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Stanford History Project

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For decades historians have debated the morality and necessity of the atomic bombings of Hiroshima and Nagasaki. In this lesson plan, students read four different accounts of the bombings and must decide for themselves how we should remember the dropping of the atomic bombs.

Note: This lesson contains images of violence that may not be appropriate for younger students.

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The Atomic Bomb | Stanford History Education Group

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For decades historians have debated the morality and necessity of the atomic bombings of Hiroshima and Nagasaki. In this lesson plan, students read four different accounts of the bombings and must decide for themselves how we should remember the dropping of the atomic bombs.Note: This lesson contains images of violence that may not be appropriate for younger students.

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PBS- Teaching The Roman Empire in the First Century 

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PBS- Teaching The Roman Empire in the First Century 

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The Roman Empire: in the First Century. For Educators. Lesson 1 | PBS

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For Educators National Standards Lesson 1: When in Rome...

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Mesopotamia, Ancient Egypt, Greeks, Romans, Vikings, British History,

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Tomb texts

Practically everything that we know about Egyptian kings derives from their monuments. The Pyramid Texts, which were spells concerning the king's afterlife, began to be inscribed inside Egyptian pyramids from the reign of King Unas, about 2350 BC. The temples for the king's posthumous cult were decorated with reliefs and contained many statues, all of which give us information about the role of the king in Egyptian society. Scenes that show real events are rare. We must not forget that the purpose of these reliefs was to show an ideal state of affairs, which the king wished to last forever, not the contemporary reality.

Documents written on papyri were found in some pyramid temples, especially at Abusir. They concern such matters as lists of priests on duty, records of offerings brought to the temple, accounts, inventories of temple equipment and passes authorizing access to the temple. Several settlements of priests, and of craftsmen and artists, involved in the running of pyramid temples, have been located, in particular at Giza.

Representations carved on the walls of tombs include scenes of everyday life on the owner's estates and so show how even ordinary people lived and worked. We must be rather careful when interpreting these scenes and must not take them entirely at face value. They were included in order to play a role in the tomb owner's afterlife, not as an accurate record.

Sometimes, especially in the later part of the Old Kingdom, the tombs contained biographical texts. Many are just self-praising but others are real records of the tomb owner's achievements. This is how one of them, an official called Weni, described a mission assigned to him by King Merenre of the Sixth Dynasty:

(The travertine, or alabaster, Hatnub quarries are in Middle Egypt, some 186 miles [300km], south of Saqqara, where King Merenre's pyramid was built. The barge was over 98ft [31.5m] long and over 49ft [15.75m] wide).

Find out more
Books
When the Pyramids Were Built. Egyptian Art of the Old Kingdom by D Arnold (The Metropolitan Museum of Art, New York, 1999)

The Pyramids of Egypt by IES Edwards (Harmondsworth, 1993)

Egyptian Art in the Age of the Pyramids [Exhibition catalogue] (The Metropolitan Museum of Art, New York, 1999)

The Ancient Egyptian Pyramid Texts by R Faulkner (Warminster, 1986)

'The Old Kingdom' by J Malek, in The Oxford History of Ancient Egypt edited by I Shaw (Oxford University Press, 2000)

In the Shadow of the Pyramids by J Malek (London, 1986)

Links

The British Museum COMPASS Tour: Egypt in the Old Kingdom: An online display featuring a selection of objects chosen by the curators at the Museum to reflect the extraordinary range of The British Museum's collection.

Fathom: The World of the Pyramids: Fathom offers online learning experiences, developed with leading scholars and experts, including in-depth courses and free seminars, shorter features, interviews and articles.

The Egypt Exploration Society: The Society was founded in 1882 to fund and mount archaeological expeditions to Egypt, and to publish the results. This work continues today at sites such as Amarna, Memphis and Qasr Ibrim in Egyptian Nubia, and is published in full in a series of monographs, the annual Journal of Egyptian Archaeology and bi-annual magazine, Egyptian Archaeology. Membership of the Society is open to all those interested in ancient Egypt, indeed without its members' subscriptions the Society could not continue to operate.

