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Early in the afternoon of December 7, 1941, U.S. President Franklin D. Roosevelt and his chief foreign policy aide, Harry Hopkins, were interrupted by a telephone call from Secretary of War, Henry Stimson, and told that the Japanese had attacked Pearl Harbor (Hawaii). At about 5:00 p.m., following meetings with his military advisers, the president calmly and decisively dictated to his secretary a request to the U.S. Congress for a declaration of war. President Roosevelt then revised the typed draft marking it up and selecting alternative wordings that strengthened the tone of the speech. He made the most significant change in the critical first line, which originally read "a date which will live in world history." On December 8, at 12:30 p.m., Roosevelt addressed a joint session of Congress and the nation via radio. At 4:00 p.m. that same afternoon, President Roosevelt signed a declaration of war. The primary source documents featured in this lesson plan are the annotated typewritten copy of the "Day in Infamy" speech and a photograph of President Roosevelt signing the declaration of war against Japan. The lesson plan provides background information; presents teaching activities; addresses National History Standards and National Civics and Government Standards; and suggests activities for document analysis and activities for further investigation. (BT)

Harry S. Truman (1884-1972) spent 64 years of his life in Independence, Missouri. The qualities instilled in him there as a child and young adult guided him personally and in his careers as farmer, judge, senator, and President of the United States (1945-53). After leaving public office in 1953, he returned to his hometown to live among the family and neighbors who had always supported him. The house where Truman and his wife shared 53 years of married life is preserved today as the Harry S. Truman National Historic Site. The home and neighborhood help people understand the life and character of the 33rd President. This lesson can be used in U.S. history, social studies, or geography courses in a unit on Truman's presidency; or incorporated in a study of the role of small towns in U.S. society and how notable people are shaped by their early years. The lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Missouri; Kansas City, Independence, and Grandview, Missouri); (5) "Determining the Facts: Readings" (Years of Growth (1884-1906); Years of Change and Challenges (1906-1934); Harry Truman and National Politics (1935-1952); Retirement Years (1953-1972); (6) "Visual Evidence: Images" (Harry Truman's Independence; Truman House, 1904; Truman House Today; Courthouse Square, Independence); (7) "Putting It All Together: Activities" (The Place We Call Home; Why Preserve Old Buildings?); and (8) "Supplementary Resources." (BT)

In 1893 the last monarch of Hawaii, Queen Lili'uokalani, was overthrown by a party of U.S. businessmen, who then imposed a provisional government. Soon after, U.S. President Benjamin Harrison submitted a treaty to annex the Hawaiian Islands to the U.S. Senate for ratification. In 1897, the treaty effort was blocked when the Hawaiian Patriotic League, composed of native Hawaiians, successfully petitioned the U.S. Congress in opposition of the treaty. But with the explosion of the U.S. Maine in February 1898, signaling the start of the Spanish American War, establishing a mid-Pacific fueling station and naval base became a strategic imperative for the United States. The Hawaiian Islands were the clear choice, and in July 1898, a joint resolution passed in Congress and Hawaii was officially annexed by the U.S. This lesson plan is based on two primary source documents from the "1897 Petition against the Annexation of Hawaii": (1) "Page 6 of Men's Petition against Annexation of Hawaii, September 11, 1897"; and (2) "Page 22 of Women's Petition against Annexation of Hawaii, September 11, 1897." The lesson plan provides the documents; covers the historical background; addresses standards and cross-curricular connections; suggests diverse teaching activities; and offers a written document analysis worksheet. (BT)

