The class will finish the presentations. What new things about the students did the presentations teach them? Were there common themes students noticed in all of the presentations? Did those themes help them draw conclusions about the experience of being a teenager?

"I never knew a whole family to live together, till all were grown up, in my life," recalls Lewis Clarke of his twenty-five years enslaved in Kentucky.1 Families were separated due to sale, escape, early death from poor health, suicide, and murder by a slaveholder, overseer, slave patroller, or other dominant person. Separation also occurred within the plantation itself, e.g., by segregating "field slaves" from "house servants," removing children from parents to live together with a slave caretaker, or bringing children fathered by the slaveholder to live in the "Big House." How, then, did the slave family provide solace and identity? "What the family does, and what the family did for African Americans," writes historian Deborah White Gray, "was create a world outside of the world of work. It allowed for significant others. It allowed a male slave to be more than just a brute beast. It allowed him to be a father, to be a son. It allowed women to be mothers and to take on roles that were outside of that of a slave, of a servant."2 When did the enslaved child realize how his or her family life differed from the slave-holder's? How did enslaved adults cope with the forced disintegration of their families? Here we read a collection of texts—two letters, a memoir, and interview excerpts—to consider these questions. (See also Theme II: ENSLAVEMENT, #2, Sale.)

This course will explore food in modern American history as a story of industrialization and globalization. Lectures, readings, and discussions will emphasize the historical dimensions of—and debates about—slave plantations and factory farm labor; industrial processing and technologies of food preservation; the political economy and ecology of global commodity chains; the vagaries of nutritional science; food restrictions and reform movements; food surpluses and famines; cooking traditions and innovations; the emergence of restaurants, supermarkets, fast food, and slow food. The core concern of the course will be to understand the increasingly pervasive influence of the American model of food production and consumption patterns.

The story of John Horse and the Black Seminoles has been largely untold, but according to Professor Amy Sturgis of Signum University, it deserves to be remembered. Not only did they create the largest haven in the U.S. South for runaway slaves and lead the largest slave revolt in U.S. history, but they also secured the only emancipation of rebellious slaves prior to the U.S. Civil War. In this video, Professor Sturgis tells the incredible story of the Black Seminoles.

Are you looking for FREE, semester-long economics, government, american history, and personal finance courses? If so, visit www.certell.org to download. Certell is an educational non-profit who's mission is to support and develop educational resources and technology that lower the cost of education and help individuals lead flourishing lives. We want to help schools and teachers thrive! All content meets national standards and most meet AP standards (when applicable).

Esta leccion cubre la historia de los Estados Unidos durante la Guerra Fria en los 1960s.This lesson covers the Cold War in the United States in the 1960s.

This textbook examines U.S. History from before European Contact through Reconstruction, while focusing on the people and their history.

Prior to its publication, History in the Making underwent a rigorous double blind peer review, a process that involved over thirty scholars who reviewed the materially carefully, objectively, and candidly in order to ensure not only its scholarly integrity but also its high standard of quality.

This book provides a strong emphasis on critical thinking about US History by providing several key features in each chapter. Learning Objectives at the beginning of each chapter help students to understand what they will learn in each chapter. Before You Move On sections at the end of each main section are designed to encourage students to reflect on important concepts and test their knowledge as they read. In addition, each chapter includes Critical Thinking Exercises that ask the student to deeply explore chapter content, Key Terms, and a Chronology of events.

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Authors: Tamara Spike, Sarah Mergel, Catherine Locks, Pamela Roseman

In this project, students will research different WWII leaders and make a brief 3-5 minute presentation about their specific leader. Once every group has presented, the entire class will hold a discussion/argument about why they believe their leader was the best WWII leader.

Lesson outcomesStudents will examine the differences between the Federalists and Democratic-Republicans parties.Students will evaluate the credibility of a source and corroborating varying versions of a historical event.AssessmentAfter carefully examining three sources for reliability, students will determine who they trust more - Hamilton or Jefferson, citing relevant text information in their response.State Standards, Indicator, ObjectiveIdentifying the impact President George Washington had on setting precedents for the office of the President.Evaluating the evolution and impact of the Federalist and Democratic-Republican parties on domestic and foreign policy.Evaluate the credibility of the sources by considering the authority, the origin, type, context, and corroborative value of each sourceIdentify credible, relevant information contained in the sourcesIdentify evidence that draws information from multiple sources to support claims, noting evidentiary limitations

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.

