SS.5.A.1.1

This infographic shows both the level of Loyalism in America during the American Revolution and the extent of postwar Loyalist migration.

Type: Data Set

This lesson will allow the students to analyze primary sources while recognizing that the Declaration of Independence affirms that every U.S. citizen has certain unalienable rights. Students will identify the grievances detailed in the Declaration of Independence and track the development of this argument while explaining the reasoning. Students will write an expository piece about the consequences the British government faced for not recognizing that citizens have certain unalienable rights.

Type: Lesson Plan

This lesson will allow the students to analyze primary sources while recognizing that the Declaration of Independence affirms that every U.S. citizen has certain unalienable rights. Students will understand the importance of the Preamble to the Declaration of Independence and create new meanings to certain words in the Preamble. The students will engage in a classroom discussion about the Preamble, it's purpose, and how the Preamble would be different if it was written today.

Type: Lesson Plan

In this lesson plan, students will be able to break down the Declaration of Independence and understand the reasons colonists needed to break away from England and the main reasons leading up to the American Revolution.

Type: Lesson Plan

The purpose of this lesson is for students to identify the strengths and weaknesses of the Articles of Confederation while using primary and secondary sources that they will compare and contrast. The students will use the sources to explain through writing the strengths and weaknesses of the Articles of Confederation. The students will also identify and locate the original thirteen colonies.

Type: Lesson Plan

In this student-guided presentation on the three branches of government, students will evaluate the choices and impacts of those choices made in the U.S. Constitution that provide the structure, power, and functions of the federal government.

Type: Lesson Plan

In this inquiry lesson, students will investigate using compelling and supporting questions, the impact of the U.S. Constitution on the Florida Constitution. The method of student-group demonstrations of learning is suggested, but flexible. 

Type: Lesson Plan

This lesson provides students with the opportunity to read and recognize how the “Star-Spangled Banner” anthem, originally named, “Defense of Fort McHenry,” represents the United States. By analyzing how the poetic elements of rhyme and imagery contribute to the meaning of each of the verses of the Star-Spangled Banner, students will recognize the importance of this American symbol.

Type: Lesson Plan

In this lesson plan, students will recognize that the Declaration of Independence affirms that every American has certain unalienable rights. Students will identify different sections, principles, and grievances in the Declaration and will analyze why the assertion of these rights is fundamental to successful governance.

Type: Lesson Plan

In this lesson, students will learn who the Federalists and Anti-Federalists were before examining quotes, dialogue, and scenarios to evaluate the viewpoints of each.

Type: Lesson Plan

In this lesson, students will learn about the Articles of Confederation and identify it as the first constitution of the United States. Students will analyze the weaknesses of the Articles of Confederation and learn how these weaknesses led to problems. Students will then discover how the issues were addressed in the U.S. Constitution.

Type: Lesson Plan

In this lesson, students describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution, especially the First Amendment. Through primary and secondary sources students examine violations of individual rights in other countries. This resource helps support Florida’s State K-12 Holocaust Education Mandate.

Type: Lesson Plan

Students will learn how to analyze primary documents and discover facets of Native American life by analyzing images of a variety of Native American villages. Students will compare and contrast Native American culture from different regions of the United States.

Type: Lesson Plan

This web resource provides students with support in understanding the importance of having rules (laws) in society, learning how they are addressed in the U.S Constitution, and gaining an understanding of the Bill of Rights.

Type: Teaching Idea

Francisco Márquez was born in Venezuela and spent his childhood in both Venezuela and the U.S. He studied political science and law in Venezuela and earned his MBA in the United States. After receiving his MBA, Francisco returned to Venezuela. Under the authoritarian Nicolás Maduro regime, Francisco was arrested as a political prisoner and spent time in a Venezuelan prison. Eventually, Francisco was released and is now a political rights activist.