Places to visit

Ashmolean Museum, Beaumont Street, Oxford, OX1 2PH: The Ashmolean Museum of Art and Archaeology is a museum of the University of Oxford. Founded in 1683, it is one of the oldest public museums in the world.

The British Museum, Great Russell Street, London, WC1B 3DG: The museum has the largest and most comprehensive collection of ancient Egyptian material outside Cairo.

Petrie Museum of Egyptian Archaeology, University College London, Malet Place, London, WC1E 6BT: The museum has an inspiring collection of Egyptian and Sudanese archaeology.

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Practically everything that we know about Egyptian kings derives from their monuments. The Pyramid Texts, which were spells concerning the king's afterlife, began to be inscribed inside Egyptian pyramids from the reign of King Unas, about 2350 BC.

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National Geographic Kids-Teaching about the Egyptian Empire 

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National Geographic Kids-Teaching about the Egyptian Empire 

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This primary resource investigates some of the secrets of the Great Pyramids of Ancient Egypt. Discover what materials were used to construct the pyramids. What is the largest pyramid known as? How many years did it take to build? What did some people believe the pyramids were in the 1960s?

Pupils will learn about the famous tombs and how they were designed (both inside and out) in our National Geographic Kids' Ancient Egyptians primary resource sheet.

The teaching resource can be used in study group tasks for learning more about the ancient pyramids and what they represent. They could be used as a printed handout for each pupil to review and highlight key information, or for display on the interactive whiteboard for class discussion. The resource can be used in conjunction with our Ancient Egyptians primary resource and our Ancient Egyptian Life resource.

Activity: Ask the children to copy the diagram showing the different chambers and areas inside the Great Pyramid of Giza onto a large piece of paper and colour it in. They could use the information provided to label their diagrams. Pupils could use the resource as a starting point for their own research, to make their own comic strip about the Ancient Egyptians.
The following information for mapping the resource documents to the school curriculum is specifically tailored to the English National Curriculum and National Curriculum Key Stage 2 History objective: Scottish Curriculum for Excellence. We are currently working to bring specifically tailored curriculum resource links for our other territories; including South Africa, and New Zealand. If you have any queries about our upcoming curriculum resource links, please email: schools@ngkids.co.uk
This History primary resource assists with teaching the following History objectives from the National Curriculum:

Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.

Pupils should be taught about: the achievements of the earliest civilizations - an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

This History primary resource assists with teaching the following Social Studies First level objective from the Scottish Curriculum for Excellence:

Having selected a significant individual from the past, I can contribute to a discussion on the influence of their actions, then and since

Scottish Curriculum for Excellence Second level Social Studies objective:

I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence.

Download primary resource

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Ancient Egypt: Pyramids primary resource | National Geographic Kids

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This primary resource investigates some of the secrets of the Great Pyramids of Ancient Egypt. Discover what materials were used to construct the pyramids. What is the largest pyramid known as? How many years did it take to build? What did some people believe the pyramids were in the 1960s?

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National Geographic Kids-Teaching about the Mayan Empire 

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National Geographic Kids-Teaching about the Mayan Empire 

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This primary resource introduces children to Mayan civilisation. Discover the sites and secrets of Mayan life. How did the Maya live? Where were they found? What were they known for?

Pupils will learn about how the Maya excelled at architecture, agriculture, pottery, hieroglyph writing, mathematics and calendar-making in our National Geographic Kids' Mayan civilisation primary resource sheet.

The teaching resource can be used in study group tasks for evaluating evidence and archeological artifacts, as a printed handout for each pupil to review and annotate individually, or for display on the interactive whiteboard, using the images and information included in the resource for class discussion.

