U.S. History

Influential Women Leaders

Explore historical figures who inspired early women’s rights.

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Examine this flipbook to learn more about the signers of the Declaration of Sentiments

Analyze

Declaration of Sentiments

Genre: Document | Creator: Elizabeth Cady Stanton | Date: 1848

Background

Activist Elizabeth Cady Stanton read this declaration at the first women’s rights convention in Seneca Falls, New York, July 20, 1848. Modeled after the U.S. Declaration of Independence, the document argues for the moral, economic, and political equality of women. It was signed by 68 women and 32 men and signaled the beginning of the women’s rights movement in the United States.

Examine Elizabeth Cady Stanton’s speech at the Seneca Falls Convention.

We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness . . .

The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world. . . .

Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in the halls of legislation, he has oppressed her on all sides.

He has made her, if married, in the eye of the law, civilly dead.

He has taken from her all right in property, even to the wages she earns. . . .

He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration.

He closes against her all the avenues to wealth and distinction, which he considers most honorable to himself. As a teacher of theology, medicine, or law, she is not known.

He has denied her the facilities for obtaining a thorough education — all colleges being closed against her. . . .

Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation — in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of these United States.

Excerpted from “Declaration of Sentiments.”

Collaborate

Wraparound

Post the following question:

How do Americans continue to fight for equal rights for all citizens today?

Go around the room, and have each student share aloud a short, quick response to the question.
After all students have responded, ask:
- What common ideas did you share in the wraparound?
- What surprised you?
- What are you curious to investigate after this wraparound?

Teacher Resources

Think Like a Historian: Sourcing Information

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

Elizabeth Cady Stanton invokes the language of the Declaration of Independence and declares the wrongs done to women by disenfranchising them.

Purpose

Stanton outlined the precise wrongs that women must endure as a consequence of their disenfranchisement in an effort to demonstrate the injustices experienced by women in American society.

Intended Audience

Stanton’s speech was designed for those gathered at the Seneca Falls Convention, but it was also meant to convince the larger American public.

Source Considerations

This source borrows language directly from the Declaration of Independence. A review of the Declaration of Independence might help students better understand the significance of the similarities between the two documents.

Scaffolding and Differentiation: Source Analysis Support

Genre

This source follows the example of what is perhaps the most well-known declaration in the world: the Declaration of Independence. Remind students to consider the language of that declaration and how the Declaration of Sentiments follows its example.

Style

Invite students to consider how Stanton convinces her audience to enfranchise women.

Analyze and Discuss

To extend discussions, consider asking the following questions.

Why did Elizabeth Cady Stanton write this declaration?
- Stanton wrote the declaration to demonstrate the need for equality for women.
What details in the source best show her purpose for writing?
- Answers will vary but may include “we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of these United States.”

March 4, 2025 9:00 am

New Imagine Learning and Battelle for Kids Research Showcases Portrait of a Graduate Implementation and Success

A new white paper helps schools make future-ready learning real for students and educators.

Tempe, Arizona – March 4, 2025 – Districts and schools across the country are embracing the Portrait of a Graduate framework to redefine student success in the classroom and beyond. But turning that vision into daily classroom practice remains a challenge. Imagine Learning, the leading provider of digital-first PreK–12 solutions, and Battelle for Kids, a national nonprofit dedicated to transforming education, today released a new white paper to help schools move from aspiration to action.

Portrait of a Graduate, Deeper Learning, and High-Quality Instructional Materials: Bridging Vision and Practice is the latest research collaboration between the two organizations. They first partnered in 2024 to bridge the gap between educational vision and classroom implementation. Battelle for Kids’ leadership in developing and supporting state and district Portrait of a Graduate frameworks joins Imagine Learning’s expertise in delivering high-quality instructional materials (HQIM) and other research-backed curricula. Together, they offer schools a clear, actionable path to future-ready teaching and learning.

