Instructional materials on local history topics developed by students at the University of Tennessee at Chattanooga for use in secondary education classrooms.

This lesson plan examines school desegregation in Chattanooga after the Brown v. Board of Education decision. The purpose of this lesson is for students to gain an understanding of Chattanooga’s complex and prolonged process of school desegregation through reading critically and analyzing primary sources. Students will develop the skills necessary to analyze primary sources and synthesize different perspectives as well as link them to other course materials.

Instructional materials on local history topics developed by students at the University of Tennessee at Chattanooga for use in secondary education classrooms.

This is a one-day 60-minute lesson plan that covers the impact of integration at a local level by focusing on the decision and responses to desegregate the University of Chattanooga. The purpose of this lesson is to expand students’ knowledge of Chattanooga’s history through analysis of primary sources. Students will identify major milestones of post-secondary institutional desegregation and describe the impact it had on Chattanooga and its university community in the 100 years following the ratification of the Emancipation Proclamation.

Ninth grade students will work together to examine the primary source excerpts in order to understand desegregation of the University of Chattanooga as a process. This understanding will allow students to more fully grasp the necessity of action to attain implementation. Students will develop an understanding of how cooperation on varied levels and involvement from individuals
and groups with diverse interests result in the attainment of a desired goal. Additionally, having access to primary sources will help students learn to deconstruct different arguments in favor of and opposed to integration. This primary source analysis will also illustrate how multi-faceted a source can be. Students will learn how to mine information, while also appreciating that primary sources can be ambiguous.

Has Nebraska’s land always been valuable? This inquiry leads students through an investigation of the value of land and the realities of surviving the scarcity of this resource in regions throughout the country especially in Nebraska.  Resource created by Mexi Zahm, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This resource comprehensively introduces the Vedic Civilisation. Vedic is derived from the word ‘Veda’ which are the literature resources found during the Vedic time. further, it elaborates about the life-dimensions and the culture that existed during the Vedic period.
The life as it revolved around and incorporated the political system, religion, social life and amusements is remarkably explained in this article.
The articles concludes by providing the information of the legacy as it continues even today, although the vedas has been sourced from the history.

This is the story of the Virgen de Guadalupe ……… the Queen of the Americas… one of the most important parts of Mexican history in the last 500 years and one of the most important historical events in all of the Americas….
whether you believe or not…. or whether it’s true or not…..
Her importance is undeniable and indisputable…
Her image can be found nearly everywhere… she is essentially a national symbol for Mexico….. Why?
Why is she so important? Who is the Virgin Guadalupe?

Here is her story…

This course is an invitation to German film-making since the end of the Second World War. We investigate how German cinema captured the atmosphere of the immediate post-war years and discuss extensively major works of the “New German Cinema” of the Sixties and Seventies. We also look at examples of East Germany’s film production and finally observe the very different roads German cinema has been taking from the 1990’s into the present.

Visualizing Cultures was launched at MIT in 2002 to explore the potential of the Web for developing innovative image-driven scholarship and learning. The VC mission is to use new technology and hitherto inaccessible visual materials to reconstruct the past as people of the time visualized the world (or imagined it to be).

Topical units to date focus on Japan in the modern world and early-modern China. The thrust of these explorations extends beyond Asia per se, however, to address "culture" in much broader ways—cultures of modernization, war and peace, consumerism, images of "Self" and "Others," and so on.

We examine the factors of race and environmental contamination, starting from the premise (and data proving) that race is not a biological, scientifically valid category, but a social, historical construction with real world consequences for equal access to health, resources, and power.

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As producers of knowledge with a particular focus on social (in)justice, racial, gendered and transnational journeys, Guttman Community College scholar-activists have constructed a new digital canon that offers New Yorkers the opportunity to contribute testimonies of tumultuous times. Curated by Dr. Samuel Finesurrey, Guttman undergraduates Elsy Rosario, Tigida Fadiga, Luz Hidalgo, Phisarys Sidemion, and Sadaf Majeed and digitized by Guttman staff members Joanna Wisniewski, Ivan Mora, and Kristina Jiana Quiles, this collection democratizes the production of knowledge by empowering community college students, largely deriving from immigrant households, to shape the narratives told about their communities and their generation. Organized into five themes, with testimonies gathered in six languages, this archive documents a diverse set of New York experiences. Funded by the American Council of Learned Societies and the Mellon Foundation, this exhibition helps us rethink struggles and movements of the past and present, to unearth the human networks that carry all New Yorkers in difficult times.

