This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Deep shale formations underlie most of North America and are typically inhospitable to microbial life. However, hydrologic fracturing of shale creates space and injects moisture and nutrients into the system, thus allowing new microbial communities to form. These communities can cause problems by corroding infrastructure and souring the hydrocarbon steam. Understanding the behavior of these microbial communities could lead to better management techniques. Recently, researchers examined the microbial genomes and metabolic capacity of fractured shale wells in Oklahoma, USA. Oklahoma shale is much hotter and has lower salinity than the previously characterized formations in the eastern USA. This study found that the Oklahoma formations had greater microbial taxonomic and metabolic diversity than the eastern formations. Sampling over time revealed that this microbial community broke down complex polymers from the fracturing process and used them for nutrients..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This lesson provides an overview of Hawaiʻi’s history as a kingdom, the development of the plantation economy in the 19th century, and the shift to statehood in the 20th century. Since the overthrow of the Hawaiian monarchy in 1893, Native Hawaiians have been seeking sovereignty from the United States. And with the gradual influx of Asian immigrants to the island as laborers to work on sugar plantations, Native Hawaiians have seen their island’s population change, and with it, a shift in the economic and political dynamics between the indigenous people and Asian Americans.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 6.4, 7.5, HS.7, HS.9, HS.10, HS.11
Economics: 7.8, 8.14, HS.17
Historical Knowledge: 6.20, 8,25, HS.53, HS.60, HS.61, HS.63, HS.64, HS.65
Historical Thinking: 6.23, 7.25, 8.31, 8.32
Social Science Analysis: 6.24, 6.27, 6.28, 7.27, 7.29, 7.30, 8.36, HS.71, HS.72, HS.74, HS.78

This class examines the relationship between the study of natural history, both domestic and exotic, by Europeans and Americans, and exploration and exploitation of the natural world, focusing on the eighteenth and nineteenth centuries.

This collection of resources is aligned to the NY Regents exam. However, as you look into the scope and sequence document you will find some great primary documents for US and Global History

New Visions for Public Schools has developed full scope and sequence curricular frameworks designed for the Global History and Geography I and II courses and the U.S. History course. The curriculum integrates rich primary and secondary texts, maps, images, videos, and other reputable online sources into materials that meet the New York State K-12 Social Studies Framework’s objectives and provide students an opportunity to improve literacy skills by focusing on thinking critically while reading, writing, and speaking like historians.

Professor Elleke Boehmer notes the distinct lack of women writers on the Post/Colonial Writing page of the Great Writers website, and explores why this is the case. She draws attention to the phenomenon of double colonization and, taking Scottish/South African author Zoe Wicomb as an example, looks at the marketing and publishing industries to discuss why postcolonial women writers are less well-known than their male counterparts. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

How do you create a successful colony in the New World? Well, you gotta have faith, Puritan faith.

The subject of this unit is race in Latin America. It contains material and activities for six parts: introduction to Latin American diversity, pre-Columbian civilizations, colonization, the slave trade, post-colonial Latin America, and present day Latin America. The goal of this unit is to help students understand the connections between colonialism and the ethnic demographics of Latin America. 

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

What do technology and innovation mean from Africa? This is the central question of this course, which tackles a double absence: Of the meanings and role of technology in African history, on the one hand, and of Africa’s place in the global history of technology, on the other. This course alternates between technologies from outside and technologies from within Africa and their itineraries in everyday life, and it is designed to provide students with grounded understandings of technology in Africa for intellectual and action-oriented purposes.

This course will consider the ways in which technology, broadly defined, has contributed to the building of American society from colonial times to the present. This course has three primary goals: to train students to ask critical questions of both technology and the broader American culture of which it is a part; to provide an historical perspective with which to frame and address such questions; and to encourage students to be neither blind critics of new technologies, nor blind advocates for technologies in general, but thoughtful and educated participants in the democratic process.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

By the end of this section, you will be able to:Identify the different approaches to reforming the institution of slaveryDescribe the abolitionist movement in the early to mid-nineteenth century

U.S. History is designed for a two-semester American history sequence. It is traditional in coverage, following a roughly chronological outline, and using a balanced approach that includes political, economic, social, and cultural developments. At the same time, the book includes a number of innovative and interactive features designed to enhance student learning. Instructors can also customize the book, adapting it to the approach that works best in their classroom.

World History Encyclopedia is a non-profit organization publishing the world's most-read history encyclopedia. Its mission is to engage people with cultural heritage and to improve history education worldwide.

The website offers thousands of free history articles, with a writing style aimed at students from middle school level and up. Articles are complemented by videos, timelines, 3D models, and interactive maps. The search function offers many filters, including the possibiliy to search for primary source texts.

Additionally, the organization published free teaching materials in its education section (https://www.worldhistory.org/edu/).

This semester, we will read writing about travel and place from Columbus’s Diario through the present. Travel writing has some special features that will shape both the content and the work for this subject: reflecting the point of view, narrative choices, and style of individuals, it also responds to the pressures of a real world only marginally under their control. Whether the traveler is a curious tourist, the leader of a national expedition, or a starving, half-naked survivor, the encounter with place shapes what travel writing can be. Accordingly, we will pay attention not only to narrative texts but to maps, objects, archives, and facts of various kinds.
Our materials are organized around three regions: North America, Africa and the Atlantic world, the Arctic and Antarctic. The historical scope of these readings will allow us to know something not only about the experiences and writing strategies of individual travelers, but about the progressive integration of these regions into global economic, political, and knowledge systems. Whether we are looking at the production of an Inuit film for global audiences, or the mapping of a route across the North American continent by water, these materials do more than simply record or narrate experiences and territories: they also participate in shaping the world and what it means to us.
Authors will include Olaudah Equiano, Caryl Philips, Claude Lévi-Strauss, Joseph Conrad, Jamaica Kincaid, William Least Heat Moon, Louise Erdrich, Álvar Núñez Cabeza de Vaca.
Expeditions will include those of Lewis and Clark (North America), Henry Morton Stanley (Africa), Ernest Shackleton and Robert F. Scott (Antarctica).

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The microbial colonization of a newborn’s intestine is a critical step in their development. and environmental factors during and after birth dramatically shape that colonization. Little is known about microbial colonization of infants born at home, outside the highly sanitized hospital environment. and the rate of home births is rapidly increasing in the United States but is still rare in Europe. New research examined the microbiomes of healthy infants born at home or in a hospital. Infants born in a hospital (CS and VAG) had greater microbial richness, or number of species, than infants born at home (HB). Infants born in the hospital via c-section (CS) had decreased Bacteroidetes and Bifidobacterium, along with a higher BMI and W/L during the first 18 months of life than the other groups. Different microbial profiles also had distinct effects on in vitro intestinal and immunological models..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.