home |
many pasts |
evidence |
www.history |
blackboard |
reference
talking history | syllabi | students | teachers | puzzle | about us
talking history | syllabi | students | teachers | puzzle | about us
There are 1016 matching records. Displaying matches 181 through 210 .
“We Are Americans!”: The Homestead Workers Issue a Declaration of Independence in 1936
United Steelworkers of America.
Although many historians have emphasized the conservative dimensions of this language of Americanism—the ways that it reinforced rather than challenged the status quo—historian Gary Gerstle shows that it was considerably more complex and contradictory. He argues that it was “flexible enough to express both the social democratic and ethnic communalist visions that inspired political activism among the nationÌs workers during the Great Depression. As in other communities, this working-class Americanism infused the organizing campaign of the Steel Workers Organizing Committee (SWOC) in Homestead, Pennsylvania in the summer of 1936. Four thousand steelworkers endorsed a declaration of their ”inalienable rights to organize into a great industrial union, banded together with all our fellow steel workers." It was surely not an accident that they worded that declaration in conscious imitation of the Declaration of Independence.
Resources Available: TEXT.
United Steelworkers of America.
Although many historians have emphasized the conservative dimensions of this language of Americanism—the ways that it reinforced rather than challenged the status quo—historian Gary Gerstle shows that it was considerably more complex and contradictory. He argues that it was “flexible enough to express both the social democratic and ethnic communalist visions that inspired political activism among the nationÌs workers during the Great Depression. As in other communities, this working-class Americanism infused the organizing campaign of the Steel Workers Organizing Committee (SWOC) in Homestead, Pennsylvania in the summer of 1936. Four thousand steelworkers endorsed a declaration of their ”inalienable rights to organize into a great industrial union, banded together with all our fellow steel workers." It was surely not an accident that they worded that declaration in conscious imitation of the Declaration of Independence.
Resources Available: TEXT.
“That Broke Down the Ethnic Barriers”: A Steelworker Describes the Decline of Ethnic Hostility in the 1930s
Joe Rudiak/Peter Gotlieb.
Tensions among industrial workers of different ethnic backgrounds often proved a barrier to unionization in the late nineteenth and early twentieth centuries. It was, for example, a key factor in the defeat of the 1919 steel strike. In the 1930s, however, that began to change, particularly under the auspices of the CIO. In this 1974 interview done by historian Peter Gotlieb in 1974, Polish-American steelworker Joe Rudiak recalled how ethnic hostility declined in the “CIO days,” particularly among the “young folks.” This decrease in suspicion between people of different nationalities fostered unionization in the 1930s.
Resources Available: TEXT, AUDIO.
Joe Rudiak/Peter Gotlieb.
Tensions among industrial workers of different ethnic backgrounds often proved a barrier to unionization in the late nineteenth and early twentieth centuries. It was, for example, a key factor in the defeat of the 1919 steel strike. In the 1930s, however, that began to change, particularly under the auspices of the CIO. In this 1974 interview done by historian Peter Gotlieb in 1974, Polish-American steelworker Joe Rudiak recalled how ethnic hostility declined in the “CIO days,” particularly among the “young folks.” This decrease in suspicion between people of different nationalities fostered unionization in the 1930s.
Resources Available: TEXT, AUDIO.
“This Is the Pressure That They Used”: Genora Dollinger Recalls the Flint Sit-Down Strike
Genora Johnson Dollinger/Sherna Gluck.
Strikes affect an entire community, and in the end they need that community’s support to succeed. This is especially true in the case of a sit-down strike like the legendary sit-down strike at Flint, Michigan, in 1936, when the strikers occupied the GM plants. The strikers, isolated at first inside the Fisher Body Plant Number One, needed food; they also needed information and advance warning on what management might be up to. The Women’s Emergency Brigade, formed during the Flint strike, proved indispensable to the union effort more than once. Genora Johnson Dollinger helped found the Women’s Emergency Brigade and became one of the strike’s key leaders. In this interview, conducted by historian Sherna Gluck in 1976, Genora Johnson Dollinger described first how the strike affected her family.
Resources Available: TEXT, AUDIO.
Genora Johnson Dollinger/Sherna Gluck.