Herbert Hoover became U.S. President in 1929, just months before the stock market crashed and the United States was flung into an economic depression. Harry S. Truman became U.S. President on April 12, 1945, after the death of U.S. President Franklin D. Roosevelt. While Herbert Hoover and Harry Truman disagreed on many political issues, their commonalities in life experience were the basis of their friendship. Both men came from humble beginnings in the midwest. After Truman's retirement, he and Hoover continued a friendship that lasted over 20 years. During his presidency, Truman had often called upon Hoover to help him with international and political issues. These educational materials are divided into six parts after the "Introduction":; (1) "Hoover Offers and Truman Accepts His Help" (Telegram from Herbert Hoover to Harry Truman, April 12, 1945; Letter from Truman to Hoover, April 19, 1945; Letter from Truman to Hoover, May 24, 1945); (2)"The Gridiron Club Dinner" (Hoover Address, May 10, 1947); (3) "Hoover Turns Down Offer to Be Keynote Speaker at the Republican Convention" (Ayer's Diary, March 24, 1948); (4) "Campaign of 1948: Truman Blames Hoover" (Truman Address, October 18, 1948; Truman Address, October 27, 1948); (5) "Personal Letters between Hoover and Truman" (Hoover to Truman, December 18, 1962; Truman to Hoover, January 5, 1963); and (6) "Truman's Eulogy." (BT)

Documents diaries, letters, drawings, and memoirs created by those who participated in or witnessed the events of the past tell something that even the best-written article or book cannot convey. The use of primary sources exposes students to important historical concepts. This lesson plan is built around U.S. President Jimmy Carter's negotiation of treaties with Panama for the return of the Panama Canal and steering those treaties through the Senate ratification process. The lesson plan states that the objective is to offer students an understanding of how the executive and legislative branches of the U.S. government, influenced by popular opinion, work toward the ratification of a treaty. It provides background historical information for teachers and a timeline that follows President Jimmy Carter's activities. Student materials include: timeline; terms of treaties; executive branch (list 1); legislative (U.S. Senate) branch (list 2); list of documents; looking for documents (sheet 2); and looking at cartoons (sheet 3). The lesson plan provides detailed instructions for teachers regarding classroom implementation. It contains 16 primary source documents. (BT)

When U.S. President Richard Nixon resigned in 1974 in the wake of the Watergate scandal, it was only the second time that impeachment of a president had been considered. Although the U.S. Constitution has provisions for a person removed from office to be indicted, there are no guidelines in the Constitution about a President who has resigned. The document used in this lesson plan deals with a specific question: should the Watergate special prosecutor seek an indictment of the former President? The lesson plan presents a historical overview of Richard Nixon and Watergate; reproduces three documents, including the Watergate special prosecution force memorandum and a chronology of events; cites correlation to the National History Standards and the National Civics and Government Standards; and suggests two activities for classroom implementation. Also contains a written document analysis worksheet. (BT)

Springwood, the birthplace and home of Franklin Delano Roosevelt, is a large, rambling structure faced with stucco and fieldstone, situated in a landscaped clearing on a bluff overlooking the Hudson River. Roosevelt was born there to a family of wealth and position on January 30, 1882. It is the only site in the U.S. where a president was born, maintained a lifelong connection, and lies buried. This lesson, one of a series that brings the stories of historic places into classrooms across the country, is based on the National Register of Historic Places registration file for the "Home of Franklin Delano Roosevelt National Historic Site" and other source material. The lesson can be used in U.S. history, social studies, and geography courses in units on FDR's presidency, the Great Depression, the New Deal, and World War II. It is divided into eight sections: "About This Lesson" (gives student objectives, materials needed); "Getting Started: Inquiry Question"; "Setting the Stage: Historical Context"; "Locating the Site: Maps" (New York State and surrounding area; Springwood); "Determining the Facts: Readings" (Early Years and Influences; Physical Challenge and the Road Ahead; Political Life in an Era of Crisis; International Scene at Hyde Park); "Visual Evidence: Images" (Aerial View of Springwood;. Springwood; WPA Flood Project, 1937; Roosevelts with King George VI and Queen Elizabeth; Four Freedoms Poster); "Putting It All Together: Activities" (Lifestyles; Remembering When); and "Supplementary Resources." (BT)