Type: Video/Audio/Animation

Born in 1949, under the dictatorship of Joseph Stalin, Tatiana Menaker grew up in communist Soviet Union (now the Russian Federation), witnessing first-hand the inequalities that occurred under Stalin’s rule. “Refuseniks,” Tatiana and her family applied for permission to emigrate and became “Refuseniks” when they were denied permission to emigrate. Eventually, Tatiana engineered a plan that would allow her and her family to escape the Soviet Union.

Type: Video/Audio/Animation

Lily Tang Williams was born in communist China during Mao Zedong’s rule. She witnessed Mao’s Cultural Revolution first hand as she was growing up. She was a member of the Young Pioneers and the Red Guard, but yearned to come to the United States to learn about and live in a democracy. In 1988, she was able to come to the United States for schooling and was granted asylum status.

Type: Video/Audio/Animation

Ivonne Blank immigrated to the United States in 1961 as part of Operation Pedro Pan, the largest exodus on unaccompanied minors in the Western Hemisphere. Ms. Blank talks about how difficult it was waiting for her parents and living in an orphanage in Denver, CO. Her parents later left the island by boat, were rescued by the Coast Guard, and resettled in the United States. After the family was reunited, they were able to rebuild their lives with support from their community. Ms. Blank went on to become a lifelong educator and U.S. citizen.

Type: Video/Audio/Animation

Idelia Viera shares the experience of being exiled from Cuba as a young woman, with special focus on the Cuban Missile Crisis. Ms. Viera describes the difficulties her immigrant family faced and overcame in their new home, providing educational opportunities for their children she and her husband never had. Her daughter, Dr. Cristina Viera, shares her experiences growing up as the child of political refugees and talks about how her career path stems from the dreams her father had before he left Cuba.

Type: Video/Audio/Animation

Luis Martínez-Fernández was born at the beginning of the Cuban Revolution. Dr. Martínez-Fernández immigrated to the United States with his family when he was 2 years old after the Bay of Pigs Invasion. His family moved to Lima, Peru after his father was offered employment there. Dr. Martínez-Fernández’s family left Peru after the President of Peru was ousted from power. The new government in Peru concerned Dr. Martínez-Fernández’s father and the family moved to Puerto Rico where they become U.S. Citizens. Dr. Martínez-Fernández moved to the U.S. after graduation from The University of Puerto Rico. He is a Professor of History, an author, and is civically engaged through his nationally syndicated column.

Type: Video/Audio/Animation

Former U.S Senator and Secretary of Housing and Urban Development Mel Martínez shares his journey to freedom in the United States. Mr. Martínez was part of Operation Pedro Pan in which unaccompanied Cuban children were sent to the United States to escape the newly formed communist regime of Fidel Castro. Before leaving Cuba, he spent time with his father who shared life lessons with his son. Mr. Martínez distinctly remembers the pilot announcing that they were in America. After moving around the state of Florida in settlement camps, Mr. Martínez was placed in foster care. After four years he and his family were reunited. Mr. Martínez helped his father become a veterinarian in the U.S and as a family they were highly active in the community. His family’s spirit of activism was the foundation of Mr. Martínez’s career as a public servant. He graduated from Florida State University Law School in 1973 and began his political career. He was appointed the U.S. Secretary of Housing and Urban Development in 2001 and became a United States Senator in 2005.

Type: Video/Audio/Animation

Alejandro Brice and his family immigrated from Cuba at the beginning of the Cuban Revolution. His father was jailed as a counter-revolutionary sympathizer and upon release, the family fled the country. Dr. Brice shares his memories of his “freedom wings”, the culture shock of growing up in Ohio as immigrants, learning English in elementary school, watching his family start over, and becoming a U.S. Citizen. Dr. Brice is a college professor specializing in the education of immigrant children and English language learners.

Type: Video/Audio/Animation

View a 10-part video on the Battle of Yorktown, the culminating battle of the Revolutionary War. With French aid, George Washington led American troops to a victory that ensured American independence.

In addition to the video, you will find primary source documents and a graphic organizer to help you analyze the Battle of Yorktown in greater detail.

Type: Video/Audio/Animation