African American History for HIST 244 is a collection of selected readings from African American
History (Lumen), American Yawp, Boundless US History, and US History by Chris Collins for
Skyline College ZTC Early Adopter Program and is licensed under CC BY-NC-SA 4.0, unless
otherwise indicated.

As a historic unit of the National Park Service, the Mary McLeod Bethune Council House is listed in the National Register of Historic Places. The site also is within the boundaries of the Logan Circle Historic District. This lesson is based on the Historic Resources Study for Mary McLeod Bethune Council House National Historic Site, as well as other materials on Bethune and the National Council of Negro Women. The lesson was written by Brenda K. Olio, former Teaching with Historic Places historian, and edited by staff of the Teaching with Historic Places program and Mary McLeod Bethune Council House National Historic Site.

“What then is the American, this new man?” asked J. Hector St-John de Crèvecoeur in his Letters from an American Farmer in 1782. This subject takes Crèvecoeur’s question as the starting point for an examination of the changing meanings of national identity in the American past. We will consider a diverse collection of classic texts in American history to see how Americans have defined themselves and their nation in politics, literature, art, and popular culture. As a communications-intensive subject, students will be expected to engage intensively with the material through frequent oral and written exercises.

Concept: Cherokee Nation History- The Trail of Tears

Objectives: The juniors in American History should be able to describe, in a timeline diagram, the events leading up to the Trail of Tears, and must score a 75 percent or higher.

Introduction: I will show a video displaying the Trail of Tears. The video will introduce the upcoming new information of the Cherokee, since the class learned about the actions the Cherokee took during the Civil War.

Vocabulary: Cherokee Nation, Andrew Jackson, Trail of Tears, civilized tribe(s), death marches, Indian Removal policy, and Chief John Ross

Body of Lesson: Show the video of the Trail of Tears. Then move onto a small lecture. After the lecture is over allow the students to pair share with a partner. This allows time for them to get notes they might have missed. The bring the class back together for a group discuss to talk about if the actions by the Cherokee and United States government can be justified or not. Next I would go onto the interest to access a website that has firsthand experience the Cherokee went through on the Trail of Tears. Lastly, I would give out an assignment for the students to complete that goes over the information learned to take home for homework.

Accommodations/Modifications: For ELL and ESL students I would use some sort of translation site such as Google Translate. I would also walk around the classroom trying to answer any questions the special students might have, or not understand. Emphasize the information students need to understand to ensure the homework would be done correctly. If students are deaf go slow enough to ensure the translator is keeping up, and try to sign some words myself. If student is blind try to be very descriptive. Try to create a classroom that is still challenging to the gifted students, this can be done by having more difficult questions for them to complete, but still able to work easily with one another so no one is bored. Try to have classroom that accommodate any students need.

Multiple Intelligence(s) Addressed: I would like to have a classroom with almost every learning style used, have it range from hands on to visual aids. Anything could really be used, and be beneficial as long as it relates to the Cherokee Nation.

Assessment: Have the student write out a timeline of events leading up to the Trail of Tears, which they will have to score a 75 percent or higher on.

Materials: Textbook (depending what book the school has), use The West: An Illustrated History; By: Geoffrey C. Ward; 9780316735896; Little, Brown and Company, http://www.learnnc.org/lp/editions/nchist-newnation/4532 for personal experience from soldiers point of view, http://www.bringinghistoryhome.org/assets/bringinghistoryhome/(3)%20indianremoval.pdf has experiences and activity plus talks about the five civilized tribes.

Standards: SS 12.4.2 (US) Students will analyze and evaluate the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS 12.4.5 (US) Students will develop historical research skills.

The American Revolution entailed some remarkable transformations -- converting British colonists into American revolutionaries, and a cluster of colonies into a confederation of states with a common cause -- but it was far more complex and enduring then the fighting of a war. As John Adams put it, "The Revolution was in the Minds of the people . . . before a drop of blood was drawn at Lexington" -- and it continued long past America's victory at Yorktown. This course will examine the Revolution from this broad perspective, tracing the participants' shifting sense of themselves as British subjects, colonial settlers, revolutionaries, and Americans.

