A checklist in student language used by elementary students to self-assess their timelines.

When humans started building tools, they must have not thought about its evolution into weapons. That what the cognitive ability of humans is, to continously evolve. 

This multidisciplinary lecture / workshop engages students in a variety of approaches to the study and practice of performance as an area of aesthetic and social interaction. Special attention is paid to the use of diverse media in performance. Interdisciplinary approaches to study encourage students to seek out material histories of performance and practice.

21G.031 examines the terms “avant garde” and “Kulturindustrie” in French and German culture of the early twentieth century. Considering the origins of these concepts in surrealist and dadaist literature, art, and cinema, the course then expands to engage parallel formations across Europe, particularly in the former Soviet Union. Emphasis on the specific historical conditions that enabled these interventions. Guiding questions are these: What was original about the historical avant-garde? What connections between art and revolution did avant-garde writers and artists imagine? What strategies did they deploy to meet their modernist imperatives? To what extent did their projects maintain a critical stance towards the culture industry?
Surveying key interventions in the fields of poetry, painting, sculpture, photography, film, and music, the readings also include signal moments in critical thought of the last century. Figures to be considered are: Adorno, Aragon, Bataille, Beckett, Brecht, Breton, Bürger, Duchamp, Eisenstein, Ernst, Jünger, Greenberg, Kandinsky, Malevich, Mayakovsky, and Tzara. Taught in English, but students are encouraged to consult original sources when possible.

Teacher Jeremy Howard takes a history lesson about the Holocaust and makes it personal. By showing students video testimony of survivors and how prejudice can lead to eventual genocide, they not only learn what events led up to the Holocaust, but question themselves as to what they would have done in similar circumstances. It is a lesson about personal responsibility, the meaning of empathy in today's world, and choosing to do the right thing in their daily lives.

The Trans-Atlantic Slave Trade Database has information on almost 36,000 slaving voyages that forcibly embarked over 10 million Africans for transport to the Americas between the sixteenth and nineteenth centuries. The actual number is estimated to have been as high as 12.5 million. The database and the separate estimates interface offer researchers, students and the general public a chance to rediscover the reality of one of the largest forced movements of peoples in world history.

This resource includes a database of Trans-Atlantic slaving voyages searchable by a wide range of variables in additional to essays, maps, and numerical estimates of the Trans-Atlantic Slave Trade, and K-12 lesson plans.

In 1862, Congress passed and President Lincoln signed the Pacific Railroad Bill, which granted public land and funds to build a transcontinental railroad. The Central Pacific Railroad would lay tracks from California heading east, and the Union Pacific Railroad would lay tracks from the Missouri River west. The photograph taken in Placer County, "Grading the Central Pacific Railroad," shows some of the construction. Work on the railroad was physically difficult and at times dangerous, and attracting workers was a challenge. The majority of the Central Pacific's laborers were Chinese. A Chinese worker is shown in the image "Heading (top cut) of East Portal, Tunnel No. 8." Both railroad companies actively recruited Chinese laborers because they were regarded as hard workers and were willing to accept a lower wage than white workers, mostly Irish immigrants. As construction progressed, the Central Pacific and the Union Pacific competed to see which could lay the most track each day. A photograph of a sign near Promontory Park, Utah, commemorates the day that Central Pacific crews laid an unprecedented 10 miles of track. The meeting of the two sets of tracks ? the "gold spike" ceremony ? took place on May 10, 1869. Several photographs and drawings depict this historic moment. Now the country was connected as never before: a journey between San Francisco and New York that previously took up to six months now took only days. The photograph "High Bridge in Loop," from Views from a Trip to California, shows a train passing quickly through a mountain pass. The transcontinental railroad allowed people to travel more, farther, and in pleasant conditions, as reflected in the photograph "Commissary Car, 'Elkhorn Club.'" The photograph "Knights of Pythias at the Santa Fe Railway Station, Anaheim" shows an example of the popularity of trains. Even as the transcontinental railroad brought the new country together, it brought change to the world of Native Americans. The tracks ran through a number of tribal territories, bringing into conflict cultures that held very different views of the land and how it might be used and lived on. The painting The First Train, by Herbert Schuyler, depicts three Indians pointing past their encampment at a train in the far distance. The railroad also brought an increasing number of European Americans west. One consequence of this influx was the depletion of the buffalo herds, a major food source for Plains Indians. European Americans would often shoot buffalo for sport from the train; by 1880, the buffalo were mostly gone and Plains Indians had been gathered onto reservations. Millions of acres of open grassland were being settled by the people moving west. Eventually, much of this land became the farmland that fed a growing nation. The transcontinental railroad opened up the West to the rest of the country, even if they never made the trip themselves. A Currier & Ives hand-colored lithograph depicts a train running along the Truckee River in Northern California. The San Francisco publishing firm of Lawrence & Houseworth hired photographers and published photographic tourist catalogs containing views of the West, which they sold commercially. The railroad took hold in popular culture, as shown by sheet music for the song "New Express Galop [sic]." There was even a railroad board game illustrating "Railroads Between New York and San Francisco, California, with Scenes on the Way."

