Own Your History® Multimedia Anthologies -- These anthologies collect a range of materials for exploring OYH topics. They parallel and supplement the OYH 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/multimediaresources Until La Causa, California farmworkers lived and worked in deplorable, often inhumane, conditions, at the mercy of growers. Spanish-speaking migrant minorities, they were socially invisible to the country.  La Causa used bold nonviolent methods and community involvement to achieve change & personal dignity. Explore this history using the  links in the attachment. 

 Until La Causa, California farmworkers lived and worked in deplorable, often inhumane, conditions, at the mercy of growers. Spanish-speaking migrant minorities, they were socially invisible to the country.  La Causa used bold nonviolent methods and community involvement to achieve change & personal dignity. Explore this history using the lessons and links below.

This is a collection of downloadable video clips on the theme of Economic Systems, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "A State of Mind" (2003), "Ladies First" (2004), "1-800-INDIA" (2005), "Border Jumpers" (2005).

Modernization is an important issue in the New York State Global History and Geography curriculum. Students are expected to understand how modernization may impact such areas as society, politics, the economy, and the environment. In the Global History and Geography curriculum, a study of historical examples of modernization includes examples of attempts to transform society, such as the Meiji Restoration or Kemal Ataturk. In this lesson, two PBS WIDE ANGLE documentaries -- "To Have and Have Not" (2002) and "1-800-INDIA" (2005) -- will enable students to examine the effects of modernization on two Asian countries: China and India.

Immigration has been a touchstone of the American experience since the country’s founding. As part of this group, migrant workers are a large part of the workforce.
GoPro Challenge has now allowed educators and curriculum designers to use GoPro equipment to capture the ordinary world in ways that have never been seen before. The intimate look at the POV world of migrant workers in action, GoPro and virtual learning platforms together have the power to illuminate cultural, social, and political issues for students and teachers alike.

This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity allows learners to examine and look at migrant workers who first came to California during the Bracero Program using primary resources to develop an understanding of why and how they came to California to work. Students will also study the timeline from the Bracero Program's beginning to its end and the appearance of the United Farm Workers Union. This study will lead students to a realization of why the UFW was necessary and what Cesar Chavez's impact was.This activity will allow learners to analyze and understand:* The hopes and dreams of those migrant workers from Mexico who came and continue coming to California to work.* The opposite of hope is fear – and how fear can destroy hope.* The ways that hope can overcome fear. 

Since the mid-l970s, economic reforms have transformed China from one of the most egalitarian societies into one of the most unequal in the world. Wide disparities currently exist between the income levels of a relatively few rich and middle-class Chinese and their fellow citizens who number in the hundreds of millions. This "wealth gap" is particularly acute when one compares the incomes of urban and rural residents, between Chinese living in the interior of the country and those living in the rapidly developing cities on China's eastern coast.The causes of the growing income gap include previous governmental policies that favored city dwellers over farmers, the uneven regional patterns of foreign investment, and the massive outflow of displaced farmers to China's already overcrowded cities in pursuit of manufacturing jobs.Recently, the Chinese government, in recognition of the potential for social instability, and in the face of growing unrest amongst China's poor, has made the elimination of economic and social inequalities a top priority. Plans are in motion to build a more "harmonious society" through the delivery of improved educational and health services to those who appear to have been left behind in China's rush to modernize its economy.This lesson, using clips from the WIDE ANGLE film "To Have and Have Not" (2002), can be used after a lesson on the Communist Revolution and Mao's rule. A basic knowledge of China's geography, of the tenets of Chinese Communism, and of Mao's efforts to redirect the course of China's future by means of the Cultural Revolution, is required for the successful completion of the lesson.

The movement of people and goods is an important part of the New York State Global History and Geography Curriculum. It is listed as one of the themes that are emphasized in the core curriculum. Students are expected to understand why people migrate and what the impact of migrations has been on people, nations, and regions. Recently, the PBS WIDE ANGLE documentary series created two programs that relate to the movement of people. 'Border Jumpers' (2005) documents migration between countries in Africa, and 'To Have and Have Not' (2002) deals with migration from rural to urban areas in China. By studying these two migrations, students can deepen their understanding of events and trends in Africa and China since World War II. A study of these two migrations can also provide students with a framework for reviewing other migrations included in the core curriculum and help students to prepare for possible thematic essays on the Regents exam. The purpose of this lesson is to show the reasons why people are migrating in Africa and China today and how these migrations are impacting those regions. In addition, students will be motivated to critically analyze national immigration policies and to consider the relevance of national borders in a world that is experiencing rapid globalization. As a culminating activity, students will outline a response for a sample Regents thematic essay question and will be assigned to write the essay for homework.

Throughout history, as the concepts of empire and nation-states took hold, individual countries secured their borders and tried to keep unwanted migrants out. As we enter the 21st century Anwarul K. Chowdhury, an Under-Secretary of the United Nations, says, 'The first step towards examining the road to peace should start with an appreciation of the changing nature of conflicts. Gone are days of war between states for conquest, extension of spheres of influence in the name of ideology ... Today's wars are about settling border disputes....' In these lessons students confront that issue. Students begin by discussing why people cross borders and the rights people have when they enter another country. Students will discover the factors that determine the location of borders through the examination of maps, cartoons, and primary source documents. After completing this introductory activity, students will analyze a chart comparing the economic situation in the neighboring countries of Zimbabwe and Botswana, and predict what economic problems each country has. They will then view segments of the WIDE ANGLE film 'Border Jumpers' (2005) to understand why these economic problems exist, develop further arguments for those streaming into Botswana from Zimbabwe and for those in Botswana itself, and compare them to their own predictions. As a culminating activity, students will work in groups to develop a presentation for a simulation of the 17th Annual Nobel Peace Prize Forum. Their presentations will be shared with their classmates, and, if desired, sent to the United Nations.