Strikes affect an entire community, and in the end they need that community’s support to succeed. This is especially true in the case of a sit-down strike like the legendary sit-down strike at Flint, Michigan, in 1936, when the strikers occupied the GM plants. The strikers, isolated at first inside the Fisher Body Plant Number One, needed food; they also needed information and advance warning on what management might be up to. The Women’s Emergency Brigade, formed during the Flint strike, proved indispensable to the union effort more than once. Genora Johnson Dollinger helped found the Women’s Emergency Brigade and became one of the strike’s key leaders. In this interview, conducted by historian Sherna Gluck in 1976, Genora Johnson Dollinger described first how the strike affected her family.
Resources Available: TEXT, AUDIO.
“I Was Able to Make My Voice Really Ring Out”: The Women’s Emergency Brigade in the Flint Sit-Down Strike
Genora Johnson Dollinger/Sherna Gluck.
The Women’s Emergency Brigade, which Genora Johnson Dollinger helped organize, saved the 1936 sit down strike at Flint, Michigan more than once. In this 1976 interview with Sherna Gluck, Dollinger recalls the famous “Battle of the Running Bulls” when police—bulls—tried to regain control of the GM plant by force. Dollinger and the other organizers of the Women’s Emergency Brigade faced constant sexist attitudes in their efforts to win the strike, even as they demonstrated their determination to put their bodies and their families’ well-being on the line. Sometimes this sexism took the form of an unwillingness to allow women to speak, sometimes it took gentler forms: Dollinger recalls how, in the heat of battle, a passing striker tipped his hat to her. In a key moment, Dollinger took a loudspeaker and persuaded women in the crowd to join the group in front of the plant. Overwhelmed, and afraid to shoot at women, the police abandoned their assault.
Resources Available: TEXT, AUDIO.
Genora Johnson Dollinger/Sherna Gluck.
The Women’s Emergency Brigade, which Genora Johnson Dollinger helped organize, saved the 1936 sit down strike at Flint, Michigan more than once. In this 1976 interview with Sherna Gluck, Dollinger recalls the famous “Battle of the Running Bulls” when police—bulls—tried to regain control of the GM plant by force. Dollinger and the other organizers of the Women’s Emergency Brigade faced constant sexist attitudes in their efforts to win the strike, even as they demonstrated their determination to put their bodies and their families’ well-being on the line. Sometimes this sexism took the form of an unwillingness to allow women to speak, sometimes it took gentler forms: Dollinger recalls how, in the heat of battle, a passing striker tipped his hat to her. In a key moment, Dollinger took a loudspeaker and persuaded women in the crowd to join the group in front of the plant. Overwhelmed, and afraid to shoot at women, the police abandoned their assault.
Resources Available: TEXT, AUDIO.
“Please Help Us Mr. President”: Black Americans Write to FDR
Although Franklin D. Roosevelt never endorsed anti-lynching legislation and condoned discrimination against blacks in federally funded relief programs, he still won the hearts and the votes of many African. Yet this support and even veneration for Roosevelt did not blind black Americans to the continuing discrimination that they faced. Indeed, the two views were often combined when they wrote letters to the president asking him to do something about discrimination that they confronted in their daily lives. Three letters are included here from the thousands that poured in to Franklin and Eleanor Roosevelt from black Americans during the 1930s.
Resources Available: TEXT.
Although Franklin D. Roosevelt never endorsed anti-lynching legislation and condoned discrimination against blacks in federally funded relief programs, he still won the hearts and the votes of many African. Yet this support and even veneration for Roosevelt did not blind black Americans to the continuing discrimination that they faced. Indeed, the two views were often combined when they wrote letters to the president asking him to do something about discrimination that they confronted in their daily lives. Three letters are included here from the thousands that poured in to Franklin and Eleanor Roosevelt from black Americans during the 1930s.
Resources Available: TEXT.
“The Man . . . Died on My Lap”: One Women Recalls the Memorial Day Massacre of 1937
When members of the Steel Workers Organizing Committee (SWOC) decided to strike the “Little Steel”companies in May 1937, they could hardly have expected it to result in a massacre. On the afternoon of Memorial Day, a flag-waving, ethnically diverse group set out for the companyÌs Republic Steel’s main gate but were stopped by a large contingent of policemen. When one of the policemen suddenly and inexplicably fired his revolver into the front of the crowd the march turned into a massacre. In the end, ChicagoÌs police killed ten fleeing workers, wounded thirty more and beat fifty-five so badly they required hospitalization. Lupe Marshall, a housewife and volunteer social worker in South Chicago was among those beaten. She gave this testimony to the U.S. Senate Committee on Education and Labor, known informally as the La Follette Committee for its chair, Senator Robert La Follette, and charged with investigating the incident.
