to obey a Montgomery bus driver's order to give her seat up for a boarding white passenger as required by city ordinance. Read and analyze the municipal and state laws designed to separate the races that were common in the South at the time. The arrest of Rosa Parks sparked a boycott against the city's bus line -- the Montgomery Bus Boycott, the beginning of the modern Civil Rights Movement.
Author: Alabama State Archives
 

Slave Code of 1833
http://www.archives.state.al.us/
teacher/slavery/slave1.html
Laws were passed to regulate slavery after Alabama became a territory and then a state. The antebellum legal status of slaves and "free persons of color" in the state of Alabama was defined and codified in the Slave Code of 1833. The primary source ducuments in this lesson discuss runaways, emancipation, sale, and other matters pertaining to slaves and free Blacks, giving a real understanding of how of how "democractic society" in the South really worked until the Civil Rights Movement. Vestiges of these laws are recognizable in the Jim Crow laws after the Civil War. 
 

Summarize the Reasons Why English Settlers Came to America 
http://ericir.syr.edu/Virtual/
Lessons/crossroads/sec4/
Unit_3/Unit_IIIQ2.html
Using the Mayflower Compact as a primary source, identify and describe the reasons why the Pilgrims came to North America.
Author: Syracuse University
 

The M'Clintock House: A Home to the Women's Rights Movement
http://www.cr.nps.gov/
nr/twhp/wwwlps/
lessons/76m'clintock/
76m'clintock.htm
The M'Clintock House came to occupy a prominent place in American history because of the people who lived inside its walls and in the surrounding community. On July 16, 1848, five women, including Elizabeth Cady Stanton and Lucretia Mott, met here to draft what they called the "Declaration of Sentiments" the formative document of the Women's Suffrage Movement. 
Author: Teaching with Historic Places
 

What Conflicting Opinions Did the Framers Have about the Completed Constitution?
http://www.civiced.org/
wtp_hs15_sb.html
Here are some conflicting points of view of leading Framers about the Constitution. Most of the delegates argued for the adoption of the Constitution, although many had reservations about all or parts of it. The reservations of three were so serious that they refused to sign the document. The position of one of these Framers, George Mason, is explored in detail. You also will examine Benjamin Franklin's statement in defense of the Constitution. 
Author: We the People
 

What Was George Washington's Legacy to American Constitutionalism and Citizenship?
http://www.civiced.org/
wtp_gwlesson.html
This lesson looks at the legacy of George Washington, perhaps the most influential leader in the creation of the American nation. Through his achievements as commander-in-chief during the Revolution, in support of the drafting and ratification of the Constitution, and as first president, Washington was instrumental in transforming the ideals of the Revolution into reality. His career as soldier, revolutionary, constitution-maker, and chief executive of a new nation demanded a range of skills and talents with few precedents in history. When you have completed this lesson, you will be able to evaluate, take, and defend a position on the contributions of the "Father of His Country" to the nation's traditions of constitutional government and citizenship. 
 

Why Do We Need Government?
http://www.civiced.org/
wtp_ms01_sb.html
What is meant by the ideas of natural rights, social compact , consent of the governed? Why were they important concepts to the Founders and how do they matter to us today?
Author: We the People

The student works with classmates to generate a list of key ideas and institutions that the United States inherits from past civilizations or eras (e.g., separation of powers, power of the purse, the right to property).  These ideas are written by students  on corresponding charts which have been labeled to show their sources: Ancient Greece, Ancient Rome, Judeo-Christian Heritage, Natural Law/Natural Rights Philosophy, and French, British, and American Enlightenments.
(This activity requires students to recall from past studies and helps the teacher judge the extent of review or new teaching necessary.)  Each student chooses at least three of the listed ideas or institutions to research.  In a written or oral report, the student explains the historical background of each idea or institution; the student also uses evidence and examples which show the ideas' importance to the maintenance of a constitutional democracy or republic.