BUILDING A MORE PERFECT UNION 1 MANAGING EDITOR EDITORS Lynne M. O’Hara National History Day Lynne M. O’Hara Ashley Foley Dabbraccio National Endowment for the Humanities Jason Harshman, PhD NHD IS ENDORSED BY American Association for State and Local History National Council for History Education American Historical Association National Council on Public History Federation of State Humanities Councils Organization of American Historians Lewis and Clark Trail Heritage Foundation Society for American Archivists National Association of Secondary School Principals THIS PUBLICATION IS SPONSORED BY NHD IS ALSO GENEROUSLY SUPPORTED BY Patricia Behring Diana Davis Spencer Foundation James F. Harris Celie and Tabitha Niehaus Rooker Family Foundation World Education Foundation 4511 Knox Road Front Cover Image Credits (from left to right): Suite 205 John Trumbull, Declaration of Independence. c.1900-1912. Library of Congress (2016817173). College Park, MD 20740 Phone: 301-314-9739 Statue of Liberty copper construction. c. 1800. Musee des Arts et Metiers. Wikimedia Commons. Fax: 301-314-9767 Email: [email protected] Help us to win the vote. Photograph. 1914. Library of Congress (97500240). Website: nhd.org Warren K. Leffler. Civil rights march on Wash[ington], D.C. / [WKL]. Photograph. August 28, 1963. Library of Congress (2003688164). ©2021 National History Day. May be duplicated Back Cover Image Credits: for educational purposes. Not for resale. ISBN: 978-1-7350104-1-0 Opera Singer Marian Anderson stands in front of the statue of Lincoln… Bridgeman Images (EVB2935363). 1 TABLE OF CONTENTS What is National History Day® 3 Editors’ Note 4 “Toward A More Perfect Union” 5 Serena Zabin, Professor of History, Carleton College The American Revolution in Four Questions: Digging Deeper for Unfamiliar Stories 12 Adrienne G. Whaley, Director of Education and Community Engagement, Museum of the American Revolution Lesson Plans A Voter’s Guide to Post-French and Indian War Policy 18 Quelling the Whiskey Rebellion: Taking a Stand for Our Future 21 The Monroe Doctrine: Debating America’s Defense of Independence Abroad 24 A More Perfect Union: Women and the Abolition Movement 28 African American Suffragists and the Nineteenth Amendment 31 Challenging School Segregation: The Fight of Chinese Americans 34 The Seattle General Strike of 1919: Labor Unions Uniting for Change 37 The NAACP’s Mission to Forge a More Perfect Union 40 The Indian Citizenship Act and the Meaning of American Citizenship 43 Exclusion or Inclusion? The Japanese Struggle to Own Land in California 46 You’re Invited! A Dinner Party with Heroines of the Civil Rights Movement 49 The 1968 Indian Civil Rights Act: From Termination to Self-Determination 52 Rising Tides of U.S. Immigration during the Cold War 55 The Equal Rights Amendment: Debating a More Perfect Union 58 The Americans with Disabilities Act: Taking Action For Access 61 2 WHAT IS NATIONAL HISTORY DAY® National History Day (NHD) is a nonprofit organization that creates opportunities for teachers and students to engage in historical research. NHD is not a predetermined, by-the- book program but rather an innovative curriculum framework. Students learn history by selecting topics of interest and launching into year-long research projects. The mission of NHD is to improve the teaching and learning of history in middle and high school. The most visible vehicle is the NHD Contest. When studying history through historical research, students and teachers practice critical inquiry, asking questions of significance, time, and place. History students become immersed in a detective story. Beginning in the fall, students choose a topic related to the annual theme and conduct extensive primary and secondary research. After analyzing and interpreting their sources and drawing conclusions about their topics’ significance in history, students present their work in original papers, exhibits, performances, websites, or documentaries. These projects are entered into competitions in the spring at local, affiliate, and national levels, where professional historians and educators evaluate them. The program culminates at the national competition held each June at the University of Maryland at College Park. Each year National History Day uses a theme to provide a lens through which students can examine history. The annual theme frames the research for both students and teachers. It is intentionally broad enough to allow students to select topics from any place (local, national, or world) and any period in history. Once students choose their topics, they investigate historical context, historical significance, and the topic’s relationship to the theme by researching libraries, archives, and museums; through oral history interviews; and by