Created by NHPRC Teacher Participant/Creator: Michael Freydin: Adaptable to other grades. Cumulative assignment for the end of the year. During previous lessons, student have evaluated their own place in history, and in our nation’s history. This final project builds on their understanding of history by conduct an interview to connect neighborhood/family history to world history events.

Created by NHPRC Teacher Participant/Creator: Sean McManamon to meet NYC Social Studies Scope and Sequence  for World History. Adaptable to other grades. Cumulative assignment for the end of the year. Assignment asks students to connect family history interview to World History periodization.

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.

This collection uses primary sources to explore the American Indian Movement between 1968 and 1978. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Short Description:
During the early days of quarantine, many teachers turned to poetry to process their experiences. Teacher-Poets Writing to Bridge the Distance: An Oral History of COVID-19 preserves this poetry and teachers' experiences as they navigated a new reality in education.

Long Description:
During the early days of quarantine, many teachers turned to poetry to process their experiences. Teacher-Poets Writing to Bridge the Distance: An Oral History of COVID-19 preserves this poetry and teachers’ experiences as they navigated a new reality in education. In the interviews, teachers revisit poems written a year prior, re-witnessing, with perspective offered only by time, the impact of the pandemic on them as teachers and on education more broadly. This anthology offers readers the poems shared across 39 collected oral histories. The full collection of interviews is available for online public access at the Oklahoma Oral History Research Program.

Word Count: 29849

(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.)

This collection uses primary sources to explore school desegregation in Boston. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This is a multi-format ethnographic field collection project, undertaken during the New Deal, that includes sound recordings, still photographs, drawings, and written documents from a variety of European ethnic and English- and Spanish-speaking communities in Northern California.

Created by NHPRC Teacher Participant/Creator Lucas Rule for Global 9/10 Course; Adaptable to other grades. A series of 8 assignments that connect the significance of objects, story telling, place, tradition and community research both to family history to world history events. Student choose 4 completed assignments for a portfolio to represent their work for the course.

Students interview family members, and then create graphic family timelines based on important and memorable family events.

This digital archive is an aid in understanding how British, Canadian and especially U.S. nationals managed and, on occasion, challenged informal empire in 1940s and 1950s Cuba. Cuba’s Anglo-American Colony in Times of Revolution documents how, in the context of revolution, contact between Cubans and U.S. nationals–as well as a smaller number of British and Canadian residents–reproduced existing hierarchies, while simultaneously creating new empathies. Cuba’s Anglo-American residents managed informal empire by developing and cultivating economic, political and cultural authority on the island. These privileged outsiders were able to exert dominance through socioeconomic partnerships with Cuban powerbrokers. However, Anglo-American educators, journalists, missionaries, politicians, executives, mobsters and philanthropists crafted a diverse, and often contradictory set of alliances with Cubans. In the context of revolution, where their Cuban colleagues, classmates, students, parishioners, friends and family risked their lives and their privilege for a “new” Cuba, a significant segment of Anglo-American residents entered into cross-cultural solidarities with revolutionary actors. Based on the personal commitments they developed with Cubans, many U.S., British and Canadian nationals residing in Cuba struggled for a socioeconomic and political transformation of Cuban society, both before the revolution ousted the Batista government and after the revolutionary government had consolidated power. This archive centers a new set of actors, institutions, and relationships in the narrative of the Cuban Revolution.

This course is a practicum-style seminar in anthropological methods of ethnographic fieldwork and writing. Depending on student experience in ethnographic reading and practice, the course is a mix of reading anthropological and science studies ethnographies; and formulating and pursuing ethnographic work in local labs, companies, or other sites.

Created by NHPRC Teacher Participant/Creator Steve Haller for AP World History; Adaptable to other grades. In this project, students interview a family member about why they immigrated to the United States (or a person who might know the story). The student then places this story into world history and explains the push and pull factors that the family experienced. The student will be writing a biography for the family member in a historical context.

Summary/ Description Overview:
Created by NHPRC Teacher Participant/Creator Nancy Condon for her Grade 10 US History course; Adaptable to World History and to other grades. The goal of this scaffolded project is for students to research their own family immigration history looking into the reasons they left their home country and why they chose to settle in the United States. The project requires the student to do multiple stages of research, including an interview, origin country research, US research, and geographic research before handing in a final project in a choice of format – essay, poster board or website – to connect family immigration, and US History to world history events.

Created by NHPRC Teacher Participant/Creator Judith Jeremie for her AP World History course; Adaptable to other grades. This assignment asks students to make meaningful connections between the past and their family/neighborhood history by conducting an interview of / researching a relative, gathering and organizing evidence of a historical moment / theme that has impacted that relative, and presenting their findings through art (graphic novel/ comic strips) or writing (narrative/poem).

Frontline Diplomacy: The Foreign Affairs Oral History Collection of the Association for Diplomatic Studies and Training presents a window into the lives of American diplomats. Transcripts of interviews with U.S. diplomatic personnel capture their experiences, motivations, critiques, personal analyses, and private thoughts.

Word Count: 3069

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Forced to leave the continent of Africa in droves during the Transatlantic Slave Trade, millions of persons of African descent were dispersed throughout the world during the “African Diaspora.” This course introduces students to key theoretical and conceptual debates in African diaspora studies. The course adopts a comparative approach that exposes students to the thought and experiences of descendants of enslaved Africans in various locations throughout the world. Students will examine similarities and differences between the complex histories and diverse cultural expressions of persons of African descent in the Diaspora during the antebellum period, the World Wars, and contemporary times. Attention will be devoted to the African Diaspora in the city of Houston.

In 1944, 982 Jewish refugees arrived from parts of Southern and Eastern Europe to Fort Ontario in Oswego, NY. These were the only refugees the United States took in during World War II. They lived in the Fort Ontario Emergency Refugee Shelter for a year before President Harry Truman granted them resident status at the end of the war. Exploring their story helps students understand religion, foreign policy, refugee policy and the World War II home front. It is designed to fit into a larger unit on World War II or the Holocaust.

In this syllabus from Fall 2022, Dr. Jillian Jacklin provides bibliographic citations and annotations for resources used in place of a traditional textbook. These resources include a combination of Creative Commons licensed materials. Topics include: What is Oral History; Becoming Latina/x; Making Historical Memory; The Power of Place; Work, Class, & Forging Communities of Solidarity; Healthcare, Motherhood, & Race; Gender, Power, & Solidarity Stories; Revolutionary Women; The Telling is Political; Imagined Latina/x Communities; Finding the Movement; Chicana Power; Claiming a Voice, Demanding Justice; We All Make and Are History

Word Count: 50921

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