Resource Library
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.
We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.
![A group of high school students sit at desks in conversation.](/sites/default/files/styles/scale_480/public/2023-10/AdobeStock_254378868.jpg?itok=f6YAphey)
Introducing Our US History Curriculum Collection
Draw from this flexible curriculum collection as you plan any middle or high school US history course. Featuring units, C3-style inquiries, and case studies, the collection will help you explore themes of democracy and freedom with your students throughout the year.
Human Rights in the News
Help students understand what human rights are and how people are working to promote them.
![Classroom for Displaced Girls in Afghanistan](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/UDHR_70_AP_17303268818581.jpg?h=f2fcf546&itok=daH4qBM2)
The Debate over Reparations for Racial Injustice
This mini-lesson helps students define the term, learn what forms reparations can take, and consider what reparations should be offered for slavery and other racist policies.
![Chains on wooden floor.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Reparations_FullRes_iStock-614509372_Medium_res.jpg?h=827069f2&itok=A4f0NzQP)
The Equal Rights Amendment: A 97-Year Struggle
This mini-lesson provides an overview of the ERA and a look at the history behind the struggle to ratify the amendment that would formally guarantee women equal rights to men under the US Constitution.
![Black and white photo of women's rights protestors.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/ERA_HRKJGB_full-res_Medium_res.jpg?h=312fc7ac&itok=UHlB681D)
Creating a Society That Ensures Safety for All
This mini-lesson invites students to synthesize their learning about the causes of racial injustice in policing and reflect on the implications these causes have on the individual and collective choices we make today.
![Black and white image of time for change protestor.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/TI4_shutterstock_1753485650_full-res_Medium_res.jpg?h=c9f93661&itok=5ec6lSq6)
Preparing for a Conversation about Policing and Racial Injustice
This mini-lesson prepares students to engage in conversations about policing and racial injustice by inviting them to co-create class norms and reflect on the emotions and experiences they and their classmates bring.
![Photo of students seated in a classroom.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/140_Bully_Summit%2C_2012%2C_LA%2C_142_for_Web_or_Office_Use.jpg?h=7fb2964e&itok=TfALDZt7)
Civic Agency and the Pursuit of Democracy
This elective, designed for New York’s Seal of Civic Readiness, intertwines the history of US Reconstruction, current events, and civic participation.
![Student speaking into microphone](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-08/IMG_2589.jpg?h=7d6ffc47&itok=GDIn4Fpw)
“I’m Not the Indian You Had in Mind”
Thomas King's poem explores the difference between stereotypes of Indigenous Peoples and how these people live their lives in contemporary Canada.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
« Je ne suis pas l'Indien que vous imaginiez »
Thomas King explore la différence entre les images et les stéréotypes sur les Peuples Autochtones et la façon dont ces peuples vivent réellement leur vie dans le Canada moderne.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Excerpts from “Board of Education: Chinese Mother Letter”, Daily Alta California, 1885
Mary Tape, a Chinese American who fought in court for her children to go to school with white children, wrote this letter to the San Francisco Board of Education in 1885.
![This photograph of the Tape family shows Mamie in the center.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-06/Tape_family.jpg?h=f58e46b7&itok=KNSF5ACq)
Excerpts from “Board of Education: Chinese Mother Letter”, Daily Alta California, 1885 (en español)
Mary Tape, a Chinese American who fought in court for her children to go to school with white children, wrote this letter to the San Francisco Board of Education in 1885.
![This photograph of the Tape family shows Mamie in the center.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-06/Tape_family.jpg?h=f58e46b7&itok=KNSF5ACq)
Excerpts from “Andrew G. Imutan 1965-1974,” Essays by UFW Volunteers Collection
Andrew Imutan recounts the proceedings of a 1965 Agricultural Workers Organizing Committee meeting that led to the Delano grape workers strike.
![Photograph shows farm workers and supporters of the United Farm Workers (UFW) during the Peregrinacion (Pilgrimage), a 340 mile march from Delano to the steps of the state Capitol in Sacramento, California.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-03/MarchDelano.jpg?h=1d36f27a&itok=anUjEBgC)