Activity: Ask children to choose an incredible fact from the information on the Mayan primary resource sheet, and write a newspaper article about it. They could draw a picture of a Mayan building or imagine they have travelled back in time to a Mayan settlement and write a postcard home, describing what they can see and hear. Ask a class, pupils could discuss why the ancient Maya are considered one of the 'most inventive' civilisations, giving evidence for their answers.
N.B. The following information for mapping the resource documents to the school curriculum is specifically tailored to the English National Curriculum and Scottish Curriculum for Excellence. We are currently working to bring specifically tailored curriculum resource links for our other territories; including South Africa, Australia and New Zealand. If you have any queries about our upcoming curriculum resource links, please email: schools@ngkids.co.uk
This History primary resource assists with teaching the following Key Stage 2 History objective from the National Curriculum:

A non-European society that provides contrasts with British history - one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

This History primary resource assists with teaching the following Social Studies Second level objectives from the Scottish Curriculum for Excellence:

I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence

I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences

Download primary resource

Oops! You'll need to sign up to access our primary resources. Registering is quick, easy and free!

SIGN IN TO DOWNLOAD
or Register here

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Mayan civilisation primary resource | National Geographic Kids

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This primary resource introduces children to Mayan civilisation. Discover the sites and secrets of Mayan life. How did the Maya live? Where were they found? What were they known for? Pupils will learn about how the Maya excelled at architecture, agriculture, pottery, hieroglyph writing, mathematics and calendar-making in our National Geographic Kids' Mayan civilisation primary resource sheet.

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Aztec Empire Primary Sources from the British Museum 

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Aztec Empire Primary Sources from the British Museum 

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Collection of Primary sources from China, Japan, Korea, Vietnam and SE Asia. Includes Document Based Questions

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4000 - 1000 BCE

Ancestral Rites and Divination

* Oracle Bone Inscriptions of the Late Shang Dynasty [PDF]

Warfare

* Oracle Bone Inscriptions of the Late Shang Dynasty: On Warfare [PDF]

Women: Childbearing

* Oracle Bone Inscriptions of the Late Shang Dynasty: On Childbearing [PDF]

1000 BCE - 300 CE

Confucianism

Confucius/Kong Fuzi/Kong Qiu, 551-479 BCE
*Selections from the Confucian Analects [PDF]
*Selections from the Confucian Analects: On Humaneness [PDF]
*Selections from the Confucian Analects: On Confucius as Teacher and Person [PDF]

Xunzi/Xun Qing/Xun Kang, ca. 310-ca. 219 BCE
*Selections from the Xunzi: "Human Nature Is Evil" [PDF]
*Selections from the Xunzi: "Encouraging Learning" [PDF]
*Selections from the Xunzi: "A Discussion of Rites" [PDF]

Daoism

Zhou Dynasty Government: Confucius, Mencius, Laozi

Mencius/Mengzi/Meng Ke, 4th Century BCE
*Selections from the Mencius: On the Duty of Ministers to Reprove a Ruler [PDF]

Laozi, ca. 3rd Century BCE
*Selections from the Laozi (Daodejing): On Government [PDF]

Qin Dynasty Government: The Legalist Philosophers Han Fei and Li Si

Han Dynasty Government

Warfare: Zhou Period

Agriculture, Han Period

Women and Family

Confucius/Kong Fuzi/Kong Qiu, 551-479 BCE
*Selections from the Confucian Analects: On Women and Servants [PDF]
*Selections from the Confucian Analects: On Filial Piety [PDF]

Literature: The Classic of Odes (Book of Songs); Poetry from the State of Chu

Eastern Zhou, ca. 771 to 256 BCE
*Selection from the Classic of Odes: I Beg of You, Chung Tzu (Ode 8) [PDF]
*Selections from the Classic of Odes: "Quince" and "Big Rat" [PDF]