During the post-World War II era, the relationship between the United States and the Soviet Union became strained. Both countries feared that one would target the other with atomic warheads placed on missiles. Fear of a nuclear holocaust occupied the thinking of many people as they went about their daily activities. As a member of the Executive Committee of the National Security Council (EX-COMM) during President John F. Kennedy's administration, you (the student) are familiar with these fears that U.S. security could be so compromised or even lost by the presence of Intercontinental Ballistic Missiles (ICBMs) in the hands of enemies and possibly targeted at U.S. cities. Today, October 16, 1962, you receive a memo from the President's office that a U-2 airplane flyover has provided aerial photographs of Soviet missiles in Cuba. Your task is to advise President Kennedy about an appropriate and effective U.S. response to the apparent Soviet missile installation in Cuba. Your duty is to prepare a policy brief with recommendations for U.S. reaction to the news from the U-2 airplane. A policy brief contains background information to support a particular position which you recommend to the President. This activity plan outlines the process for implementing the task; provides an extensive resource list; gives learning advice; discusses evaluation; and presents reflection and conclusion questions. The teacher notes give grade level/unit; discuss California history/social studies standards; state a lesson purpose; suggest length of class periods; and list teacher resources. The plan also outlines detailed teaching steps and suggests lesson extensions. Contains two student handouts. (BT)

This document represents the fourth part of a five-part curriculum series on the life and times of Dwight D. Eisenhower covers Eisenhower's life from the end of World War II through the series of events that led him to accept the people's call to the presidency. This curriculum highlights Eisenhower's 2 terms of office as the 34th U.S. President. Through the use of these primary source materials students can come to know a portion of Eisenhower's postwar life and be inspired by his ability to move from a position of military authority to one of leadership of a nation. Students are drawn into the process of inquiry, searching, observation, analysis, and interpretation. This packet contains a sheet for evaluating a primary source, a guide for the teacher, and 13 learning activities. The packet's primary source materials are divided into four sections: (1) "The General"; (2) "The Candidate"; (3) "The President, Part 1"; and (4) "The President, Part 2." A resource list of books, videos, cassettes, organizations, and Web sites is included. (BT)

This lesson is based on the National Register of Historic Places registration file, "University of Virginia Historic District," and other primary and secondary materials about Thomas Jefferson and the ctreation of the University of Virginia. Thomas Jefferson did not begin the effort of designing the University of Virginia (Charlottesville) until late in his life. The education of the common man had occupied his thoughts for decades. Jefferson imagined that an academic village clustered around a tree-lined lawn would provide an ideal setting in which to pursue higher education. When the Virginia legislature authorized a state university in 1818, the retired U.S. President finally was able to dedicate his intellect, time, and energy to creating this new kind of educational institution. By the time he finished with his design, Jefferson had invented a uniquely American setting for higher education, the college campus. This lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Virginia and Washington, DC; Charlottesville area, 1877); (5) "Determining the Facts: Readings" (Education as the Keystone to the New Democracy; Building the Academical Village; Jefferson's Philosophy of Education); (6) "Visual Evidence: Images" (College of New Jersey, Princeton, 1764; University of Virginia, 1826; Plan of the University of Virginia, 1825; Study for Anatomical Theatre, c. 1825; Students on the Lawn, 19th Century; Aerial View of the Lawn, 1997); (7) "Putting It All Together: Activities" (Village for Learning; Local Schools; Education through the Generations); and (8) "Supplementary Resources." (BT)

This teaching guide consists of a biography of the 35th President of the United States, John Fitzgerald Kennedy, as well as a set of five worksheets to accompany the biography. The worksheets, which are based on the reading, are intended to help students in grades 3-5 reinforce their knowledge of the life and presidency of John Kennedy, while at the same time encouraging them to think critically and to provide thoughtful answers. The worksheets can be used as part of a unit or used separately according to the teacher's needs and the students' abilities. (BT)

This teaching guide consists of a biography of Jacqueline Bouvier Kennedy (Onassis), the wife of President John F. Kennedy, the 35th President of the United States and questions for students to answer after reading the biography. The guide contains activities, such as playing the role of an inquiring camera girl (Mrs. Kennedy's first job in Washington was as an inquiring camera girl for the "Washington Times Herald"); answering 10 questions once asked of Mrs. Kennedy by reporter Helen Thomas; and questions to answer about how Mrs. Kennedy's experiences may have helped her fulfill the role of First Lady. (BT)

