1945 marks the end of World War II. V-E Day (Victory in Europe Day) is May 8th 1945. War doesn't end in the Pacific until August of 1945 with the atomic bombing of Hiroshima and Nagasaki.

1945 marks the end of World War II. V-E Day (Victory in Europe Day) is May 8th 1945. War doesn't end in the Pacific until August of 1945 with the atomic bombing of Hiroshima and Nagasaki.

This page from the Volcano World website contains a summary account of the 1959 eruption at Kilauea Iki which is illustrated by photographs and videos.

Students will create a compilation of 20 images from the 1960s and explain the significance of each image.

This video adapted from the Valdez Museum & Historical Archive, explores what happened during the Great Alaska Earthquake of 1964 through original footage, first-person accounts, and animations illustrating plate tectonics.

Overview
Thousands of high school students walked out of classes in East Los Angeles in 1968 to protest unequal treatment of Mexican Americans in the public education system. Among the students' concerns were classes that omitted Hispanic history, a lack of bilingual teachers and a system that steered Chicano students to vocational training rather than college-prep classes.

Students will research and develop 3 questions over the the 1970s which can be answered by the citation of at least 3 pieces of evidence.

Sparked off by the acquittal of four officers in the Rodney King police brutality case, the 1992 Los Angeles Civil Unrest took place over several days and led to rioting and destruction of the city. The unrest represented a boiling point of underlying issues including systemic racism, police brutality, failure of the criminal justice system, economic disparities between communities of color, and racial tensions. The perceived racial tensions between Korean and Black Americans, further complicated by the shooting of Latasha Harlins by a Korean storeowner, led to some targeting of Korean American neighborhoods/businesses for violence and looting. Students will explore the history, conditions, and tensions that led to the 1992 civil unrest in L.A.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.6, 8.8, 8.9, HS.2, HS.9, HS.11
Economics: 7.8
Geography: 5.13, HS.42, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.53, HS.61, HS.64, HS.65
Historical Thinking: 5.25, 6.23, 7.25, 8.30, 8.31, 8.32, HS.68
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 7.27, 7.29, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.75, HS.76, HS.78

An exercise on the effects of flooding that took place in the upper Mississippi River drainage basin in 1993, using before and after satellite images.

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Analyze the effect of a 1996 controlled flood on a sandbar in Grand Canyon. This exercise uses Spatial Analyst and 3D Analyst.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.How the Monuments Came Down is a production of Field Studio, in association with VPM.

Nach einem langen und auch mühsamen Weg durch Threads, Klassen, Sockets und co, sind wir nun endlich bei dem Chat angelangt.

Coders use a variety of blocks and sprites to create their own knock, knock joke. The purpose of this project is to reinforce using the wait block to accurately time algorithms running in parallel.

plan on using this image to replicate Cynthia's "human timeline" activity to create a US/VA History review for the 11th grade state standadized test (SOL) using only primary sources from the LOC website. This activity will require students to use their knowledge of understanding primary sources to identifiy events in US history and analyze documents to piece together the material they learned throughout the school year leading up to the state test. This activity also helps students practice analyzing primary sources including charts, graphs, pictures, quotes, etc. which are tested on the state SOL. There are a number of ways to conduct this activity, but here are a few examples:

1) Since there will be a lot of documents (from the conception of America to present day) you could break the images up into time periods or themes and ask students to identify and order them. Then, each group can share their resources.

2) The whole class can work together like we did to identify and order the events (this would require a lot of time and brain power).

3) Introduce a set number of images each class period to add to the timelime--this can be posted around the room continuously over the course of your entire review period.

What aspects of citizenship changed with the ratification of the 19th Amendment? Created by Kimberly Kutz.

In this activity, students will explore the struggle for universal suffrage long after both men and women constitutionally had the right to vote. Following a progressive timeline, primary sources highlight voting problems which arose for minority groups throughout the 20th century. Students will answer questions as they work through the documents to reflect on if and when universal suffrage was ultimately achieved.

Short Histories of Major Art Movements and Select Artists from ART 305

Short Description:
Part textbook, part shared knowledge, this book is the co-creation of the instructor and students of Red Deer Polytechnic's ART 305, 19th Century European Art History class.

Long Description:
What happens when a class shares their collective knowledge about their subject, rather than hiding it away and stuffing it down in individual memory? A textbook that is formed by the meeting of the minds!

As part of the ART 305 19th Century European Art History move to online during the pandemic, a collective project was born: creating a digital open-education resource, free to any who choose to access it, and a way for the individuals in class to be part of a greater community in an online learning environment.

With some chapters authored by the instructor of the class and others created by the students as a result of their term’s research, this text is a growing document that will encompass past, present, and future learners as their collective body of knowledge grows.

Within the parameters of 19th Century European Art History this text begins with the influence and beginnings of change during the Rococo era in France and progresses through time until the beginning of the 20th century. Each chapter marks a specific era or a specific artist and chapters are individually authored.

Word Count: 136177

(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.)

Students will examine and interpret a population chart published in 1898 — depicting changes in the makeup of the United States across time in three categories, “foreign stock,” “native stock,” and “colored” — as well as an 1893 political cartoon about immigration. Students will also explain the causes and effects of population change in the late 19th century.

Dear instructors,You may use the content of this module to help your trainees learn about basics and knobology of PEM POCUS!We hope you enjoy it!Jade Seguin, MCH PEM POCUS team

This video introduces the transformations we'll be using in the rest of this lesson.