In an increasingly digital world in which pedagogical trends are de-emphasizing rote learning and professors are increasingly turning toward active-learning exercises, scholars are fleeing traditional textbooks. Yet for those that still yearn for the safe tether of a synthetic text, as either narrative backbone or occasional reference material, The American Yawp offers a free and online, collaboratively built, open American history textbook designed for college-level history courses. Unchecked by profit motives or business models, and free from for-profit educational organizations, The American Yawp is by scholars, for scholars. All contributors—experienced college-level instructors—volunteer their expertise to help democratize the American past for twenty-first century classrooms.

This is the story of the Aztec’s historic 200+ year pilgrimage, as told from the 16th Century Primary source: The Codex Boturini.

The Aztecs came from a place in the north called: Aztlan, which means, “place of the White Heron.”

The Aztecs left their homeland Aztlan in about 1111 C.E. After more than 200 years of trials and tribulations, they stopped when they saw their sign from their god Huitzilopochtli: the eagle perched on the cactus. There, they would build one of the greatest cities in world history.

This is the story of their historic migration from Aztlan to Tenochtitlan in their own words.

Online OER text created for U.S. History to 1865 by Dr. June Klees for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

Online OER text created for U.S. History 1865 to Present by Dr. June Klees for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

The American Yawp is a collaboratively built, open American history textbook designed for general readers and college-level history courses. Over three hundred academic historians—scholars and experienced college-level instructors—have come together and freely volunteered their expertise to help democratize the American past for twenty-first century readers.

This is a primary source photo collection on Californios, elite families that received large land grants from Spain and Mexico, flourished during the 1830s to 1880s. The hand-drawn diseño maps underscore their vital connection to land ownership. The more formal surveyed maps that followed US acquisition of California show changing values regarding land ownership. As Californios lost land and power in the late 19th century, they tried to adapt to these changes by using social networks to maintain their identities as elites. The formal portraits were one way to bolster this image. Photographs of the Ramona Pageant from the 1950s testify to the mythologizing of California's Mexican and Spanish pastoral heritage less than 100 years later.

This Canvas shell includes a sample syllabus for a Modern American History course using OER resources. The shell also has two sample modules which include discussion prompts and a sample midterm assignment. Each module has a corresponding announcement that would be sent out at the beginning of the week to remind the students of the work to be done.

These case-studies in U.S. history attempt to break away from the white racial frame that too often is used to tell the story of America's past. These resources explore the United States from the vantage of the enslaved, exploited, persecuted, conquered and occupied who made possible the realization of others' wealth and dreams.

Students use Library of Congress primary sources to examine various social and economic themes between 1890-1940.

"The Civil War in Art: Teaching and Learning through Chicago Collections" is intended to help teachers and students learn about the Civil War—its causes and effects—and connect to the issues, events, and people of the era through works of art.

Web resource explores the Civil War through over 120 zoomable images from Chicago collections, with text and questions for students. The site presents essays about: The Civil War and American visual culture, the causes of the war, the military experience, emancipation and the meaning of freedom, the northern homefront, Lincoln, and remembering the war.

Other resources include classroom projects for teacher use, an in-depth glossary of art and historical terms, and links to additional Civil War resources.

In this resource, students are learning about the Compromise of 1850. This is a difficult concept for students to understand. They will read the compromise in the online textbook, ushistory.org. Then, a video of teacher explaining the reading, context, and helping lower level learners understand the content. 

 Lesson outcomesStudents can evaluate the credibility of a source and corroborate varying versions of a historical event.Analyze the actions of Dolley Madison during the burning of the Capitol.AssessmentWhen looking at the varying stories of Dolley Madison’s rescue of George Washington’s portrait, which source is the most reliable?  Explain your reasoning.State Standards, Indicator, ObjectiveEvaluate the credibility of the sources by considering the authority, the origin, type, context, and corroborative value of each sourceIdentify credible, relevant information contained in the sourcesIdentify evidence that draws information from multiple sources to support claims, noting evidentiary limitationsAnalyzing how the War of 1812 impacted American nationalismSource CitationsEllison, Jessica. “Out of Washington's Shadow: Teaching with the Voices of Enslaved Early Americans.” NCSS Conference 2016. NCSS Conference 2016, 2 Dec. 2016, Washington, DC, Walter E. Washington Convention Center

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.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.