The white paper highlights how pairing deeper learning strategies with research-backed, HQIM helps schools create engaging, skill-driven classrooms.

“Educators need more than a vision — they need practical solutions that make that vision real,” said Sari Factor, Vice Chairman & Chief Strategy Officer for Imagine Learning. “Our high-quality instructional materials integrate deep learning strategies to help teachers build meaningful learning environments where students thrive.”

Why This Work Matters Now

The skills students need to succeed in the workforce are changing rapidly. As artificial intelligence and automation reshape industries, skills like analytical thinking, adaptability, and digital literacy have become essential for the future workforce (World Economic Forum, 2023). Yet, many schools struggle to align learning experiences with these evolving demands.

A strong Portrait of a Graduate framework defines the durable skills students need for success, but many districts lack the tools to integrate those competencies into daily learning.

“The Portrait of a Graduate isn’t just an aspirational framework—it’s a catalyst to spark transformation,” said Mike Duncan, President & CEO of Battelle for Kids. “But that change only happens when schools embed deeper learning into daily instruction.”

Key Strategies for Schools

The white paper provides actionable strategies for schools and districts, including:

Integrating future-ready skills into instruction: practical ways to align Portrait of a Graduate competencies with daily classroom learning.
The role of high-quality curriculum: how HQIM drives deeper learning, engagement, and skill development.
Lessons from district success stories: illustrations showing how schools are making future-ready learning a reality.

Future-ready learning is a shift in how schools prepare students for what’s next. With the right tools, districts can move beyond theory and create classrooms where deeper learning happens every day.

Read the full white paper here.

About Imagine Learning

Every classroom, every student is bursting with potential. That’s why we pursue relentless innovation at the intersection of technology, people, and curricula. Imagine Learning creates K–12 digital-first solutions, working alongside teachers to support 18 million students in over half of the districts nationwide. Our core portfolio includes Imagine IM, Imagine Learning EL Education, Traverse, and Twig^® Science. Our robust supplemental and intervention suite equips learners with personalized instruction for English and Spanish literacy, math, coding, and more. Imagine Edgenuity^® and Imagine EdgeEX^® offer innovative courseware solutions, complemented by Imagine School Services’ Certified Teachers. Imagine Learning. Empower potential. Learn more: imaginelearning.com.

About Battelle for Kids

Battelle for Kids (BFK) is a national, not-for-profit organization helping to empower educators so that every student has hope, resilience, and the knowledge and skills to be future-ready. BFK has helped hundreds of school districts and state agencies design, launch, and bring their shared community visions — the Portrait of a Graduate — to life, impacting the learning experiences of millions of students nationwide. For more information, visit bfk.org.

March 3, 2025 9:00 am

Mississippi Department of Education Approves Imagine Learning’s Imagine IM for K–8 Math and Traverse for 6–12 Social Studies

Imagine Learning’s approval by the Mississippi Department of Education provides K–12 educators with innovative math and social studies resources.

Tempe, Arizona — February 25, 2025 — Imagine Learning, a leader in digital-first educational solutions, today announced that the Mississippi Department of Education (MDE) has approved Imagine IM for K–8 Mathematics and Traverse for 6–12 Social Studies for inclusion on its state-adopted high-quality instructional materials (HQIM) list. These programs align with Mississippi’s College- and Career-Readiness Standards, enhancing instruction with inquiry-based, digital-first learning experiences that engage students and support educators.

Traverse and Imagine IM, the certified Illustrative Mathematics v. 360 curriculum optimized for engagement, accessibility and usability, provide Mississippi educators with comprehensive, customizable solutions for math and social studies that support flexible implementation models. These programs equip teachers with the tools they need to foster meaningful student discourse, critical thinking, and real-world application of knowledge. By combining evidence-based practices with dynamic digital resources, Imagine IM and Traverse empower students to thrive academically and prepare for success beyond the classroom.