Resources Available: TEXT.
When members of the Steel Workers Organizing Committee (SWOC) decided to strike the “Little Steel”companies in May 1937, they could hardly have expected it to result in a massacre. On the afternoon of Memorial Day, a flag-waving, ethnically diverse group set out for the companyÌs Republic Steel’s main gate but were stopped by a large contingent of policemen. When one of the policemen suddenly and inexplicably fired his revolver into the front of the crowd the march turned into a massacre. In the end, ChicagoÌs police killed ten fleeing workers, wounded thirty more and beat fifty-five so badly they required hospitalization. Lupe Marshall, a housewife and volunteer social worker in South Chicago was among those beaten. She gave this testimony to the U.S. Senate Committee on Education and Labor, known informally as the La Follette Committee for its chair, Senator Robert La Follette, and charged with investigating the incident.
Resources Available: TEXT.
“80 Rounds in Our Pants Pockets”: Orville Quick Remembers Pearl Harbor
Orville Quick.
The Japanese attack on Pearl Harbor, Hawaii, stunned virtually everyone in the U.S. military: Japan’s carrier-launched bombers found Pearl Harbor totally unprepared. In this 1991 interview, conducted by John Terreo for the Montana Historical Society, serviceman Orville Quick, who was assigned to build airfields and was very near Pearl Harbor on December 6, 1941, remembers the attack. He also provided a vivid, and humorous, account of the chaos from a soldier’s point of view.
Resources Available: TEXT, AUDIO.
Orville Quick.
The Japanese attack on Pearl Harbor, Hawaii, stunned virtually everyone in the U.S. military: Japan’s carrier-launched bombers found Pearl Harbor totally unprepared. In this 1991 interview, conducted by John Terreo for the Montana Historical Society, serviceman Orville Quick, who was assigned to build airfields and was very near Pearl Harbor on December 6, 1941, remembers the attack. He also provided a vivid, and humorous, account of the chaos from a soldier’s point of view.
Resources Available: TEXT, AUDIO.
“Cutting a New Path”: A World War II Navy Nurse Fights Sexism in the Military
In World War II soldiers, sailors, nurses, and airmen often found themselves thrown together with fellow Americans whose experiences and backgrounds were drastically different from their own. Racial segregation was an official policy of the War Department, but gender discrimination was a subtler, if no less troublesome, social constraint. Doris Brander, who enlisted shortly after Pearl Harbor in the navy’s Womens Auxiliary Voluntary Expeditionary Service (WAVES), felt that she and her fellow WAVES were rebels, going against the tide of convention and pushing the limits on women’s opportunity. In this 1992 interview with Rosetta Kamlowsky, Brander described how she and other women fought the sexism they experienced in the military and strove for gender equality.
Resources Available: TEXT, AUDIO.
In World War II soldiers, sailors, nurses, and airmen often found themselves thrown together with fellow Americans whose experiences and backgrounds were drastically different from their own. Racial segregation was an official policy of the War Department, but gender discrimination was a subtler, if no less troublesome, social constraint. Doris Brander, who enlisted shortly after Pearl Harbor in the navy’s Womens Auxiliary Voluntary Expeditionary Service (WAVES), felt that she and her fellow WAVES were rebels, going against the tide of convention and pushing the limits on women’s opportunity. In this 1992 interview with Rosetta Kamlowsky, Brander described how she and other women fought the sexism they experienced in the military and strove for gender equality.
Resources Available: TEXT, AUDIO.
“Why Did We Have to Win It Twice?”: A Physicist Remembers His Work on the First Atomic Bomb
Bernard Feld.
Those who built the atomic bomb at the secret Los Alamos, New Mexico, facility understood very well the potential for destruction and death they had created, though individual reactions of the scientists varied widely. Some argued that America needed to develop nuclear weapons before the Germans did. Others argued that a war against fascism demanded the most lethal measures. Still others, as they witnessed the blast on July 16, 1945, were appalled at what they had unleashed. In this excerpt from a 1980 interview, Bernard Feld recalled his work as a graduate student at Los Alamos. While he had few reservations about the bomb’s development and its first use at Hiroshima, he had profound reservations about using the second bomb against Nagasaki.
Resources Available: TEXT, AUDIO.
Bernard Feld.
