Poster showing a marine cheering as he raises his rifle and bayonet. Apply at: 530 Willis Ave., Bronx, N.Y. Artist monogram is illegible. Forms part of: Willard and Dorothy Straight Collection.
Poster showing a marine cheering as he raises his rifle and bayonet. Banners pasted over original text: Now open for enlistment. 24 East 23rd Street, New York.
Poster showing a marine cheering as he raises his rifle and bayonet.
Poster showing a searchlight beam in the night sky above London. Poster no. 86. Title from item.
Kim discusses how after many years of unsuccessful settlements, the English founded the colony of Jamestown in Virginia.
Historian Erica Armstrong Dunbar talks about the early life of Araminta Ross (Harriet Tubman).
From indigenous people through reconstruction this course is based on The American Yawp Textbook chapters 1-15. (The American Yawp: A Massively Collaborative Open U.S. History Textbook by Stanford University Press is licensed under CC BY-SA 4.0) This course incorporates additional readings and videos and includes essays for assessment of student knowledge.There is a Perusall companion course available for the readings in this course. See the Instructor Notes in the "About this Course" Section.
Syllabus for a general survey course that examines the broad history of the United States since the colonial era through the Civil War. Includes links to OER readings, videos, and websites.
Early phases of the Civil War, from Bull Run to Antietam.
![Earn While You Learn Wanted Machinists [...].](https://img.oercommons.org/160x134/oercommons/media/upload/materials/screenshots/materials-course-92203.png)
U.S. Army Motor Transport Corps recruiting poster showing a man working in a machine shop, also lists several occupations with their current salaries.
Poster showing a scale weighing a bowl of sugar against a pitcher of syrup. United States Food Administration.
Poster showing a bounty of fall fruits and vegetables. United States Food Administration. No. 17. 1918.
Poster showing canisters of various flours, with a train of cavalry in silhouhette in the background. United States Food Administration. No. 103. Forms part of: Willard and Dorothy Straight Collection.
This lesson plan can is geared for social studies, but can also be used in other content areas.
Trauma can result when a group of people are forced away from their schools, friends, businesses/work, neighborhoods/communities, then incarcerated without due process, under difficult conditions.
Students explore how historical and traumatic events such as Japanese American incarceration affect communities for the long term and how communities have worked to heal.
Note: This is not a ‘typical’ social studies lesson on Japanese American incarceration. It will involve working with material regarding trauma.
Activities 1 and 2 cover life skills and can be offered in the classroom at any time. (It may be ideal to teach this toward the beginning of the school year) Activity 3 is a foundational piece on what intergenerational trauma is. Activities 4, 5 and 6 go deeper into this topic.
This lesson plan is geared for social studies, but can also be used in other content areas.
Media is a powerful agent in informing us and influencing social norms in our society. In this lesson plan, students learn about how to critically consume daily information and entertainment by listening to experts in media literacy. This lesson covers concepts like media ownership, framing and spin, source, agenda, bias, contextually misleading content and misinformation and disinformation.
Students also explore how media can affect livelihoods. They’ll study how Japanese American communities all along the west coast including in Washington state were impacted by media coverage leading into Japanese American incarceration in the 1940s and through redress and reparations in the early 1980s.
These four lessons are provided by Echoes and Reflections. The lessons come from a new book, "Teaching the Holocaust By Inquiry" by Beth Krasemann. The book is scheduled for release at the end of May 2022.
Two scenes showing the differing perceptions of Franklin Pierce's stand on the issue of slavery, as viewed by the North and South. The cartoon is divided vertically by "Mason & Dixon's Line." An arrow identifies the left panel as the North and the right as the South. On the left, a group of men look skyward, holding tinted panels of glass through which to see an image of Pierce eclipsed by a black man. First man (far left): "There, Sir, look! if that is not the true Free Soil touch, pray where will you find it?" Second man, an abolitionist: "Well, well, upon my conscience in looking through your glass, I see the true Abolition eclipse! verily Franklin is one of us." A man holding copy of the New York "Tribune" exclaims, "Ay, it is true Congo!" A fourth man points up at the eclipse, saying, "The eclipse is very marked, you will observe!" To the right, four southern men also view an eclipse through tinted glass, but an eclipse in which Pierce's head overshadows the black man's visage. One man (second from right) comments: "It may be only fancy Sir: but it does not seem as if I could see something the other side which looks a little SHADY." A second man, seizing the glass: "Come, come now! Oh! my dear Sir! A man of your sense! you didn't hold the glass right, I assure you!" Another, a stout man holding an umbrella, observes: "Ah! that looks well! how they belied him about the Speech at New Boston." A fourth: "Do you see, Sir. No eclipse there. Nothing but the true orthodox color!"|Pubd. by John Childs, 84 Nassau St. N.Y.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1852-24.
History teaches us that properous advanced national economies like the U.S. share a common institutional framework conducive to creativity, production, and exchange. That institutional framework of individual freedom, rule of law, clearly stated rights to private property, and open competitive markets shapes incentives to encourage material advance. The multiple perspectives approach to historical-scholarship requires viewing events, trends, and developments through a variety of analytical lenses. Often overlooked in traditional history curricula are the insights that the economic way of thinking adds to social, political, and geographic perspectives. Emphasizing the role of institutions, Economic Forces in American History looks at the impact of seven key forces in shaping the development of the United States.
Not everyone can be great, but greatness can come from anywhere.
It's a wonderful sentiment, but becoming less and less true. We know the rich get richer and poor poorer, or at least perceive it through media, as well as in a middle class with a lot of internet access but not a lot of direction upward. In this unit we will try and prove that greatness can still come from anywhere. Where does inequality come from? What should we focus on most in order to right the ship in our lifetimes, so that our children benefit? It is important for young people to understand income inequality as a discipline, as a subject to study, as important and relevant to and in their math and English and Social Studies classes. Citing work from prominent economists like Anthony Atkinson and Raj Chetty, this unit simultaneously provides a foundational study of income inequality while arguing for increased equality of outcome for American students through their college graduation.
Designed for a large urban high school’s upperclassmen in a Journalism class, the unit’s central thematic focus is the causes and effects of economic inequality on the middle class. In this country, we believe that everyone has a chance for prosperity, or at least a comforting sense of security: being able to pay our bills, send our children to college, succeed if we try hard enough, being able to afford health care. Taken together, we call this being middle class. Put another way, we call this The American Dream. Some of us aspire to great wealth, a mansion in the Hamptons. For the vast majority of Americans, making it is a simpler aspiration: doing better than our parents, living longer than our parents, being more educated than our parents. My topic is “The Shrinking Middle Class?” Within this topic are various subtopics/questions: 1) What is an accurate definition of “Middle Class?” (Is it defined by an income range or by a state of mind?) 2) What are the effects of periodic economic downturns on ordinary Americans? (confidence, conformity, fear of failure, mental health), 3) What effects do increases in the minimum wage have on the middle class? (decreased poverty, overall confidence in the future, the effect on the overall economy?) My own students are urban and many do not consider themselves, and are not, among the middle class. The topic should resonate.