Think about all the fun things you can do, see, and learn about when traveling.  Many Spanish-speaking countries are enriched with culture and history. In this seminar you will be introduced to new verbs that you can do while traveling to a city and discovering new places.ACTFL StandardsCommunication: Interpretive Communication and Presentational CommunicationCultures: Relating Cultural Practices to Perspectives:Communities: Lifelong Learning:Learning TargetI can write simple statements about where I live.Habits of MindApplying past knowledge to new situations.Critical Thinking SkillConstructing Support

The Tuskegee Airmen played a pivotal role in World War II while battling prejudice and segregation to African Americans.  This lesson will allow students to research and examine various primary source documents to learn what contributions the Tuskegee Airmen made to American society.  Students will listen and read about the Tuskegee Airmen through research and videos while providing evidence to various guided questions.  The students will then create journal entries as to what it might have been like to be a member of this famous group on their first day of training and on their first flight mission. 

Access to personal mobility has played a crucial role in people's life satisfaction, with personal vehicles revolutionizing daily life since the early 1900s. The number of global car registrations has dramatically increased over the years, reaching 1.1 billion in 2019. The energy historian Roger Fouquet explored the impact of personal transportation services in the United Kingdom from the 14th to the 20th century, revealing the economic, social, and environmental changes brought about by the expansion of personal travel.

All of these children are part of U.S. child labor history, where many children were exploited by companies, working long 10-12, sometimes 16 hours shifts for as little as pennies a day. These kids were exploited until unions and federal and state labor laws protected kids. From 1870 – 1890, child labor increased three fold. 1870 was the 1st U.S. census that reported child labor statistics, and 750,000 children worked. Child labor peaked in 1900 when 18.2% of all U.S. kids under the age of 16 WORKED, often at very dangerous jobs.

Geoffrey Kenmuir - Passaic County Community College. This assignment prepares first-year students to perform academic research. Specifically, by working with a complex text such as the US Constitution, they will be required to write summaries (articles), paraphrases (definitions), and create a Works Cited Page that adheres to MLA standards. By developing these fundamental skills they will have an opportunity to self-assess their abilities, and realize which research skills are lacking, and which are strong.

This is a self-service online workshop for teachers who use primary documents to help students see the impact and ongoing relevance of the Constitution. It requires little advance preparation and provides everything needed, including a vocabulary list, document analysis worksheets, and historical documents -- John Marshall's Supreme Court nomination (1801), proclamation to New Orleans (1803), Lincoln's telegram to Grant (1864), Johnson oath photo (1963), and more.

What is mercantilism? How did economics contribute to rising tensions between the North and the South in the years before the Civil War? What caused the Great Depression? In this video course designed specifically to help students study for the AP US History exam and SAT Subject Test, Professor Brian Domitrovich of Sam Houston State University explains key events in US economic history and surveys different (and sometimes opposing) viewpoints on each event.

Who said that history can’t be fun…or funny!??  There are so many references to history in our daily lives and often times we don’t even recognize them!  They bombard us in music lyrics, TV shows, movies, commercials, magazine ads, poems, and even funny cartoons and pictures.  Having a solid foundation of historical events that have taken place will help us better understand these references when we encounter them and allow us to realize the impact history has in our lives.  If for no other reason, let us learn history so we can at least laugh at the TV show or understand the joke they’re making in the cartoons when they reference these historical events! In addition, references like these can be a handy study aid, acting like mental cues to help us remember complex events and concepts.  In this assignment, students will recognize that history surrounds us in pop culture by finding two examples and explaining their historical connection.  They will also relate those examples to helping their classmates prepare for the final exam for the course.

Short Description:
U.S. History II covers the chronological history of the United States from Reconstruction through the beginning of the 21st Century.

Long Description:
U.S. History II covers the chronological history of the United States from Reconstruction through the beginning of the 21st Century and introduces key forces and major developments that together form the U.S. experience, providing a balanced approach that considers the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience), with particular attention paid to issues of race, class, and gender.

Word Count: 347824

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Short Description:
Modern U.S. History covers the chronological history of the United States from Reconstruction (1865) through the beginning of the 21st Century and introduces key forces and major developments that together form the U.S. experience, providing a balanced approach that considers the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom-up (eyewitness accounts, lived experience), with particular attention paid to issues of race, class, and gender.

Word Count: 142226

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 176269

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 171295

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 95060

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)