visiting historic sites. NHD benefits both teachers and students. For the student, NHD allows control of his or her learning. Students select topics that match their interests. NHD provides program expectations and guidelines for students, but the research journey is unique to each project. Throughout the year, students develop essential life skills by fostering intellectual curiosity. Through this process, students develop critical-thinking and problem-solving skills to manage and use information now and in the future. The classroom teacher is a student’s greatest ally in the research process. NHD supports teachers by providing instructional materials and hosting workshops at local, affiliate, and national levels. Many teachers find that incorporating the NHD model into their classroom curriculum encourages students to watch for examples of the theme and to identify connections in their study of history across time. 3 EDITORS’ NOTE The National Endowment for the Humanities and National History Day created Building a More Perfect Union as part of the NEH’s special initiative to advance civic education and the study of U.S. history and culture in preparation for the 250th anniversary of the signing of the Declaration of Independence. To learn more about this initiative, go to neh.gov/250. Looking ahead to 2026, we worked with scholars and teachers across the country to create two essays on the American Revolution and 15 lesson plans for middle school and high school social studies classrooms. These materials explore events, legislative accomplishments, and civic actions throughout U.S. history—from foreign policy to civil rights to debates surrounding citizenship— that collectively moved us toward a more perfect union. The primary source-rich lessons include compelling and guiding questions, inquiry-based activities, opportunities to consider multiple and competing perspectives, and supplementary materials available at EDSITEment, the NEH’s website for K-12 humanities education. Each lesson also includes ideas for how to connect themes and concepts related to a more perfect union to other lesson topics presented in Building a More Perfect Union to support integration across curriculum. All of the supporting materials (graphic organizers, rubrics, etc.) and primary source documents are available for free download on National History Day’s website (nhd.org/250) and EDSITEment (edsitement.neh.gov/teachers-guides/more-perfect-union-0). Image Credits (from left to right): East front from grounds. Progressive views of dome, no. iii. Columns of peristyle in position. Photograph. c. 1858. Library of Congress (2009631393). https://www.loc.gov/item/2009631393/. Capitol dome construction. Photograph. May 9, 1861. Library of Congress (2009631449). https://www.loc.gov/item/2009631449/. Highsmith, Carol M., Aerial view, United States Capitol building, Washington, D.C.. Photograph. April 30, 2007. Library of Congress (2010630477). https://www.loc.gov/item/2010630477/. 4 “TOWARD A MORE PERFECT UNION” AUTHOR: Serena Zabin, Professor of History, Carleton College In 1763, colonists in North America proclaimed their pride in being part of the vast British Empire. Two decades later, many of those same colonists enthusiastically ratified a treaty that acknowledged their new nation. In those dizzying 20 years, institutions from slavery to diplomacy were broken and reforged as Great Britain tried to integrate its colonies further into its empire. In hindsight it is easy for us who look back to see patterns of protest, resistance, and violence culminating in the birth of a country. No one who lived through those years, however, could foretell that the result would be an independent nation clinging to the eastern edge of North America. PROTEST When Great Britain vanquished France in 1763, it claimed huge swaths of Canada as part of its new empire. American Indian nations, which had not been invited to the treaty table, protested diplomatically and militarily. They forced the British 1763 map of European claims to North America. Courtesy of the to leave a significant military force in North America to Lionel Pincus and Princess Firyal Map Division, The New York manage these diplomatic relationships and conflicts between Public Library (483704). To access a digital image of this map, go settlers and American Indian nations. At the same time, the to https://digitalcollections.nypl.org/items/510d47db-c2e5-a3d9- British government began searching for new revenue sources e040-e00a18064a99. to pay off the debt from the Seven Years’ War (sometimes referred to in North America as the French and Indian War) and the expense of administering to its enlarged empire. At the same time, the British government proposed several The government decided the most