Documents the civil rights movement in the U.S. Nearly 50 photos, posters, and descriptions depict important events and individuals: school integration in Little Rock (1957), the lunch counter sit-in in Greensboro (1960), the memorial service for Medgar Evers (1963), the March on Washington (1963), the Selma-to-Montgomery March (1965), the Voting Rights Act (1965), and others.

Il volume rappresenta la tappa finale della prima stagione di implementazione del Progetto ABACUS (giugno 2019 - settembre 2020), sostenuta dal finanziamento pubblico garantito dalla Regione Siciliana e dalla Presidenza del Consiglio dei Ministri. In tal senso, la pubblicazione raccoglie sia una sezione di materiali di discussione critica sul percorso progettuale e sui primi esiti maturati, sia una ricca parte di contributi tematici offerti da referenti istituzionali, studiosi ed esperti, docenti accademici e ricercatori, professionisti e rappresentanti di organismi del Terzo settore Sono state così affrontate ed esaminate differenti tematiche e problematiche socio-culturali e socio-economiche, e prospettive e approcci metodologico-operativi tra loro affini e convergenti, che si sviluppano a cavallo delle politiche sociali, giovanili e culturali, della progettazione sociale e culturale, dell'innovazione sociale e della diversità culturale, in differenti contesti socio-territoriali siciliani e italiani, con una particolare attenzione per quelle iniziative che rappresentano casi paradigmatici in cui le istanze istituzionali, della ricerca, dell'educazione e della formazione si incontrano con le aspettative dei pubblici differenziati e, specialmente, delle giovani generazioni, anche sull'orizzonte della innovazione dell'occupazione giovanile.

In this Wonder of the DayR, learners will be introduced to the French Revolution. They will explore what the French Revolution was,What caused the French Revolution, and What the French Revolution accomplished. 

Poster for a book about African American history, showing a man holding broken chain and lamp. Posters of the WPA / Christopher DeNoon. Los Angeles: Wheatly Press, c1987, no. 258

Writing in the wake of the Civil War, poet Walt Whitman insisted that “the real war will never get in the books.” Throughout American history, the experience of war has fundamentally shaped the ways that Americans think about themselves, their fellow Americans, and the meanings of national citizenship. War has also posed challenges of representation, both for those who fought as well as those who did not. This subject examines how Americans have told the stories of modern war in history, literature, and popular culture, and interprets them in terms of changing ideas about American national identity.

The Washington C3 Hub is designed to support teachers with high-quality instructional materials aligned to our state learning standards and reflective of the C3 Framework. Here you will find inquiries developed by teachers in districts around the state as well as other helpful materials to help embed proven social studies instructional practices into K-12 classes.

Individual resources from this site can be found in the grade band subfolders. You may also view other states' sites on the main C3 State Hub site located at: http://www.c3teachers.org/state-hubs/

This inquiry leads students through an investigation of the Boston Massacre. Students will analyze and evaluate primary and secondary sources as they gain a better understanding of the events surrounding this infamous day in American history. The compelling question asks, "Was the Boston Massacre really a massacre? Resource created by Lisa Bales, David City Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

More than 4000 hydroelectric dams have been built in the United States since the late 19th century, representing six percent of all-time additions to electric generation capacity from all sources.

In 2022, the United States saw a significant rise in solar power generation, with 5730 utility-scale solar PV plants and 13 solar thermal plants producing 146 terawatt-hours (TWh) of electricity, equal to 3.4% of total utility-scale generation. This growth traces back to the 2000s, marked by falling solar system costs, enhanced efficiency, and government incentives like the American Recovery and Reinvestment Act of 2009.

The wax museum is a great way for students to get excited about learning about famous historical Americans.
http://longar01.weebly.com/

The wax museum is a great way for students to get excited about learning about famous historical Americans.
http://longar01.weebly.com/