The Washington Monument (District of Columbia) is one of the most recognizable structures in the United States. Its prominence comes because it commemorates George Washington, who remains one of this country's most admired leaders. The history of the monument reflects Washington's contributions to the development of the United States and shows how people have debated the best way to honor important citizens. The lesson is based on the National Register of Historic Places registration file for the Washington Monument, the visitor's guide to the monument, source material about George Washington, and the structure built to honor him. The lesson plan can be used in teaching units on the American Revolution, the early Federal period, or the formation of a national identity, a collective memory, and interpretations of the past. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started" (Photograph Analysis Worksheet); (3) "Locating the Site: Maps" (Portion of L'Enfant Plan for Washington); (4) "Determining the Facts: Readings and Documents" (George Washington and the Early Republic; Samuel Blodgett's Broadside; Construction of the Monument; Finishing the Monument); (5) "Visual Evidence: Images" (The Washington Monument; Robert Mills's Design for the Washington Monument; The Washington Monument during the Civil War; Alternative Designs for the Washington Monument); (6) "Setting the Stage"; (7) "Putting It All Together: Activities" (Qualities of a Leader; Designing a Memorial; Local Memorial Study); and (8) "Summary." (MR)

This research guide is designed to help teachers and students organize their thoughts as they begin to plan and carry out a research assignment where they review and use the resources of the Franklin D. Roosevelt Library and Museum (Hyde Park, New York) or other resources for specific projects. The guide is divided into five sections: (1) the nature of research; (2) clarifying your task; (3) actually getting started; (4) developing critical thinking skills; and (5) using primary sources. Contains a written document analysis worksheet. (BT)

Prior to and during the Civil War, the North and the South differed greatly in the resources they could use. Documents held by the National Archives can aid in understanding the factors that influenced the eventual outcome of the War Between the States. After Abraham Lincoln was elected President in 1860, the South seceded because they believed that Lincoln would restrict their rights to own slaves. They decided that secession was a better choice than to give up their economic system and their way of life. This lesson uses documents which illustrate the President's role as commander-in-chief of the military as specified in Article II, Section 2, of the U.S. Constitution. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It furnishes seven primary sources including letters, messages, telegrams, a photograph, and a sound recording of the last surviving Confederate veteran. The lesson provides historical background about the War Between the States, outlining the advantages and disadvantages of both the North and the South. It offers seven diverse teaching activities for implementation, such as brainstorming, a research and presentation activity, creative writing assignments, science and technology research, and an oral history assignment. Contains a written document analysis worksheet and a sound recording analysis worksheet. (BT)

A historian, Doane Robinson, and a sculptor, Gutzon Borglum, worked together to build a gigantic monument in South Dakota that honored four of the greatest U.S. presidents: George Washington, Abraham Lincoln, Theodore Roosevelt, and Thomas Jefferson. Robinson and Borglum wanted the monument to represent U.S. ideals. To celebrate the anniversary of Mt. Rushmore the National Park Service asked students to provide a brochure to visitors explaining what the monument means to the United States. In this activity, second graders learn about Mt. Rushmore and four U.S. presidents who made a difference in U.S. history. The activity has the class work together in groups to gather information about the sculptor, Gutzon Borglum, and the four presidents carved in the South Dakota mountain. They go on to create a brochure about the monument. The activity plan details a five step process for the student to think about, plan, and carry out the exercise. It lists resources; gives learning advice; discusses evaluation; presents concluding questions; and provides reflection questions. The teacher notes cite grade level/unit; state a lesson purpose; set educational goals; discuss information literacy skills; suggest lesson length; address California history/social studies and language arts standards; list resources or materials needed; and suggest a lesson sequence. (BT)

The paternal estate of U.S. President James Madison is nestled at the foot of Virginia's Blue Ridge Mountains. The estate, Montpelier, features a large mansion designed for hospitality, a fine garden, and a widespread lawn. In the early 19th century, countless visitors expressed a great sense of pleasure in the place and the people who lived there. James Madison (1751-1836) was deeply rooted in his family estate which his grandparents had settled in the early 1730s. In the late 1750s, his father began building the house where Madison grew up and to which he returned following his retirement as president in 1817. This lesson is based on the National Register of Historic Places file for "Montpelier," and other sources. The lesson can be used in teaching units about early 19th-century U.S. history. It cites educational objectives and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Virginia and the Chesapeake Bay Region); (5) "Determining the Facts: Readings" (Daily Life at Montpelier; Slavery at Montpelier; James and Dolley Madison at Montpelier); (6) "Visual Evidence: Images" (Montpelier, c. 1836; Montpelier, 1994); (7) "Putting It All Together: Activities" (Researching the Madisons; Slavery and Freedom; A Historic Place in Your Neighborhood); and (8) "Supplementary Resources." (BT)