“Imagine IM and Traverse give Mississippi educators the resources to engage students, strengthen instruction, and build critical thinking skills,” said Kinsey Rawe, Executive Vice President and Chief Product Officer at Imagine Learning. “We’re proud to support teachers with high-quality materials that drive meaningful learning and lasting achievement.”

Mississippi’s K–12 students made gains in their learning in 2024. Fourth graders ranked number one in score improvements in reading and math according to the National Assessment of Educational Progress (NAEP) released in January, while eighth-grade scores held steady. The state also saw record levels of students at both grade levels ranking as proficient or advanced in both subjects.

Imagine IM: A Comprehensive Approach to K–12 Mathematics

Imagine IM delivers a discourse-driven curriculum that builds deep mathematical understanding through student exploration and problem-solving. As a certified Illustrative Mathematics partner, Imagine IM is the new version of the IM v. 360 curriculum that has been optimized for usability, accessibility, and engagement. By combining digital and print components, this K–8 program adapts to diverse classroom needs and supports learners at all levels. Key features:

Problem-based instruction: encourages student-led exploration and critical thinking
Enhanced media content: includes Inspire Math videos and Family Support resources to strengthen learning beyond the classroom
Flexible course pathways: accelerated middle school courses and both traditional and integrated high school mathematics options
Embedded digital manipulatives: interactive tools that enhance conceptual understanding and ease teacher implementation

Traverse: A Digital-First, Inquiry-Driven Social Studies Curriculum

Traverse transforms social studies education with inquiry-based learning, active collaboration, and critical analysis of diverse perspectives. The innovative, digital-first social studies core curriculum solution is designed to help students become informed citizens and equips educators with a robust platform to build civic literacy and historical thinking skills. Key features:

Comprehensive source library: includes more than 1,500 written, oral, and visual sources to provide a rich, multidimensional understanding of history
Interactive digital tools: support peer collaboration and active engagement with content
Skill development focus: equip students with analytical, research, and communication skills essential for academic and civic success

Traverse features lessons developed specifically for Mississippi educators and students, helping connect everyday life to the expansive world learners will explore. In “World History: Emergence of the Modern World to the Present,” students will learn about local scientists while investigating the Scientific Reformation; in “World History: Beginnings to the Reformation,” they will compare the architecture of Ole Miss to the style of the Ancient Greeks.

For more information, visit the Imagine IM Mississippi page here and the Traverse Mississippi page here.

About Imagine Learning

Imagine Learning provides digital-first solutions that support educators and empower students across K–12 education. Serving over 18 million students in more than half of U.S. school districts, Imagine Learning’s comprehensive portfolio includes Imagine IM, Imagine Learning EL Education, Traverse, and Twig^® Science, along with supplemental and intervention programs for literacy, math, and coding. Imagine Edgenuity^® and Imagine EdgeEX^® offer cutting-edge courseware solutions, complemented by Imagine School Services’ Certified Teachers. Imagine Learning. Empower potential. Learn more at imaginelearning.com.

Twig Science Middle School: Closed Captioning Enhancement

February 2025

Increased accessibility on digital interactives

Twig Science Middle School digital interactives now have closed captioning to ensure all students have access to science learning. Our MS interactives now have:

Closed captions on all speech
Closed captions for music and sound effects (e.g., “Happy Music Plays” or “A lion roars! Rawwwr!”)

Learn More

Twig Science Middle School Closed Captioning Enhancement

New Export Functionality in Customer Rostering Tools

February 2025

Make quick and easy bulk updates

Educators can now export all users and classes/groups that they have permissions to manage. This will allow educators to make quick and easy bulk updates in three steps by exporting CSVs, editing them, and then uploading them back into the rostering tools. This new article has all the information on how to use this helpful new feature.

New Export Functionality in Customer Rostering Tools

Imagine Learning x Dr. Seuss: Introducing Seuss Corner in Imagine Language & Literacy

February 2025

Reading with imagination

We are excited to announce Imagine Learning’s exclusive partnership with Dr. Seuss Enterprises which allows us to bring you Seuss Corner, a digital portal filled with Dr. Seuss eBooks and printable resources.

