World War II
--Rachel Yarnell Thompson
This retrospective on the Marshall Plan for post-World War II Europe offers an assessment of a successful U.S. reconstruction program that benefited both the donor and the recipients.
Letter from Archibald MacLeish about Relocating the Charters of Freedom during World War II (Teaching with Documents)Submitted by Jennifer Bauduy on Tue, 07/28/2009 - 2:08pm
--Michael Hussey and Lee Ann Potter
During World War II, the Library of Congress went to extraordinary lengths to protect the nation’s founding documents in case of an attack on the capital.
—Lee Ann Potter
A one-sentence letter from school boy Anthony Ferreira to President Ford stating, “I think you are half right and half wrong ” is one of several primary sources featured in this article that highlight for students the value of responsible citizenship.
—Nancy P. Gallavan and Teresa A. Roberts
Investigating the internment of Japanese Americans during World War II helps students develop an appreciation of constitutional rights and civil liberties.
As the 60th anniversary of the bombing of Hiroshima and Nagasaki draws near, a classroom teacher shares four approaches to exploring this momentous event with students.
Lee Ann Potter
As more and more documents exist only in digital form, archivists and historians are faced with new challenges: preserving and providing access to computer-readable historical records [such as WWII Army Enlistment Records and Records about Japanese American Relocation].
By Paul LaRue
High school students learn that there is much more to history than the textbook when they interview World War II veterans and transcribe the stories for the Library of Congress’s Veterans History Project.
By Lisa A. Lark
Carrying out face-to-face interviews with American seniors can make U.S. history more relevant to students, and especially those who are first- and second-generation citizens.
Letters from George Washington and Samuel Cabble, and Speeches by Franklin D. Roosevelt and John F. KennedySubmitted by Jennifer Bauduy on Fri, 07/24/2009 - 1:35pm
By Lee Ann Potter
Students will grapple with what it means to “embrace the future” when they study primary documents related to four noteworthy individuals who embraced the future in distinct ways.
By Theresa M. McCormick
In this lesson, students use primary sources to understand how a climate of fear influenced the president to sign the order that forced the incarceration of Japanese Americans.