For Dwight D. Eisenhower, World War II was not simply a war but a crusade in the high cause of human freedom. This publication, the third in a series of posters and curriculum materials on the life and times of Dwight D. Eisenhower, covers the events leading up to World War II and Eisenhower's rise to the rank of five star General of the U.S. Army during the course of World War II. Students learn about General Eisenhower and become inspired by his leadership qualities. The use of primary sources as a method for learning history is often a student's first opportunity to discover that history can be a fascinating subject. Letters, diaries, photographs, oral histories, and artifacts are catalysts for igniting student curiosity about the past. This publication contains 10 sections: (1) "Teacher's Guide"; (2) "Chronology"; (3) "Evaluate a Primary Source"; (4) "Evaluate Web Sites"; (5) "World War II Web Sites"; (6) "Learning Activities"; (7) "Clouds of War" (five primary sources); (8) "A World at War" (five primary sources); (9) "A Hard War: A Bitter, Bloody War" (six primary sources); and (10) "Nothing Less Than Full Victory" (six primary sources). Contains a resource list. (BT)

When Franklin Delano Roosevelt was elected U.S. President in 1932, it was with the promise to restore U.S. confidence and to bring the country out of the Great Depression. After his election, Roosevelt formulated his New Deal policies to bring about relief from economic hardships. He created the National Recovery Administration (NRA) which had two purposes: (1) to stabilize business with codes of "fair" competitive practice, and (2) to generate more purchasing power by providing jobs, defining labor standards, and raising wages. The topic of this lesson's featured document, "Fireside Chat on the Purposes and Foundations of the Recovery Program," is the NRA. Although this radio message of July 1933 addressed some of the problems and issues of the Great Depression, it also focused on what industry, employers, and workers could do to bring about economic recovery. The lesson relates to the presidential powers in Article II, Section 3, to recommend to Congress, for their consideration, such measures as he shall judge necessary and expedient. It also relates to Article I, Section 8, which grants Congress the power to make all laws necessary and proper for executing all other powers vested by the Constitution. The lesson uses two other primary sources: (1) a poster supporting the NRA and (2) a photograph of a woman hanging an NRA poster. It correlates to the National History Standards and to the National Standards for Civics and Government. It offers the historical background about Roosevelt's administration (with three resources); and suggests diverse teaching activities for classroom implementation, including brainstorming, document analysis and discussion, photograph and poster analysis, and compare and contrast. Appended are the written document analysis worksheet, poster and photograph analysis worksheets, and the primary source documents. (BT)

Discover Presidential Log Cabins is a set of materials designed to help educate 6-8 grade students about the significance of three log cabin sites occupied by George Washington, Ulysses Grant, Abraham Lincoln, and Theodore Roosevelt. This teacher's discussion guide is intended for use as part of a larger, comprehensive social studies program, and may be adapted to complement such topics as the American Revolutionary War, the U.S. Civil War, the U.S. Presidents, conservation, and the National Parks. The guide contains five classroom activities. It lists 26 related web sites in addition to its official site, www.nps.gov/LogCabin, and 26 related books. (BB)