Learn More

Seuss Corner | Imagine Learning x Dr. Seuss

Download Enrollments in Imagine EdgeEX

February 2025

CSV download now available

Educators can now download the key metrics shown for enrollments listed in the section hub as a CSV file.

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Manage District Default Course Options in Imagine EdgeEX

February 2025

Easily and efficiently create courses with pre-set default options

District administrators can now set default course options by subject and implementation model for all Imagine EdgeEX courses. With this powerful new feature, every Imagine EdgeEX course will automatically inherit the default options you choose, without the need to set them every time you add a course to your district catalog. You can also change course options in bulk for existing courses, sections, and enrollments.

Learn More

Manage District Default Course Options in Imagine EdgeEX

February 26, 2025 9:53 am

4 Ways Teachers Can Strengthen Math Foundations (and Probably Already Have)

Discover four research-backed strategies educators can use to strengthen students’ math foundational skills — many of which they’re likely already implementing. From dedicated math time to peer-to-peer learning, these simple yet effective approaches can make a big impact in the classroom.

Looking at the most recent NAEP results (aka the Nation’s Report Card) might be the last thing you’d think would inspire optimism. But let’s take a glass-half-full approach for a minute here: in fourth grade, the average math score improved slightly from 2022. This means that educators’ and students’ hard work is paying off.

Unfortunately, this improvement still puts most fourth and eighth graders performing below pre-pandemic levels. There is clearly still work to be done — and some states have really dug into that work. Alabama, for instance, overhauled their state standards in 2019, created a new assessment, and passed a law designed to improve math instruction. And it’s working: Alabama is the only state whose fourth graders’ average math scores improved over those from 2019.

High-quality curriculum matters, but so does pedagogy

While it is clear that foundational math skills are key to future success — and evidence-based, high-quality instructional materials can help students build those skills — every classroom does not yet have access to those resources.

But, to keep our glasses half full, there are plenty of evidence-based strategies that teachers can implement today, without any external resources. In fact, they might be doing most of them already. Here are four:

1. Have dedicated math time and incorporate math throughout the day

In a practice guide based on an analysis of several studies, the Institute of Education Sciences recommends devoting a set amount of time each day for math instruction coupled with connecting math to other activities throughout the day.

This first part probably feels like a no-brainer: of course a classroom (or a secondary class schedule) would have dedicated math time each day. But that’s the best part! Check that off the list as an evidence-based strategy students are receiving each day.

It’s a little trickier to incorporate math throughout the day. Like writing across all subjects, it makes sense to reinforce math concepts when they come up naturally in other activities. But how?

Stanford’s Development and Research in Early Mathematics Education (DREME) suggests that “math learning can occur throughout the day by integrating math into classroom transitions and routines.” For example, elementary teachers can try using prompts about numbers to get students’ attention. “If you can hear me, use your fingers to show me a number that’s bigger than two.” Or for older students: “If you can hear me, use your fingers to show me a number that’s the square root of 25.”

2. Teacher modeling with a side of metacognitive strategies

Explicit instruction is one of the most effective ways to support student learning. That means modeling strategies, thinking out loud, and making problem-solving steps transparent. When teachers use metacognitive strategies, such as verbalizing their reasoning process, it helps students develop deeper conceptual understanding.

This can be as simple as working through a math problem on the board while explaining each step or asking students to reflect on the strategies they used to find an answer. Encouraging students to ask themselves, “Does this answer make sense?” helps build their confidence and accuracy in problem-solving.

3. Frequent practice opportunities

The adage “practice makes perfect” may not be entirely accurate, but practice does lead to progress toward skill mastery. Frequent, structured practice opportunities help reinforce skills and ensure that students retain what they’ve learned. That doesn’t mean endless worksheets, though — practice can take many forms, from hands-on activities to digital programs like Imagine Math^®, which provides personalized practice that adapts to student needs.

