General US History
Dealing with Disaster through Compassionate Giving: San Francisco Earthquake Survivors Write to President Theodore Roosevelt, January 3, 1909Submitted by Jennifer Bauduy on Thu, 01/19/2012 - 1:00pm
The featured letter from a San Francisco couple seeking to help earthquake victims in Italy can serve as a jumping off point into the study of natural disasters and emergency relief efforts.
Primary-source documents can provide students with fresh perspectives on topics often laden with stereotypes—such as the issue of Native Americans and treaty rights.
Memory of a Nation: Effectively Using Artworks to Teach about the Assassination of President John F. KennedySubmitted by Jennifer Bauduy on Thu, 01/19/2012 - 12:06pm
--Elizabeth K. Eder
Artwork, such as the featured pieces related to the Kennedy assassination, can teach students both content and core historical thinking skills.
“I Didn’t Raise My Boy to Be a Soldier:” Ideas and Strategies for Using Music from the National Jukebox to Teach Difficult Topics in HistorySubmitted by Jennifer Bauduy on Thu, 01/19/2012 - 12:03pm
--Stacie Moats and Stephanie Poxon
As a favored outlet for self-expression, music is a valuable classroom resource for addressing complex topics such as different perspectives on war.
--Lee Ann Potter
The featured documents illustrate the value of primary sources as points of entry into challenging subjects.
--Toni Fuss Kirkwood-Tucker
Eleanor Roosevelt’s fearless advocacy of the rights of African Americans, and the public controversy this created, offer students an excellent window into the society and politics of the United States during the 1930s and 1940s.
--The Choices Program, Brown University
Ten years after 9/11, the United States is still fighting a war in Afghanistan against the Taliban. This article details key issues and events including the rise of the Taliban and the emergence of Osama bin Laden as a global terrorist figure.
Congress Investigates: Pearl Harbor and 9/11 Congressional Hearing Exhibits (Teaching with Documents)Submitted by Jennifer Bauduy on Tue, 10/04/2011 - 3:18pm
The study of the two featured documents will illustrate for students the importance of Congress’s power to investigate as part of a system of checks and balances established by the Founders.
--Jeremy D. Stoddard and Meg Hoffman
Three activities described here engage the creativity of at-risk students by incorporating mini-camcorders into the study of the American Revolution, Civil War, and Post-Reconstruction.
Wikipedia can provide useful facts for a summary report, but the anonymity and quantity of authors is problematic for historical research.