OYH Multimedia Anthologies anthologies collect a range of materials for exploring OYH topics. They parallel and supplement the OYHL school modules, available as Open Education Resources. . Groups of all ages can explore & discuss these rich and varied collections for sharing reflections on aspects of U.S. history and deepening historical knowledge. They are also available through the OYH website, https://www.ownyourhistory.us/multimediaresourcesIn US history, land  ownership provides family security and cohesion, wealth accumulation, and social advancement. American law supports  these goals for most Americans, but often not for Black Americans or other communities of color. The 1960s Civil Rights Movement led to some positive changes, but  inequality continues. This module primarily examines housing and financing discrimination affecting urban Black families, in urban areas, it briefly considers rural Black property ownership.The resource focuses on housing and real property ownership because of the important role of a home as a basis for economic security, wealth creation, family relationships and stability.

In US history, land  ownership provides family security and cohesion, wealth accumulation, and social advancement. The American law supports  these goals for most Americans, but often not for Black Americans or other communities of color. The 1960s Civil Rights Movement led to some positive changes, but  inequality continues. This module primarily examines housing and financing discrimination affecting urban Black families, in urban areas, it briefly considers rural Black property ownership.The module focuses on housing and real property ownership because of the important role of a home as a basis for economic security, wealth creation, family relationships and stability. The country has a substantial social investment in existing housing and the color-based housing patterns that still result in significant segregation in most cities. It asks how to move toward a legal system, housing policies and practices of  genuine equality, opportunity, and freedom for all without separation by color in our cities and communities. While not addressing reparations for inequalities from enslavement and segregation, it  asks students to develop proposals addressing such inequalities.

This lesson plan introduces learners to the historical facts of Black Wall Street and the Tulsa Race Riots of 1921, using primary resources from the Library of Congress. 

Host Harry Kreisler welcomes distinguished public servant Stuart E. Eizenstat for a discussion of his career in politics and law and his new book, "Imperfect Justice," an account of his work as the President's envoy to solve the conundrum of reparations for Holocaust survivors. (56 min)

Japanese Americans suffered terrible injustices as a result of governmental policies during World War II that discriminated against them by treating them like enemies. In this lesson, students examine what happened to Japanese Americans during WWII, what constitutional rights were violated in the process, and why such a massive injustice happened.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 2.4, 3.2, 5.1, 6.4
Economics: 1.4, 4.4
Geography: 5.13
Historical Knowledge: K.14, 1.12, 2.16, 5.22, 6.21
Historical Thinking: 2.21, 2.22, 6.23
Social Science Analysis: 1.19, 2.23, 2.25, 3.18, 3.19, 4.21, 4.24, 5.27, 5.28, 6.24, 6.27, 6.28

Courses in the Topics in Social Theory and Practice series feature in-depth considerations of such topics with reflections on their implications for social change.
The topic for Fall 2014 is race and racism. We will consider a variety of arguments for and against the biological and / or social “reality” of race—taking into account purported races other than those defined by the black / white binary and the intersection of race with other social categories. We will then consider a number of accounts of racism, contemporary manifestations of racism, and potential counter-measures.

Following the bombing of Pearl Harbor 120,000 Japanese Americans and 881 Aleuts were incarcerated in camps for over three years during WWII. Nonetheless Japanese Americans and Native Americans had shown their loyalty to the United States in various ways. The no-no boys who responded ‘no’ to a loyalty questionnaire, the ones who served in the U.S. military, the legal challengers who tried to uphold the U.S. Constitution, and those who fought for redress and repatriation are all loyal Americans. They fought for democracy, the rule of law, and to defend their country, America. They are all loyal Americans.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.1, HS.2, HS.9
Historical Knowledge: HS.52, HS.61, HS.64, HS.65, HS.66
Social Science Analysis: HS.71, HS.73, HS.74, HS.75