As a culminating project for the 4th 9 weeks, students will identify an existing historical timeline and, changing one element, demonstrate how that timeline would play out differently.
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.
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 most important part of this packet is Section VII, which contains roughly 50 documents—mostly drawn from primary sources—about the Cold War and Red Scare in Washington state. The other sections of this packet seek to place the documents in historical perspective and to offer some suggestions for how to use the documents in the classroom.
Proposal for an activity on Spanish personalities of the 20th and 21st centuries.
From pineapples grown in Hawaii to English-speaking call centers outsourced to India, the legacy of the “Age of Imperialism” appears everywhere in our modern world. This class explores the history of European imperialism in its political, economic, and cultural dimensions from the 1840s through the 1960s.
Students will be presented with foundation knowledge of the Harlem Renaissance, experience some sights and sounds of this movement, then gain deeper knowledge by creating a virtual “museum exhibit” of a famous artist or author to share with others. At the end of the lesson, students will evaluate the impact and significance of the Harlem Renaissance, and consider how the arts can serve as vehicles for social change.
In May 1905 Robert S. Abbott started publishing the Chicago Defender. The paper attacked racial injustice, particularly lynching in the south. The Defender did not use the words “Negro” or “black” in its pages. Instead, African Americans were referred to as “the Race” and black men and women as “Race men and Race women.” Many places in the south effectively banned the paper, especially when, during World War I, Abbott actively tried to convince southern blacks to migrate to the north. Abbott managed to get railroad porters to carry his papers south and he ran articles, editorials, cartoons -even train schedules and job listings to convince the Defender’s southern readers to come north. The “Great Northern Migration,” as it was called in the Defender, resulted in more than one million blacks migrating north, about 100,000 of them coming to Chicago. The Defender was passed from person to person, and read aloud in barbershops and churches. It is estimated that at its height each paper sold was read by four to five African Americans, putting its readership at over 500,000 people each week.
Son of ex-slaves, Abbott passed from small-town obscurity to national preeminence, due neither to great wealth nor hereditary status, but by sheer character, determination and imagination. He was a crusading journalist, who ultimately developed into a national leader, and, in the process, became a millionaire. As a newspaper editor, he influenced and molded the opinions of millions of Negroes in the United States, and therefore his career is of unique interest—indeed, his extraordinary achievement is a triumphant American success story.
The roots of greatness should be sought in a man’s formative years. Until now, most Negroes who have achieved anything noteworthy seemingly have no traceable background—notably Booker T. Washington and George Washington Carver—and like Topsy seem merely to have “growed up.” But Abbott’s accomplishments represent continuity of family enterprise and perseverance. However, the purpose of this volume is not at all genealogical. Essentially, this is a biography of a people, for Abbott’s life and times spanned the most triumphant period of the Negro in the United States. Born three years after the promulgation of the Emancipation Proclamation, he lived to see and chronicle the spectacular progress of his people.
In the burgeoning economic times of the 1920s, with hundreds of new products and the growth of advertising, the Defender became an economic success and Abbott became one of the first African American millionaires.
This course studies several important examples of the genre that between the early 18th century and the end of the 20th has come to seem the definitive literary form for representing and coming to terms with modernity. Syllabi vary, but the class usually attempts to convey a sense of the form’s development over the past few centuries. Among topics likely to be considered are: developments in narrative technique, the novel’s relation to history, national versus linguistic definitions of an “English” novel, social criticism in the novel, realism versus “romance,” the novel’s construction of subjectivities. Writers studied have included Daniel Defoe, Henry Fielding, Samuel Richardson, Lawrence Sterne, Mary Shelley, Jane Austen, Walter Scott, Emily and Charlotte Brontë, Charles Dickens, George Eliot, Joseph Conrad, H. G. Wells, James Joyce, Virginia Woolf, Salman Rushdie.
This class is a global survey of the great transformation in history known as the “Industrial Revolution.” Topics include origins of mechanized production, the factory system, steam propulsion, electrification, mass communications, mass production and automation. Emphasis on the transfer of technology and its many adaptations around the world. Countries treated include Great Britain, France, Germany, the US, Sweden, Russia, Japan, China, and India. Includes brief reflection papers and a final paper.
Grade Level is 7.6 using the Flesch-Kincaid readability test.
This is the challenging and inspired true story of a little girl who was determined to learn to read, and who went on to be a teacher, the founder of a college, an adviser to statesmen, and a great humanitarian. Mary McLeod Bethune was the fifteenth child of hardworking and god fearing parents. She was the first of their children to be born free. Her ancestry was wholly of African origin, a point of pride throughout her life.
Mrs. Bethune worked untiringly to restore—through education—her people's faith in the magnificent heritage that is rightfully theirs. During the many years of and tribulation, she refused to give up her fondest dream—her own school for Negro children. And, as a shining monument to her hard work and faith, she has given to black youth the thriving institution of Bethune- Cookman College in Daytona Beach, Florida.
The goal of this course is to offer a general introduction to 20th and 21st century literature and cultural production about Modern Mexico. Emphasis will be placed on the way intellectuals and artists have presented the changes in Mexico City’s urban life, and how these representations question themes and trends in national identity, state control, globalization, and immigration.
This lesson focuses on the leadership qualities of Nelson Mandela, South African civil rights leader and the country's first democratically elected president.
This is a graduate seminar for students who already have some familiarity with issues in political economy and/or European politics. The objective is to examine the ways in which changes in the international economy and the regimes that regulate it interact with domestic politics, policy-making, and the institutional structures of the political economy in industrialized democracies.
Washington has changed a great deal in many different ways in the 20th Century – culturally, economically, politically, environmentally, and ecologically. This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 5. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.
This course provides an overview of the musical styles and techniques developed over the past 115 years. The anthology and supplemental listening will present a range of art music aesthetics in a variety of genres such as chamber music, symphonic and choral music, and opera. While tuning your ears to novel sounds, you will hone your own preferences and aim to understand the motivations behind and importance of a wide diversity of compositional orientations, including Expressionism, Impressionism, atonality, neo-Classicism, serialism, nationalism, the influence of jazz and popular idioms, post-tonality, electronic music, aleatory, performance art, post-modernism, minimalism, spectralism, the New Complexity, neo-Romanticism, and post-minimalism.
This course is a survey of significant orchestral masterworks composed during three centuries. Listening assignments include 34 symphonies and 24 concertos, composed from the 1720s to the 1990s. Class discussion and oral presentations focus on the works in 18 miniature scores; prior score-reading experience is helpful. Each of the three written papers reviews a concert attended during the term. Since this is a participatory subject, each student will give oral presentations concerning composers and their symphonies and/or concertos.
U.S. History II covers the chronological history of the United States from Reconstruction through the beginning of the 21st Century.
This lesson covers the five U.S. wars fought in the 1900s and other recent historical events. We recommend teaching the lesson, U.S. Wars in the 1800s, prior to this one. Take time to emphasize the pronunciation difference between the terms 1800s (eighteen hundreds) and 1900s (nineteen hundreds) so that students can distinguish correctly between the two test items, Name one war fought by the United States in the 1800s and Name one war fought by the United States in the 1900s. Covers civics test items 11, 78, 79, 80, 81, 82, 83, 86, and 100.