This art history video discussion examines Ed Kienholz's and Nancy Reddin Kienholz's "Useful Art #5: The Western Hotel", 1992, (Portland Art Museum).
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In this video segment from Religion & Ethics Newsweekly, learn how Muslims in America celebrate Eid al-Fitr, the Ű_í_Ű__Ű_Ű_Ű_Feast of Breaking the Fast.Ű_í_Ű__Ű_Ű_Ű_í_Ű_
¡Aprende sobre los logros de George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta actuandolos!
Sawyer, un estudiante de la clase de historia, se imagina que presenta un programa de entrevistas con los invitados George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta. Cuando Sawyer entrevista a estas figuras históricas sobre sus logros, los espectadores actúan frases que representan cada uno de sus legados.
Objetivo de Aprendizaje:
Identificar las contribuciones de las figuras históricas George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta.
This collection uses primary sources to explore the introduction of electric power to the United States. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."
Starting with the reign of Augustus and ending with the reign of Marcus Aurelius, the Pax Romana is a relatively stable 200 year period. The first five emperors are of the Julio-Claudia Dynasty. The last five of the Pax Romana are considered the "good" emperors by Machiavelli.
In this lesson students will examine the various visions of three active agents in the creation and management of Great Britain's empire in North America: British colonial leaders and administrators, North American British colonists, and Native Americans.
Austria-Hungary. Ottoman empire. British, German, French and Russian empires.
In small groups, students closely examine one sentence from the Gettysburg Address and create a multigenre project communicating what they have discovered about the meaning and significance of the text.
England didn't start its first successful colony in North America until 1607, more than 100 years after Columbus arrived in the New World. In this video, Kim discusses the problems that prevented England from following in Spain's footsteps, including struggles for the throne, war in Ireland, and economic depression.
This collection uses primary sources to environmental preservation in the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
What did Manifest Destiny mean to the United States? How did Native Americans and African-Americans fit into Westward Expansion? This lesson plan compares Emanuel Leutze's 1861 study of Westward the Course of Empire Takes its Way to the final mural in the United States House of Representatives. Analysis of the artwork and the changes made to the final version teach the history of Westward Expansion and Manifest Destiny.
This collection uses primary sources to explore the Equal Rights Amendment. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
In this lesson, students will look behind the story at the historical, social, and cultural circumstances that shape the narrative throughout Esperanza Rising. The lesson also invites students to contemplate some of the changes Esperanza undergoes as she grows into a responsible young woman and the contradictions that she experiences.
This site offers geography and history activities showing how two years in history had an indelible impact on American politics and culture. Students interpret historical maps, identify territories acquired by the U.S., identify states later formed from these territories, examine the territorial status of Texas, and identify political, social, and economic issues related to the expansion of the U.S. in the 1840s.
This site offers geography and history activities showing how two years in history had an indelible impact on American politics and culture. Students interpret historical maps, identify territories acquired by the U.S., identify states later formed from these territories, examine the territorial status of Texas, and identify political, social, and economic issues related to the expansion of the U.S. in the 1840s.
In 1883, Sir Francis Galton, a nineteenth-century English social scientist, statistician, and psychologist, coined the term “eugenics” from the Greek word eugenes, meaning well-born. The practice of eugenics aims to improve the genetic quality of a human population through selective breeding—encouraging reproduction for the “strongest” humans while discouraging reproduction for the “weakest” humans. Cultural, social, and scientific ideas of the late nineteenth-century informed how eugenicists identified desirable and undesirable genetic traits. According to these eugenicists, the “strongest” humans were typically white (from northern and western Europe), healthy, and wealthy. The “weakest” humans were typically non-white (or white from southern and eastern Europe), poor, physically or mentally disabled, or considered criminally or sexually “deviant.”
This art history video discussion examines Eva Hesse's "Untitled", enamel paint, string, papier-mache, elastic cord, 1966 (MoMA).
Practice working with primary documents by comparing accounts of the Chicago Fire and testing the credibility of a Civil War diary.