This presentation features selected documents from the American Colony in Jerusalem Collection. The full collection in the Manuscript Division of the Library of Congress represents well over 10,000 items stemming from the history of the American Colony, a non-denominational utopian Christian community founded by a small group of American expatriates in Ottoman Palestine in 1881.

A collection of over two hundred social dance manuals at the Library of Congress published from ca. 1490 to 1929. Along with dance instruction manuals, this online presentation also includes a significant number of antidance manuals, histories, treatises on etiquette, and items from other conceptual categories. Many of the manuals also provide historical information on theatrical dance.

This class examines how and why twentieth-century Americans came to define the “good life” through consumption, leisure, and material abundance. We will explore how such things as department stores, nationally advertised brand-name goods, mass-produced cars, and suburbs transformed the American economy, society, and politics. The course is organized both thematically and chronologically. Each period deals with a new development in the history of consumer culture. Throughout we explore both celebrations and critiques of mass consumption and abundance.

This class examines how and why twentieth-century Americans came to define the ‰ŰĎgood life‰Ű through consumption, leisure, and material abundance. We will explore how such things as department stores, nationally advertised brand-name goods, mass-produced cars, and suburbs transformed the American economy, society, and politics. The course is organized both thematically and chronologically. Each period deals with a new development in the history of consumer culture. Throughout we explore both celebrations and critiques of mass consumption and abundance.

Students use Library of Congress primary sources to examine 19th and 20th century social life in the United States in order to formulate ideas about the American Dream.

This course explores the experiences and understandings of class among Americans positioned at different points along the U.S. social spectrum. It considers a variety of classic frameworks for analyzing social class and uses memoirs, novels, and ethnographies to gain a sense of how class is experienced in daily life and how it intersects with other forms of social difference such as race and gender.

In this lesson, students will engage in interactive exercises in the classroom and in the museum to better understand the history of the American Dream, how it applies to their own lives and the lives of Arab Americans. This lesson can be used in Social Studies classrooms as well as English classrooms discussing the theme of the American Dream.

This website is devoted to exploring American fascination with Egypt and its history. Primary Source documents can be found by browsing the Historical Sources page or by searching through the advanced search page. Secondary literature that addresses topics such as art & architecture, history, literature, religion, and science can be browsed through the scholarship page. The web resources page contains a list of helpful websites related to the topics of the site and the search page is an advanced search that allows users to search for specific items and articles.

American Encounters provides a narrative of the history of American art that focuses on historical encounters among diverse cultures, upon broad structural transformations such as the rise of the middle classes and the emergence of consumer and mass culture, and on the fluid conversations between "high" art and vernacular expressions. The text emphasizes the intersections among cultures and populations, as well as the exchanges, borrowings, and appropriations that have enriched and vitalized our collective cultural heritage.

Short Description:
A comprehensive survey of American Environmental History

Long Description:
For too long the environment has been considered little more than a neutral background to history. This text surveys findings of the new field of Environmental History about how the environment of the Americas influenced the actions of people here and how people affected their environments, from prehistory to the present.

Word Count: 160922

(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.)

Short Description:
A comprehensive survey of American Environmental History

Long Description:
For too long the environment has been considered little more than a neutral background to history. This text surveys findings of the new field of Environmental History about how the environment of the Americas influenced the actions of people here and how people affected their environments, from prehistory to the present.

Word Count: 80438

(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.)

A patriotic, Unionist sheet music illustration. Liberty stands on a pedestal, wearing a Phrygian cap, a white tunic over a long gown emblazoned with stars, and a red sash. She holds a sword in her right hand and a staff with American flag in her left.|Entered according to Act of Congress by Charles S. Stoddard.|Gilmour & Dean, Litho.|The Library's copy of the music sheet was deposited for copyright by Charles S. Stoddard on April 18, 1862.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1862-4.

This course explores the reasons for America’s past wars and interventions. It covers the consequences of American policies, and evaluates these consequences for the U.S. and the world. History covered includes World Wars I and II, the Korean and Indochina wars, the Cuban Missile Crisis and current conflicts, including those in in Iraq and Afghanistan, and against Al Qaeda.