Those who built the atomic bomb at the secret Los Alamos, New Mexico, facility understood very well the potential for destruction and death they had created, though individual reactions of the scientists varied widely. Some argued that America needed to develop nuclear weapons before the Germans did. Others argued that a war against fascism demanded the most lethal measures. Still others, as they witnessed the blast on July 16, 1945, were appalled at what they had unleashed. In this excerpt from a 1980 interview, Bernard Feld recalled his work as a graduate student at Los Alamos. While he had few reservations about the bomb’s development and its first use at Hiroshima, he had profound reservations about using the second bomb against Nagasaki.
Resources Available: TEXT, AUDIO.
“I Saw The Walking Dead”: A Black Sergeant Remembers Buchenwald
Leon Bass/Pam Sporn.
The American soldiers who liberated the Buchenwald Nazi concentration camp had powerful reactions to what they saw, often shaped by their own backgrounds. Leon Bass was a nineteen-year-old African-American sergeant serving in a segregated army unit when he encountered the “walking dead” of Buchenwald. Like many others, he tried to repress his memories of the horrors that he saw there and “never talked about it all.” But in the 1960s, while involved in the Civil Rights movement and teaching, he met a Holocaust survivor and felt moved to declare to his students that “I was there, I saw.” In this interview with Pam Sporn and her students, he linked the oppression of the Jews and other Nazi victims with the segregation and discrimination faced by African Americans.
Resources Available: TEXT, AUDIO.
Leon Bass/Pam Sporn.
The American soldiers who liberated the Buchenwald Nazi concentration camp had powerful reactions to what they saw, often shaped by their own backgrounds. Leon Bass was a nineteen-year-old African-American sergeant serving in a segregated army unit when he encountered the “walking dead” of Buchenwald. Like many others, he tried to repress his memories of the horrors that he saw there and “never talked about it all.” But in the 1960s, while involved in the Civil Rights movement and teaching, he met a Holocaust survivor and felt moved to declare to his students that “I was there, I saw.” In this interview with Pam Sporn and her students, he linked the oppression of the Jews and other Nazi victims with the segregation and discrimination faced by African Americans.
Resources Available: TEXT, AUDIO.
“Shooting at People Wasn’t Our Bag”: One of the Inventors of the Computer Speaks
John Presper Eckert/David Allison and Peter Vogt.
Who invented the computer? Like many important technological developments, the invention of the computer cannot rightly be attributed to a single person. It is clear, however, that World War II was crucial to the emergence of the electronic digital computer. The first general-purpose electronic computer was the Electronic Numerical Integrator and Computer, the ENIAC, sponsored by the U.S. Army’s Ballistics Research Laboratory at the Aberdeen Proving Ground in Maryland and developed at the the Moore School of Electrical Engineering at the University of Pennsylvania. The leaders of the project were physicist John W. Mauchly and a young electrical engineer, John Presper Eckert. In this interview, done in 1988 by David Allison and Peter Vogt for the Smithsonian Institution, Eckert described how the war provided “the opportunity”and the money to solve “engineering problems, scientific problems in general”that interested them.
Resources Available: TEXT, AUDIO.
John Presper Eckert/David Allison and Peter Vogt.
Who invented the computer? Like many important technological developments, the invention of the computer cannot rightly be attributed to a single person. It is clear, however, that World War II was crucial to the emergence of the electronic digital computer. The first general-purpose electronic computer was the Electronic Numerical Integrator and Computer, the ENIAC, sponsored by the U.S. Army’s Ballistics Research Laboratory at the Aberdeen Proving Ground in Maryland and developed at the the Moore School of Electrical Engineering at the University of Pennsylvania. The leaders of the project were physicist John W. Mauchly and a young electrical engineer, John Presper Eckert. In this interview, done in 1988 by David Allison and Peter Vogt for the Smithsonian Institution, Eckert described how the war provided “the opportunity”and the money to solve “engineering problems, scientific problems in general”that interested them.
Resources Available: TEXT, AUDIO.
Imagine: A Students Forum for Studying the Holocaust
The Cybrary of the Holocaust offers an extensive archive of documents relating to the victims and survivors of the Holocaust and a special student forum section. The student work ranges from poetry to paintings and from historical essays to family interviews.
Resources Available: TEXT, IMAGES, AUDIO.