In 1901, while vacationing in New York's Adirondack Mountains, Vice President Theodore Roosevelt received news that President McKinley had been shot and was not expected to live. By the time Roosevelt arrived at the home of his friend Ansley Wilcox in Buffalo (New York), the President was dead. Roosevelt was inaugurated in the library of his friend's stately Greek Revival home. This lesson plan is based on the National Register of Historic Places registration file for the Theodore Roosevelt Inaugural National Historic Site (Ansley Wilcox House) and other source material. The lesson can be used in U.S. history, social studies, and geography courses in units on Theodore Roosevelt's presidency, the Progressive Era, or government and politics. The teacher materials section provides general information, gives educational objectives for students, discusses visiting the site, lists supplementary resources, and describes how to use the lesson plans. The student materials section includes: "Getting Started"; "Photograph Analysis Worksheet"; "Setting the Stage"; "Locating the Site" (Map: New York State); "Determining the Facts" (Reading: It is a dreadful thing to come to the Presidency this way; Document: Illustrated Buffalo Express, Sept. 15, 1901; Readings: Roosevelt's First Presidential Proclamation; The Bully Pulpit); "Visual Evidence" (Drawings: Delaware Avenue, Buffalo, NY, 1873; Sketch of the Inauguration; Photos: Wilcox Library today; Wilcox House, 1901; Wilcox House, 1971); and "Putting It All Together" (Activities: Where Were You on the Day, Snapshot of History, Buildings That Have Witnessed History). (BT)

By late winter 1933, the United States had already endured more than 3 years of economic depression. During the previous summer, the Democratic Party platform had unveiled a generalized plan for economic recovery. President Franklin D. Roosevelt set about to prepare the nation to accept expansion of federal power since he recognized that the programs he was about to introduce for congressional legislative action to relieve the dire effects of the Great Depression were unprecedented in peacetime. In his 1933 inaugural address, President Roosevelt recommended extreme measures. This lesson relates to the duties and powers of the President and Congress as set forth in the Preamble, in Article I, Section 8, Paragraph 18, and in Article II, Section 3, Paragraph 1, that resulted in measures to provide for national relief from the economic disaster of the Great Depression. The primary sources for the lesson are six informative photographs of the era and President Roosevelt's inaugural address. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It presents historical background on the Great Depression, the catalyst for President Roosevelt's speech (two resources), and suggests diverse teaching activities for classroom implementation, including vocabulary development, document analysis, group research project, group document analysis, essay writing, Internet research, and class discussion. (BT)

During World War II, a close friendship and excellent working relations developed between President Franklin D. Roosevelt (FDR) and Prime Minister Winston Churchill that were crucial in the establishment of a unified effort to deal with the Axis powers. In early 1941, FDR began the long-term correspondence that developed into a close working friendship with Churchill. This working relationship was highlighted by many joint appearances and agreements that not only addressed the immediate needs of the Allies but also the planning for a successful peace following victory. This lesson uses five primary source documents from this wartime period when the two leaders acted together to agree on war aims and to conceptualize a vision for the future. The lesson relates to the powers and duties of the president as defined in Article II, Section 2, of the Constitution. It also relates to the function of government and foreign policy in time of national crisis (war). The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It presents historical background for this period and suggests diverse teaching activities for classroom implementation, including placing the documents in historical context, document analysis, writing activity, Venn diagram: compare/contrast, and a document-based question. Appended are a written document analysis worksheet and the primary source documents. (BT)

From the outbreak of World War I in Europe until the signing of the Versailles Treaty, President Woodrow Wilson's administration proposed and implemented an extraordinary number of programs that affected people in their everyday activities. In August 1917 Congress passed the Food and Fuel Control Act, also known as the Lever Act, which gave the president power to regulate the distribution, export, import, purchase, and storage of food--a power Wilson passed on to Herbert Hoover, the administrator of the Food Administration. This lesson relates to Article II, Section 2.1 of the United States Constitution, which establishes the president as commander-in-chief, and Section 2.2, which gives him the power to appoint government officers. Primary sources for the lesson are four World War I posters that illustrate the importance of food for winning the war. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It offers the historical background for the home front actions in World War I (with three resources). It suggests teaching activities for classroom implementation, including a group activity, document analysis, database research, designing a poster, a student research project, and writing an essay. Appended are a poster analysis worksheet and the World War I posters. (BT)