This course explores the reasons for America's past wars and interventions. It covers the consequences of American policies, and evaluates these consequences for the U.S. and the world. History covered includes World Wars I and II, the Korean and Indochina wars, the Cuban Missile Crisis and current conflicts, including those in in Iraq and Afghanistan, and against Al Qaeda.

This course examines the causes and consequences of American foreign policy since 1898. Course readings cover both substantive and methods topics. Four substantive topics are covered:

major theories of American foreign policy;
major episodes in the history of American foreign policy and historical/interpretive controversies about them;
the evaluation of major past American foreign policies–were their results good or bad? and
current policy controversies, including means of evaluating proposed policies.

Three methods topics are covered:

basic social scientific inference–what are theories? what are good theories? how should theories be framed and tested?
historical investigative methodology, including archival research, and, most importantly,
case study methodology.

Historical episodes covered in the course are used as raw material for case studies, asking “if these episodes were the subject of case studies, how should those studies be performed, and what could be learned from them?”

These PowerPoint slides can be paired with the American Government 3e textbook by Openstax for in-class sections of the course. They provide matierial from the textbook, as well as data from the most recent elections, public opinion polls, and pew research center publications from within the last few years. This material provides both the political history of our country, as well as some pertinent information from current events affecting our political landscape.

Concept: Cherokee Nation History- The Trail of Tears

Objectives: The juniors in American History should be able to describe, in a timeline diagram, the events leading up to the Trail of Tears, and must score a 75 percent or higher.

Introduction: I will show a video displaying the Trail of Tears. The video will introduce the upcoming new information of the Cherokee, since the class learned about the actions the Cherokee took during the Civil War.

Vocabulary: Cherokee Nation, Andrew Jackson, Trail of Tears, civilized tribe(s), death marches, Indian Removal policy, and Chief John Ross

Body of Lesson: Show the video of the Trail of Tears. Then move onto a small lecture. After the lecture is over allow the students to pair share with a partner. This allows time for them to get notes they might have missed. The bring the class back together for a group discuss to talk about if the actions by the Cherokee and United States government can be justified or not. Next I would go onto the interest to access a website that has firsthand experience the Cherokee went through on the Trail of Tears. Lastly, I would give out an assignment for the students to complete that goes over the information learned to take home for homework.

Accommodations/Modifications: For ELL and ESL students I would use some sort of translation site such as Google Translate. I would also walk around the classroom trying to answer any questions the special students might have, or not understand. Emphasize the information students need to understand to ensure the homework would be done correctly. If students are deaf go slow enough to ensure the translator is keeping up, and try to sign some words myself. If student is blind try to be very descriptive. Try to create a classroom that is still challenging to the gifted students, this can be done by having more difficult questions for them to complete, but still able to work easily with one another so no one is bored. Try to have classroom that accommodate any students need.

Multiple Intelligence(s) Addressed: I would like to have a classroom with almost every learning style used, have it range from hands on to visual aids. Anything could really be used, and be beneficial as long as it relates to the Cherokee Nation.

Assessment: Have the student write out a timeline of events leading up to the Trail of Tears, which they will have to score a 75 percent or higher on.

Materials: Textbook (depending what book the school has), use The West: An Illustrated History; By: Geoffrey C. Ward; 9780316735896; Little, Brown and Company, http://www.learnnc.org/lp/editions/nchist-newnation/4532 for personal experience from soldiers point of view, http://www.bringinghistoryhome.org/assets/bringinghistoryhome/(3)%20indianremoval.pdf has experiences and activity plus talks about the five civilized tribes.

Standards: SS 12.4.2 (US) Students will analyze and evaluate the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS 12.4.5 (US) Students will develop historical research skills.

American History Grade 5 - Standards and Linked Lessons and Resources

A collection of resources and lesson that are tied to the Nebraska 5th grade Social Studies standards.

Word Count: 86128

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This text from Dr. Franklin Williamson and Dr. Tom Aiello from Gordon State University contains all modular text content used in the LMS implementation of their American History I (HIST 2111) courses. American History 1 covers topics ranging from the colonial period to the Civil War.