Japanese Internment
http://www.geocities.com/
Athens/8420/main.html
Description: This site contains both points of view on internment and presents primary source material to support them. There is an excellent section on web sites and documents.
Comments: Award winning , well put together, a complete site.
Resource Type: Primary Source Text
Graphics Content: High
 

Martin Luther King: A LIFE Magazine Tribute
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
 

Court TV Library: Civil Rights -- Preliminary Injunction Blocking California's Proposition 209 
http://www.courttv.com/
legaldocs/rights/
cal209.html
Description: California voters passed the anti-affirmative action initiative, Proposition 209, in November 1996. U.S. District Judge Thelton Henderson issued a preliminary injunction December 23, 1996 blocking the implementation and enforcement of Proposition 209, citing the law would violate equal protection guarantees for California's women and minorities. The judge also concluded that the law discriminates by banning "constitutionally permissible" affirmative action programs. COALITION FOR ECONOMIC EQUITY, et al. , Plaintiffs, v. PETE WILSON, et al. 

Resource Type: Primary Source Text
Graphics Content: Low
 

Declaration of Independence
http://www.cs.indiana.edu/
statecraft/decl.html
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB3086.
Resource Type: Primary Source Text
Graphics Content: High
 

Declaration of Independence
http://www.law.ou.edu/
hist/decind.html 
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High
 

Declaration of Independence, 1776
http://www.house.gov
/Declaration.html
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High
 

Declaration of Independence, 1776
http://www.earlyamerica.com/
earlyamerica/freedom/
index.html
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High
 

Declaration of Independence Archive
http://www.nara.gov/exhall/
originals/declarat.html 
Description: This is a primary source document showing America's Declaration of Independence.
Comments: Required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: High
 

United States Founding Documents
http://www.law.emory.edu/
FEDERAL/
Description: Here is a searchable index of information ideal for cross-referencing constitutional topics and Founding Documents
Comments: Will save students time on cross-referencing.
Resource Type: Primary Source Text
Graphics Content: Low

American Justice on Trial
http://score.rims.k12.ca.us/
activity/internment/index.html
Students create a mock trial to examine the questions of justice involved when the U.S. government set up zones within the U.S. which restricted the constitutional rights of Americans of Japanese ancestry during World War II.
Author: Geoff Lillich
 

Know the Code
http://score.rims.k12.ca.us
/activity/knowthecode/
As crime has risen amongst teens, the familiar cry has gone out that this generation is worse than the one before, and unless something is done about it we are doomed as a society. In response to campus crime and the threat of gangs, schools across the country have instituted rigorous dress codes and in some cases, have required students to wear a uniform to school. As the president of your local school board, you are keenly aware of the controversy surrounding school dress codes and have asked that before you and your members render a decision in your district, each affected group present its position. You have received petitions from these groups wishing a time to speak at the next school board meeting.
Author: David MacDonald
 

Anonymous Sources: Freedom of the Press; Where Should It End? 
http://www.nytimes.com/
learning/teachers/lessons/
990412monday.html
Read the article "For a Reporter and a Source, Echoes of Broken Promise" and participate in a roundtable discussion focusing on freedom of the press and the use of anonymous sources. 
Author: Carolyn Stein, The New York Times Learning Network
 

Assessing Whether Student Drug Testing Is a Violation of Student Rights 
http://www.nytimes.com/
learning/teachers/lessons/
990820friday.html
Examine the different points of view regarding testing students for drug use. Work in pairs to create and perform dialogues that flesh out two sides of the argument around this controversial issue. Finally, write a persuasive "letter to the editor" voicing your own beliefs on the subject. 
Author: Katherine Schulten, The New York Times Learning Network
 

Death Penalty: Just Punishment?
http://catalog.socialstudies.com/
c/@Wmpv2OzYB_jKE/Pages/
article.html?article@penalty
This is a Problem-Based Learning exercise which asks students to do research on the Internet to support a brief in favor or against the death penalty.
Author: Social Studies School Service
 

Democracy in America Online
http://www.kn.pacbell.com/
wired/democracy/
scrapbook.html#tools
Use the Internet to find facts, opinions, images, sounds, and anything else you might come across that helps you define the key question: What does democracy in America really mean? Create a multi-media scrapbook defining the concept.
Author: Tom March 
 

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
 

Freedom of Hate Speech? Investigating Hate Group Propaganda and Free Speech on the Internet 
http://www.nytimes.com/
learning/teachers/lessons/
990318thursday.html
Defend or refute whether hate groups should enjoy the same right of free speech as guaranteed by the First Amendment as individuals and groups that promote less controversial beliefs. Should the Internet censor web sites that promote such groups? Examine a New York Times article about these issues and analyze and critique a Web site that speaks out about hate groups, hate crimes, discrimination, and First Amendment rights. 
Author: Alison Zimbalist, The New York Times Learning Network Lorin Driggs, The Bank Street College of Education in New York City Lorin Driggs, The Bank Street College of Education in New York City
 

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
 

Interrogation Rights
http://www.courttv.com/
cases/ernest/
Students argue the 1963 case about the admissibility of a confession made when the defendant was interrogated by police without being advised of his rights. 
Author: Arthur Miller
 

Jackie Robinson and Civil Rights History
http://www.nara.gov/
education/teaching/
robinson/jrles1.html
In groups, read nine documents form the National Archives and analyze them to determine the key issues of the Civil Rights Movement. What were the issues that most impacted Jackie Robinson? If five hundred years from now, these nine documents are the only surviving pieces of evidence describing the civil rights struggle in the United States in the 20th century, what information about that struggle would survive? How accurate would that information be? 
Author: National Archives and Records Administration
 

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. 
 

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
 

Suspicionless Drug Tests
http://www.courttv.com/
cases/vernonia/
In 1989, the school district in Vernonia, Oregon, began random drug testing of student athletes and required all students wishing to participate in sports to sign a form consenting to the testing. If they did not, they were barred from participation. In the fall of 1991, seventh grader James Acton wanted to try out for the football team, but refused to sign the consent form. He was kicked off the team. Acton, through his parents, filed suit, claiming that suspicionless drug testing amounts to an unreasonable search under the Fourth Amendment. The school district says such testing of students is reasonable. Who should win? 
Author: Arthur Miller
 

Under Electronic Lock and Key: Security Versus Privacy
http://www.nytimes.com/
learning/teachers/lessons/
981112thursday.html
Evaluate issues of privacy and security by discussing whether or not one must compromise privacy to better ensure security and vice versa. Read a New York Times article about this debate on the Princeton campus, where a new "proximity card" system for all doors on campus is linked to a database which records the students' locations. Students then develop and distribute a survey about privacy and security issues.
Author: Alison Zimbalist and Lorin Driggs
 

What Are the Possible Consequences of Privacy?
http://www.civiced.org/
fod_elem_priv06_sb.html
Every time we maintain privacy there are certain consequences. Some consequences are benefits, or advantages; some are costs, or disadvantages. Knowing the consequences of privacy can help us make decisions about issues of privacy. For example, if you are trying to decide in a particular situation whether a claim to privacy should be recognized, you need to think about what the benefits and costs might be of maintaining privacy in the situation.

Students are able to effectively discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly,
petition, privacy).

Students are able to explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose oneís work; right to join or not join labor unions; copyright and patent).

Students are able to effectively discuss the individual's legal obligations to obey the law, serve as a juror, and pay taxes.