The Cybrary of the Holocaust offers an extensive archive of documents relating to the victims and survivors of the Holocaust and a special student forum section. The student work ranges from poetry to paintings and from historical essays to family interviews.
Resources Available: TEXT, IMAGES, AUDIO.
Between a Rock and a Hard Place: A History of American Sweatshops, 1820-Present
Peter Liebhold and Harry Rubenstein.
Demonstrations and public campaigns against well-known corporations such as Nike, Wal-Mart and The Gap have raised awareness of sweatshops among many Americans, especially among many young people. Peter Liebold and Harry Rubenstein, curators of an exhibition on sweatshops at the National Museum of American History, Smithsonian Institution, place the current debate on sweatshops in the garment industry in a historical context and explore the complex factors that contribute to their existence today. (Posted July 1998)
Resources Available: TEXT.
Peter Liebhold and Harry Rubenstein.
Demonstrations and public campaigns against well-known corporations such as Nike, Wal-Mart and The Gap have raised awareness of sweatshops among many Americans, especially among many young people. Peter Liebold and Harry Rubenstein, curators of an exhibition on sweatshops at the National Museum of American History, Smithsonian Institution, place the current debate on sweatshops in the garment industry in a historical context and explore the complex factors that contribute to their existence today. (Posted July 1998)
Resources Available: TEXT.
America Dreams Through the Decades
American Memory, Library of Congress; Kathleen Ferenz; and Leni Donlan.
America Dreams...through the decades is an interdisciplinary Internet project designed to utilize digitized primary source documents from the American Memory collection. This exercise challenges students to investigate the American Dream and look through the eyes of those who lived before by using the American Memory collection to visit America’s past. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress; Kathleen Ferenz; and Leni Donlan.
America Dreams...through the decades is an interdisciplinary Internet project designed to utilize digitized primary source documents from the American Memory collection. This exercise challenges students to investigate the American Dream and look through the eyes of those who lived before by using the American Memory collection to visit America’s past. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
The Conservation Movement at a Crossroads: the Hetch Hetchy Controversy
American Memory, Library of Congress; Michael Federspiel; and Timothy Hall.
This page offers two exercises related to the early conservation movement. The first introduces students to some historically significant leaders, thinkers, and artists through selections from their writings and art. In the second lesson students will explore the controversy surrounding the city of San Francisco’s request to turn the Hetch Hetchy Valley into a water reservoir to meet its increasing needs. (The Hetch Hetchy was a part of Yosemite National Park.) Students will explore the divisions this controversy exposed within the conservation movement by using teacher-selected documents and text representative of both sides of the debate along with actual records of the Congressional hearings held to decide the valley’s fate. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress; Michael Federspiel; and Timothy Hall.
This page offers two exercises related to the early conservation movement. The first introduces students to some historically significant leaders, thinkers, and artists through selections from their writings and art. In the second lesson students will explore the controversy surrounding the city of San Francisco’s request to turn the Hetch Hetchy Valley into a water reservoir to meet its increasing needs. (The Hetch Hetchy was a part of Yosemite National Park.) Students will explore the divisions this controversy exposed within the conservation movement by using teacher-selected documents and text representative of both sides of the debate along with actual records of the Congressional hearings held to decide the valley’s fate. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
From Jim Crow to Linda Brown: A Retrospective of the African-American Experience from 1897 to 1953
Agnes Dunn and Eric Powell.
The era of legal segregation in America, from Plessy v. Ferguson (1897) to Brown v. The Board of Education, Topeka, Kansas (1954), is seldom fully explored by students of American history and government. This exercise helps students to develop an understanding of the complex themes and concepts of African American life in the first half of the 20th century in order to provide a foundation for a more meaningful understanding of the modern Civil Rights Movement. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
Agnes Dunn and Eric Powell.
The era of legal segregation in America, from Plessy v. Ferguson (1897) to Brown v. The Board of Education, Topeka, Kansas (1954), is seldom fully explored by students of American history and government. This exercise helps students to develop an understanding of the complex themes and concepts of African American life in the first half of the 20th century in order to provide a foundation for a more meaningful understanding of the modern Civil Rights Movement. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
The Great Depression and the 1990s
American Memory, Library of Congress; Douglas Perry; and Wendy Sauer.