This lesson focuses on the role of the Electoral College in the election of the President and Vice-President as specified in the U.S. Constitution in Article II, Section 1, Clauses 2 and 4, and the Twelfth Amendment. The lesson correlates to the National History Standards and the National Standards for Civics and Government. The tally of the 1824 Electoral College vote is the primary source document. The lesson provides historical background that explains the origin of the Electoral College, one of the more difficult parts of the U.S. electoral process to understand, and illustrates how it worked in the 1824 presidential election. The guide suggests the following teaching activities: interpreting the document, analysis of the constitutional connection and "correction," persuasive writing/debate, letter writing, researching local politics, and creating biographical poems (cinquain format and biopoem format). (BT)

This publication, the second installment of the Dwight D. Eisenhower series, spans nearly a quarter century of U.S. history and Eisenhower's life from age 20 to 45. The early military period of Eisenhower's life prepared him to assume leadership roles during World War II and his U.S. presidency. Eisenhower sometimes thought his career was going nowhere, but research reveals a different picture. From 1915 to 1935, his career was propelled steadily upward through a combination of factors: his intense ambition, his considerable abilities, and the friendship of a very special mentor, General Fox Conner. Following the events of his life through this period, students and readers see him tested, tempered, and strengthened by what he perceives as career shortcomings and disappointments, and by the death of his 3-year-old son. The use of primary sources for learning history allows students to discover that history can be a fascinating subject. Letters, diaries, photographs, oral histories, and artifacts are catalysts for igniting student curiosity about the past. This publication contains nine sections: (1) "Teacher's Guide"; (2) "A Chronology: Eisenhower's Military Career; (3) Evaluate a Primary Source"; (4) "How Much Would It Cost Today?"; (5) "Transcontinental Motor Convoy"; (6) "Learning Activities"; (7) "The West Point Years" (five primary sources); (8) "The Great War Years" (five primary sources); (9) "The Watershed Years" (five primary sources); and (10) "The Washington Years" (six primary sources). Contains a resource list. (BT)

The origins of the idea for the Peace Corps are numerous and occurred well before the Kennedy era, but the founding of the Peace Corps is one of President John Kennedy's most enduring legacies. Since the Peace Corps founding in 1961 more than 150,000 citizens of all ages and backgrounds have worked in more than 130 countries throughout the world as volunteers in such fields as health, teaching, agriculture, urban planning, skilled trades, forestry, sanitation, and technology. To allay fears that the Peace Corps would harbor secret agendas or become a tool of the CIA, volunteers are sent only to countries that request their services. Today, any citizen at least 18 years old and in good health can apply. This lesson relates to the power of Congress to make laws (Article I, Sections 7, 8, and 9) and the powers of the chief executive to make appointments and execute the laws (Article II, Sections 2 and 3). As primary source documents the lesson offers Executive Order 10924 in which President Kennedy established the Peace Corps, two photographs of President Kennedy greeting Peace Corps volunteers, and Public Law 87-293 that established the Peace Corps as an independent agency. The lesson correlates to the National History Standards and the National Standards for Civics and Government. It provides historical background (with nine resources); and suggests diverse teaching activities, including an introductory exercise, document analysis, reenact the past, creative writing, investigate and compare, evaluate the historical record, and establish a service organization. (BT)

The 200th Anniversary of the White House provides a creative spring board for studying history through a variety of disciplines. Art, music, geography, literature, and language arts curriculum requirements can be integrated into different eras of White House history. For each grade level, this teacher's manual includes readings, discussion questions, activities, and projects designed to enrich teaching plans. The manual includes a glossary and a list of resources. It is divided into the following grade-level sections: Section One: Grades K-2; Section Two: Grades 3-5; Section Three: Grades 6-8; and Section Four: Grades 9-12. (BT)