Repeated exposure to math concepts in a variety of contexts builds fluency, allowing students to apply their learning in different situations. Whether it’s a quick daily review, interactive games, or real-world problem-solving scenarios, consistent practice strengthens foundational skills.

4. Peer-to-peer teaching and learning

Students learn a great deal from explaining their thinking to others. Peer-to-peer teaching encourages students to verbalize their understanding, identify errors in reasoning, and develop a stronger grasp of mathematical concepts.

Collaborative learning strategies, such as think-pair-share or small group problem-solving, give students opportunities to engage in meaningful discussions about math. Of course, finding time and ways to implement these strategies in a busy classroom isn’t always easy. But even small moments of peer-to-peer interaction can make a big difference. When students teach each other, they reinforce their own learning while helping their peers solidify concepts.

Educators are already using many of these strategies every day — because they work! While access to high-quality curriculum and resources can make a significant difference, it’s clear that strong instructional practices are equally crucial. Keep looking for ways to reinforce foundational math skills, celebrate the progress students make, and know that your efforts are making an impact.

About the Author – Ally Jones

Ally Jones is a former high school educator who specialized in teaching English language learners. Outside of education, she is passionate about fitness, literature, and taking care of the planet for her son’s generation.

U.S. History

Celebrating Black History Innovators

Explore how the contributions of Madam C. J. Walker and Booker T. Washington shaped American life.

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Learn how Madam C. J. Walker built her company and created economic and philanthropic opportunities.

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Analyze

Tuskegee Institute

Genre: Photograph | Creator: Frances Benjamin Johnston | Date: 1902

Background

In 1902, Frances Benjamin Johnston took this photograph of the chemistry lab at the Tuskegee Institute, a school of higher education for Black Americans. Booker T. Washington was the Alabama school’s first principal. He raised funds, built and expanded the school, and recruited influential teachers, including scientist and inventor George Washington Carver, who is pictured second from the right and is framed by the doorway.

Examine the photograph of the chemistry lab at the Tuskegee Institute.

Black chemists in a lab, performing experiments.

Identify details that reveal what the photographer was most likely trying to convey.

Explain the similarities and differences to today’s classrooms.

Collaborate

Give One, Get One

Use the following question to lead a discussion:

How might Booker T. Washington have reached out to Black Americans to attend the Tuskegee Institute?

Have students write several answers to the question.
Have students move around the room and talk with other students to give and get ideas in response to the question. Students should try to get at least one new idea from each peer conversation.
Call on several students to share an idea they got that shaped their thinking.

Teacher Resources

Think Like a Historian: Sourcing Information

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

The photograph shows a well-appointed chemistry lab at the Tuskegee Institute. The students are all Black men wearing suits and ties.

Purpose

Johnston was a photojournalist who was interested in education and documented several educational institutions, including the Tuskegee Institute.

Intended Audience

Johnston, who was commissioned by Booker T. Washington to take photographs at the Tuskegee Institute, intended for these photographs to reach a wide audience. It was likely meant to publicize the work being done at the Tuskegee Institute.

Source Considerations

This source shows a classroom in the Tuskegee Institute at the beginning of the 20th century, but it does not provide information about the school or its significance.

Scaffolding and Differentiation: Source Analysis Support

Genre

In a photograph, like in other forms of visual media, the artist chooses what to include in the frame. Have students reflect on the details included in this photograph to help them infer the photographer’s purpose.

Style

A photograph reflects a specific moment in time. Have students think about how classrooms today are similar to and different from the one shown in the photograph.

Analyze and Discuss

To extend discussions, consider asking the following questions.

When did Johnston take this photograph?
- 1902
How does the date of creation impact the content of the source?
- The fact that Johnston took the photograph in 1902, approximately 20 years after Tuskegee was founded, suggests that the school developed and expanded its offerings over time.