It seems that many citizens, students included, have begun to believe in reduced government combined with increased personal responsibility. Such sentiments suggest a move away from belief in the welfare state, created largely by the New Deal in the 1930s and reinforced by the “Great Society” legislation of the 1960s. By using the American Memory’s American Life Histories, 1936–1940 documents, personal interviews, and the Library of Congress’s online legislative information (THOMAS), students will be able to gain a better understanding of why the government takes care of its people and how this type of welfare state started. Armed with this knowledge, they can then evaluate the current need of government programs, such as welfare, Medicare and Social Security, on the federal and state level. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress; Douglas Perry; and Wendy Sauer.
It seems that many citizens, students included, have begun to believe in reduced government combined with increased personal responsibility. Such sentiments suggest a move away from belief in the welfare state, created largely by the New Deal in the 1930s and reinforced by the “Great Society” legislation of the 1960s. By using the American Memory’s American Life Histories, 1936–1940 documents, personal interviews, and the Library of Congress’s online legislative information (THOMAS), students will be able to gain a better understanding of why the government takes care of its people and how this type of welfare state started. Armed with this knowledge, they can then evaluate the current need of government programs, such as welfare, Medicare and Social Security, on the federal and state level. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
The New Deal: North Carolina’s Reconstruction?
Jackie Brooks and Deborah Pendleton Ligon GT Magnet Middle Raleigh, NC.
This lesson plan is a guide for teachers that will result in imaginary WPA interviews similar to those found in the American Life Histories, 1936–1940 of the American Memory Collection of the Library of Congress website that demonstrate students’ interpretation of the question “Was the New Deal North Carolina’s ’Reconstruction’?” This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
Jackie Brooks and Deborah Pendleton Ligon GT Magnet Middle Raleigh, NC.
This lesson plan is a guide for teachers that will result in imaginary WPA interviews similar to those found in the American Life Histories, 1936–1940 of the American Memory Collection of the Library of Congress website that demonstrate students’ interpretation of the question “Was the New Deal North Carolina’s ’Reconstruction’?” This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
Learning About Immigration Through Oral History
American Memory, Library of Congress; Barbara Wysocki; and Frances Jacobson.
The primary goal of this activity is to give students the genuine experience of oral history in order to appreciate the process of historiography. We identified immigrants in our community who reflect the ethnic diversity of our student body, enabling students to compare and contrast the stories of these contemporary immigrants with those researched in the thirties reflected in American Life Histories, 1936–1940 and other American Memory collections. Students engage in visual and information literacy exercises to gain an understanding of how to identify and interpret primary historical sources. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress; Barbara Wysocki; and Frances Jacobson.
The primary goal of this activity is to give students the genuine experience of oral history in order to appreciate the process of historiography. We identified immigrants in our community who reflect the ethnic diversity of our student body, enabling students to compare and contrast the stories of these contemporary immigrants with those researched in the thirties reflected in American Life Histories, 1936–1940 and other American Memory collections. Students engage in visual and information literacy exercises to gain an understanding of how to identify and interpret primary historical sources. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
Reservation Controversies
American Memory, Library of Congress; Peter Milbury; and Brett Silva.
This exercise covers historic issues dealing with American Indian Reservations in the 1870s and also in the present. It is divided into two sections with separate “scenarios” for the students. This is is a two part experience using Problem Based Learning , in which the student is confronted or faced with two different, but related real world problems which have no preconceived right or wrong answers. Using various teaching/learning strategies, which include brainstorming, role playing, and oral presentations, the students access primary sources and other background sources to arrive at a recommendation, based on the information. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress; Peter Milbury; and Brett Silva.
This exercise covers historic issues dealing with American Indian Reservations in the 1870s and also in the present. It is divided into two sections with separate “scenarios” for the students. This is is a two part experience using Problem Based Learning , in which the student is confronted or faced with two different, but related real world problems which have no preconceived right or wrong answers. Using various teaching/learning strategies, which include brainstorming, role playing, and oral presentations, the students access primary sources and other background sources to arrive at a recommendation, based on the information. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
To Market To Market
American Memory, Library of Congress; Jane Hoover; and Linda C. Joseph.
This project investigates and examines the impact transportation has had on peoples’ lives. We chose to compare and contrast the turn of the centuries. This lesson introduces primary documents, specifically visuals. We intend for this activity to be used across grade levels and provide a basic framework that is adaptable. We intentionally left out a lot of specifics so that students would critically think about and come up with questions and ideas on their own for more in-depth study. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress; Jane Hoover; and Linda C. Joseph.