From post-reconstruction to the recent past, this course is based on The American Yawp Textbook chapters 16-30.  (The American Yawp: A Massively Collaborative Open U.S. History Textbook by Stanford University Press is licensed under CC BY-SA 4.0) This course incorporates additional readings and videos and includes essays for assessment of student knowledge.There is a Perusall companion course available for the readings in this course. See the Instructor Notes in the "About this Course" Section.

The Virtual Field Trip encompasses historical information relative to the Native American - Delaware Indians in which the students will access through technology. The Virtual Field Trip includes imagery and note-worthy information relative to the Conoy or Powhatan Indians, the Lenape Indians and the Nanticoke Indian tribe.The students will have an opportunity to interact with fellow peers and education professionals during allotted breaks in the Virtual Field Trip. The lessson incorporates YouTube videos depicting cultural practices of the three tribes of Indians chosen for discussion. The Virtual Field Trip may be utilized as a precursor for local Delaware Students to visit the Nanticoke Indian Museum in Millsboro, Delaware. The lesson is designed for student research in History, Geography, Civics, and Economics from a historical point of view and addressing current issues.

In this class, we questioned the very parameters of what counts as American literature. Is American literature defined by geographical boundaries? Experiences? Histories? Themes? What is the difference between American literature and American history? Who determines what counts as American literature? How does the in-depth study of early American literature prompt us rethink representations of American culture today? In our global era, it is clear that past definitions of American literature must be revisited. This anthology moves to answer the question “what is American literature?” by framing the texts in new and provocative ways that fit the modern age.

This role play begins with the premise that a monstrous crime was committed in the years after 1492, when perhaps as many as three million or more Taínos on the island of Hispaniola lost their lives. (Most scholars estimate the number of people on Hispaniola in 1492 at between one and three million; some estimates are lower and some much higher. By 1550, very few Taínos remained alive.)

Who — and/or what — was responsible for this slaughter? This is the question students confront here.

Overview: Royal History is an educational hub. We'll study British history, starting with the monarchy and moving forward to the twenty-first century.
From the monarch, we shall expand to include every century's hero and villain. in addition to each and every decade's worth of imperial and political scandals.
We intend to build our centre gradually over a number of years, beginning with the fourth cemetery.
We will also study each nation in turn as we investigate world history.

Additional: We will also examine international history by taking a turn researching each nation.

Attribution link: Royalhistory.site

Sage American History is designed for use by undergraduate college, community college and high school teachers and students. These open educational resources may be used without charge by any academic institution or individual as long as copyrights are respected. Users should be aware that the course modules are not an objective text, but rather a detailed description of historic events as interepreted by a teaching historian who has been delivering classroom lectures for over 40 years. Thus you will find opinions, conclusions, anecdotes, comparisons and other such components designed to challenge your imagination and your own knowledge. The summaries are based on the writings of distinguished historians as well as original document sources. This course material focuses on the main events and characters of America's past, recognizing that most students will take only one or two courses in American history. The big events are the line on which all else hangs. Students will wantto delve further into our past, and resources to that end are pointed out here.

This course is a graduate reading seminar, in which historical and contemporary studies are used to explore the interaction of technology with social and political values. Emphasis is on how technological devices, structures, and systems influence the organization of society and the behavior of its members. Examples are drawn from the technologies of war, transportation, communication, production, and reproduction.

This course considers the historical dimensions of rural production from subsistence to industrialization, both in America and in an international context, with an emphasis on the role of science and technology. Topics include changing notions of progress; emergence of genetics and its complex applications to food production; mechanization of both farm practices and the food industry; role of migrant labor; management theory and its impact on farm practice; role of federal governments and NGOs in production systems; women in food production systems; and the green revolution.

This course centers on the changing relationships between men, women, and technology in American history. Topics include theories of gender, technologies of production and consumption, the gendering of public and private space, men’s and women’s roles in science and technology, the effects of industrialization on sexual divisions of labor, gender and identity at home and at work.