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.
In Pursuit of Democracy and Freedom: A US History Inquiry
This 5–7 day C3-aligned inquiry explores the compelling question, “How can we make real the ideals of democracy and freedom?”
![Raised Hands](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-06/iStock-1295743312.jpg?h=f0aa43ba&itok=xw8m5p4Y)
The Pursuit of Educational Justice in Boston
This 7–9 day C3-aligned inquiry explores the compelling question, “What can we learn from Boston’s past about what it takes to make progress toward educational justice today?”
![Motorcycle police escort school buses as they leave South Boston High School](/sites/default/files/styles/dynamic_stack_296_1x/public/2024-02/AP578859834926.jpg?h=81d02d30&itok=pvLW0Jse)
We the People: Expanding the Teaching of the US Founding
This 5-7 day C3-aligned inquiry explores the compelling question "How do we reckon with a history full of complexities and contradictions?"
![Outside of the classroom view of students and teacher.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/5-1-17FacH07068.jpg?h=a141e9ea&itok=0r6yJiZ2)
Angel Island Immigration Station: Exploring Borders and Belonging in US History
This 5-7 day C3-aligned inquiry explores the compelling question “How does the history of the Angel Island Immigration Station help us understand how borders are erected, enforced, and challenged?”
![Immigrants arriving at Angel Island.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/Immigrants_Arriving_At_Angel_Island_1911_FH2186765.jpg?h=d1f0e8ce&itok=6TRmkYH9)
Supporting Question 2: Defining Democracy
Students explore the supporting question, “What can democracy mean in the United States?”
![Definition of Democracy](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-06/iStock-531943280.jpg?h=4362216e&itok=juTZbmTu)
Supporting Question 3: Using Democratic Tools to Pursue Freedom
Students explore the supporting question, “How have people used the tools of democracy to fight for their freedoms in the United States?”
![Supporters of the Grape Boycott demonstrate in Toronto, Ontario, December, 1968. Jessica Govea is in the center, front row (wearing poncho).](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-06/UnitedFarmworkers.jpg?h=deb88887&itok=22kEDdQ_)
Staging the Compelling Question
Students explore the compelling question, “How can we make real the ideals of democracy and freedom?”
![Student and teacher in a classroom](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-06/Community_Teach_In_FH2185452.jpeg?h=ddfec3f4&itok=gg3IvWas)
Supporting Question 1: Defining Freedom
Students explore the supporting question, “What can freedom mean in the United States?”
![Norman Rockwell, The Saturday Evening Post March 13, 1943](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-07/Freedom_from_fear.png?h=8f326fd3&itok=hJMGduZU)
Supporting Question 1: Defining Educational Justice
Students explore the supporting question, “How did African American, Latinx, and Chinese American Bostonians envision educational justice for their children in the 1960s and 1970s?”
![Youngsters signal from a window in Hyde Park High School on Monday, Sept. 23, 1974 in Boston a generally peaceful day in the city's attempts at school desegregation](/sites/default/files/styles/dynamic_stack_296_1x/public/2024-02/AP7409231508.jpg?h=59fa23e0&itok=zIc8Ovgf)
Supporting Question 2: The Pursuit of Educational Justice in the 1960s and 1970s
Students explore the supporting question, “How did African American, Latinx, and Chinese American Bostonians envision educational justice for their children in the 1960s and 1970s?”
![Students are attentive in a seventh grade classroom on the first day of the school year at the Mary E. Curley School in Boston, Mass.](/sites/default/files/styles/dynamic_stack_296_1x/public/2024-02/GettyImages-630302546.jpg?h=16013371&itok=BOqVeA-V)
Supporting Question 3: Responding to Morgan v. Hennigan
Students explore the supporting question, “What impact did the 1974 decision in Morgan v. Hennigan have on Boston’s children and parents, and how did they respond?”
![Policemen standing guard while Black students attending South Boston High School climb into buses backed up close to the school's doors](/sites/default/files/styles/dynamic_stack_296_1x/public/2024-02/AP750530072.jpg?h=6a83b953&itok=SHGjNnX2)