This project investigates and examines the impact transportation has had on peoples’ lives. We chose to compare and contrast the turn of the centuries. This lesson introduces primary documents, specifically visuals. We intend for this activity to be used across grade levels and provide a basic framework that is adaptable. We intentionally left out a lot of specifics so that students would critically think about and come up with questions and ideas on their own for more in-depth study. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
What Do You See? - Using Selected Civil War Photographs, 1860–1865
Bob Hines and John Day, Montgomery County (Maryland) Public Schools.
In this lesson students analyze a single photograph from the American Memory collection Selected Civil War Photographs, 1861–1865. Using the skills developed, students then find and analyze other images. Conclusions reached will allow students develop links between the Civil War and American industrialization. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
Bob Hines and John Day, Montgomery County (Maryland) Public Schools.
In this lesson students analyze a single photograph from the American Memory collection Selected Civil War Photographs, 1861–1865. Using the skills developed, students then find and analyze other images. Conclusions reached will allow students develop links between the Civil War and American industrialization. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
The Historian’s Sources
American Memory, Library of Congress.
Students learn about different types of primary sources used by historians and other scholars. Students practice analyzing primary sources by focusing on documents about slavery in the United States before the Civil War. The Social Science Education Consortium (SSEC) developed this sample lesson for the Library of Congress. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress.
Students learn about different types of primary sources used by historians and other scholars. Students practice analyzing primary sources by focusing on documents about slavery in the United States before the Civil War. The Social Science Education Consortium (SSEC) developed this sample lesson for the Library of Congress. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
In Congress Assembled: Continuity and Change in the Governing of the United States
American Memory, Library of Congress.
This teaching unit, comprised of four lessons, focuses on the Constitution, Congress, and current events using documents from THOMAS (the Library of Congress’s online legislative information) and the Documents of the Continental Congress and the Constitutional Convention, 1774–1789, an American Memory collection. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress.
This teaching unit, comprised of four lessons, focuses on the Constitution, Congress, and current events using documents from THOMAS (the Library of Congress’s online legislative information) and the Documents of the Continental Congress and the Constitutional Convention, 1774–1789, an American Memory collection. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
Port of Entry: Immigration
American Memory, Library of Congress.
This lesson highlights the immigrant experience in American life. Students assume the role of historical detective and travel back in time to the turn of the century. As historical detectives, they search for clues to the past in images and primary source documents from five American Memory collections. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
American Memory, Library of Congress.
This lesson highlights the immigrant experience in American life. Students assume the role of historical detective and travel back in time to the turn of the century. As historical detectives, they search for clues to the past in images and primary source documents from five American Memory collections. This lesson is from Library of Congress American Memory site.
Resources Available: TEXT.
Using Oral History to Explore the Lives of Everyday Americans
American Memory, Library of Congress.
Using a collection of interviews and oral histories of Americans from the 1930s, students explore social history in this lesson. Students then learn to conduct oral history interviews of their own. The Social Science Education Consortium (SSEC) developed this sample lesson for the Library of Congress.
Resources Available: TEXT.
American Memory, Library of Congress.
Using a collection of interviews and oral histories of Americans from the 1930s, students explore social history in this lesson. Students then learn to conduct oral history interviews of their own. The Social Science Education Consortium (SSEC) developed this sample lesson for the Library of Congress.
Resources Available: TEXT.
Constitution Day
This site offers several lessons related to the signing and ratification of the U.S. Constitution as well as background information on the signers and the ratification process. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT.
This site offers several lessons related to the signing and ratification of the U.S. Constitution as well as background information on the signers and the ratification process. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT.
The Amistad Case
Documents related to the circuit court and Supreme Court cases involving the Amistad and suggestions for teaching activities. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT.
Documents related to the circuit court and Supreme Court cases involving the Amistad and suggestions for teaching activities. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT.
Lincoln’s Spot Resolutions
Archival documents and teaching activities offer teachers and students opportunities to examine the issues surrounding the Mexican War. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT, IMAGES.
Archival documents and teaching activities offer teachers and students opportunities to examine the issues surrounding the Mexican War. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT, IMAGES.
The Fight for Equal Rights: Black Soldiers in the Civil War
Teaching activities, historical documents, and photographs explore the issues of emancipation and military service. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT.
Teaching activities, historical documents, and photographs explore the issues of emancipation and military service. These materials are from the National Archives and Records Adminstration (NARA) website.
Resources Available: TEXT.