The History Channel worked with the Smithsonian National Museum of American History on the permanent exhibition, "The American Presidency: A Glorious Burden," and developed this teacher's manual for grades 4-12. The manual provides creative guidelines, useful resources, and teaching ideas. Teachers will find primary sources, suggestions for interdisciplinary activities, portfolio projects, and a time line similar to one showcased in the exhibition. The manual is divided into the following grade-level sections: "Section One: Grades Four through Six" (I. "Campaigning: Styles and Slogans"; II. "Inauguration: Understanding Primary Sources"; III. "What Does the President Do? A Current Events Project"; IV. "Life in the White House: Internet Research"; V. "Assassination and Mourning: Recording Oral History"); "Section Two: Grades Seven through Nine" (I. "Campaigns and Elections: Slogans, Symbols, and Voters"; II. "Roles and Responsibilities: Ranking the Presidents"; III. "Life in the White House and After the Presidency: Internet Research"; IV. "Assassination and Mourning: Losing a President"; V. "Communicating the Presidency: The Media and Public Opinion"); and "Section Three: Grades Ten through Twelve" (I. "Campaigns and Elections: From the Front Porch to Your T.V."; II. "Roles and Responsibilities: One Day in the Life of a President"; III. "Limits of Power: Analyzing Political Cartoons"; IV. "Assassination and Mourning: Recording Oral Histories"; V. "Communicating the Presidency: The Media and Public Opinion"). A resource list includes 15 books and 14 web sites. (BT)

All evening on election night 2000, candidates George W. Bush and Al Gore were deadlocked in the tightest-ever race for the office of President of the United States. As the numbers were reported from each state, the battle for votes in the electoral college swung back and forth from Republicans to Democrats. The next morning, the issue was still not decided. But was this unprecedented? In fact, a presidential election was deadlocked in the electoral college twice before. Deadlocks occurred in the 1800 election between Thomas Jefferson and Aaron Burr and in the 1824-25 election between John Quincy Adams and Henry Clay. This unit recounts the story of the elections of 2000 and of 1824-25 and provides three discussion/writing questions as well as a 10-step voting activity simulation. (BT)

In 1800 the U.S. democracy faced a challenge when Republican Thomas Jefferson defeated Federalist President John Adams. The Federalists handed over the reins of power to their hated rivals, setting a precedent that has guided U.S. politics ever since. This precedent established the tradition of the peaceful transfer of power. The bicentennial of Thomas Jefferson's election is an appropriate time to reflect upon this event and its place in the school curriculum. The key concept to teach about the election of 1800 is the crucial role of political parties in the U.S. democratic system. In addition, the election of 1800 should familiarize students with the electoral system and the important leaders and ideas of the first two political parties. The 1800 election offers an excellent opportunity to teach using historic documents. The presentation of the election of 1800 should grow in complexity as students mature. Elementary students should be introduced to the role of political parties, to the process of presidential elections, and to early U.S. leaders (Thomas Jefferson, James Madison, John Adams, and Alexander Hamilton). Middle school and high school students need to know about the extra-constitutional nature of political parties, the electoral system before and after the Twelfth Amendment, the ideology and leadership of the Federalists and the Republicans, and the important issues and events that gave rise to the first two-party system. The Digest suggests using Thomas Jefferson's First Inaugural Address as the primary historical document. Five World Wide Web sites and five references that support the topic are identified. (JEH)

Using primary documents, maps, and visual data, this lesson packet describes how President Dwight Eisenhower working at his Gettysburg, Pennsylvania, farm, which is on the Historic Register of Historic Places, used personal diplomacy to help ease the tensions of the Cold War. The lesson materials can be used in U.S. history units on the Cold War, or in government and world affairs units on negotiation and conflict resolution. The unit outlines objectives for students and gives a list of materials students need for the lesson. The packet includes background materials, maps, readings, visual images, student activities, and a list of supplementary resources. (MM)

The life and experiences of Herbert Hoover are examined in this lesson from the period when he was growing up in Iowa to when he was the administrator of aid to starving and suffering children in Europe during World War I. The lesson about Hoover as a Quaker schoolboy and as administrator of the Belgian Relief Commission is based on the National Register of Historic Places registration files, "Herbert Hoover National Historic Site" and "West Branch Commercial Historic District," and materials from Herbert Hoover National Historic Site. This lesson may be used in connection with studies of World War I, as an introduction to Herbert Hoover's presidency and the Great Depression, or in a unit devoted to citizenship. The lesson is divided into the following teaching activities sections: (1) "Locating the Site: Maps"; (2) "Determining the Facts: Readings"; (3) "Visual Evidence: Images"; and (4) "Putting It All Together: Activities." (BT)