Educator Resources

High School Distance Learning Programs

Visit the National Archives without leaving your classroom! Our free, interactive programs feature primary sources from our holdings. Each program aligns with National Social Studies Standards and Common Core State Standards. We also provide teacher guides with pre- and post-program lessons.

Scheduling Details

  • Available Tuesdays-Thursdays
  • Must be scheduled at least two weeks in advance
  • For groups of 10 or more students
  • Multiple sites can connect at the same time

We can deliver up to five programs per school per day. For schools with over five classes, we recommend connecting two to three classes at the same time or scheduling programs over multiple days.

Technology Requirements

You can connect your class via traditional videoconferencing equipment or online via a computer with a webcam, microphone, and speakers. These programs can also accommodate students connecting from home.

Please email distancelearning@nara.gov to request your program today!

We Rule: Civics for All of US

We Rule: Civics for All of US is a new education initiative from the National Archives that promotes civic literacy and engagement.

Learn more about our regularly scheduled webinars and by-request programs.

 

 

Decoding the Declaration

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The five-man committee presenting the draft of the Declaration of Independence, June 28, 1776. Painting by John Trumbull (1817) on display in the U.S. Capitol.

Guiding Question: What does the Declaration of Independence mean? 

Students will analyze the Declaration of Independence through different lenses, examining it as an artifact, as a primary source, and as a persuasive text. Students will consider the argument for independence, the key principles of the Declaration, and what the words means today.

  • For grades 9–12
  • 45–60 minutes

 

Rightfully Hers: American Women and the Vote

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Woman Suffrage Parade in Washington, DC, 3/3/1913

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Guiding Question: How can people influence the government?

Using the founding documents of the United States and records of the National Archives, students will determine how and why women fought for the right to vote. Students will explore the challenges suffragists faced and discover why the fight  for women’s voting rights persisted even after the ratification of the 19th Amendment.

  • For grades 9–12
  • 45–60 minutes

 

The Founding Documents: Building a More Perfect Union

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The Declaration of Independence, Constitution, and Bill of Rights

Guiding Question: Why do the Declaration of Independence, Constitution, and Bill of Rights exist?

Students will analyze opening passages of the Declaration of Independence, the Constitution, and the Bill of Rights. They will create a graphic organizer to help them distinguish the founding documents by their purpose. Next, students will match document excerpts to each excerpt’s origin – the Declaration of Independence, the Constitution, or the Bill of Rights. The program will conclude with a discussion about the legacy of these founding documents.

  • For grades 6–12
  • 45–60 minutes
  • No required pre-program lesson

 

Know Your Rights!

Young Evacuee of Japanese Ancestry Image Source

Guiding Question: How can understanding the Bill of Rights empower civic engagement?

Students will examine three historical case studies in preparation for a roundtable discussion with a facilitator from the National Archives. Each case study will serve as an example of how the government has made decisions that violated the Bill of Rights and how everyday citizens took action to hold the government accountable and retain their rights. During the roundtable discussion, students will use their case studies to answer questions such as Is it ever okay for the government to overstep the Bill of Rights? and How can a piece of parchment safeguard individual rights?

  • For grades 9–12
  • 45–60 minutes

Teacher Guide

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