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This unit will engage the students in discussions, independent reflection with written summaries, research, and others to guide students to answer the question, was life during the fifties really nifty?

This lesson prepares students to use primary sources for research purposes. It provides students the opportunity to work on their analysis and research skills.

Students will determine what facts, fictions, emotions, and/or events were involved between individuals and groups as they examine past prejudices in the cities of Pierce City, Missouri; Tulsa, Oklahoma; Little Rock, Arkansas; Wichita, Kansas.

The students will read about events and people significant to the women's suffrage movement in the United States. They will review documents, photographs, poems and listen to music associated with the movement. They will compose a poster using four primary source documents.

Through a close reading of historic documents from the Truman Library each class will be divided into teams and "translate" and summarize the meaning of their document

This activity incorporates the study of primary sources and cooperative learning.

Students will do individual exploratory research, using the internet and primary documents provided, which they will utilize in the group creation of a power point presentation over at least three accomplishments/events/activities

Students will examine the Marshall Plan through political cartoons of the era.

Students will work collaboratively (or individually) to produce a presentation that addresses the demographics of the slave population and contributions by a freed slave from students home region

In this activity the student will use two primary sources of a famous painting and a picture that depict what was going on in Kansas and Missouri during the border wars