Literature: Sima Qian

300 - 600

Buddhism in China

Lotus Sutra, composed after 483 BCE
*Selection from the Lotus Sutra: "The Daughter of the Dragon King" [PDF]
*Selection from the Lotus Sutra: "The Buddha Preaches the One Great Vehicle" [PDF]

Women

Lotus Sutra, composed after 483 BCE
*Selection from the Lotus Sutra: "The Daughter of the Dragon King" [PDF]

Literature: "A Song of Seven Sorrows"; "Peach Blossom Spring"

600 - 1000

Buddhism in China: The Chan (Zen) School of Buddhism

Huineng, 638-713, Sixth Patriarch of the Chan (Zen) school Linji Yixuan, d. 867, founder of the Linji (Rinzai) school
* The Platform Sutra of the Sixth Patriarch [PDF]

* Seeing into One's Own Nature [PDF]

Buddhism in China: Reactions of Confucianists and Daoists to the influence of Buddhism during this period

Han Yu, 768-824
* Memorial on the Bone of the Buddha [PDF]

Emperor Wuzong, r. 841-846
* Emperor Wuzong's Edict on the Suppression of Buddhism: The Edict of the Eight Month [PDF]

Tang Dynasty Government: Effective Rulership, the Law, and Taxes

Reflections on War

Slavery in Tang China

* Deed of a Sale of a Slave [PDF]

Women & Family

* Record of Family Division [PDF]

Tang Poets: Wang Wei, Li Bo, Du Fu

Du Fu, 712-770
* Selected Poems: "On the River"; "I Stand Alone"; "Views in Springtime" [PDF]

1000 - 1450

Neo-Confucianism

Song Dynasty Government: Reform under the Neo-Confucianists

Ming Dynasty Government: Promotion of Social Order and Morality

* Village Ordinances: "Prohibition Ordinance" [PDF]

Military: The Northern Song Defeated by the Jurchen Jin

Agriculture; Growth of Cities and urban Life during the Song and Yuan Dynasties

Unknown Author, ca. 1235
* The Attractions of the Capital (Hangzhou) [PDF]

Women

Literature of Scholar-Officials and Military Officers

Su Shi (Su Dongpo), 1036-1101
* Rhyming with Tzu-yu's "Treading the Green" [PDF]* The Red Cliff, Part I [PDF]

Women Writers

* Poem to be Sung to the Tune of "Southern Song" (Nan-ge-zi) [PDF]

1450 - 1750

Neo-Confucianism during the Ming

Books of Moral Instruction, Ming and Qing

* Selections from The Twenty-four Exemplars of Filial Piety [PDF]

* Selections from Meritorious Deeds at No Cost [PDF]

Christianity Enters China

Provincial and Imperial Government under the Qing

Chen Hongmou, 1696-1771
* On the Duties of an Official [PDF]
* On Substantive Learning [PDF]

Women

* Selections from The Twenty-four Exemplars of Filial Piety [PDF]

Essays, Poems and Fantasy Tales of the Qing

1750 - 1919

"Self-Strengthening" and "Learning from the West"

Calls for Radical Social Reform

The May Fourth Movement (ca. 1916-1920s)

* Before and After the May Fourth Movement
The so-called "May Fourth" or "new culture" movement began in China around 1916, following the failure of the 1911 Revolution to establish a republican government, and continued through the 1920s. This unit includes a background reading and three primary-source readings [ Chen Duxiu's "Our Final Awakening" (1916) [PDF]; Chiang Kai-shek's "Essentials of a New Life Movement" (1934) [PDF]; Mao Zedong's "Reform Our Study" (1941)], plus discussion questions and suggested activities for students.

The Taiping Rebellion (1850-1864)

* Excerpts from The Land System of the Heavenly Kingdom (Tianzhao tianumu zhidu): "The Taiping Economic Program" [PDF]

* Excerpts from Ode for Youth [PDF]

The Years of Reform: Prologue to Revolution

* From Reform to Revolution, 1842 to 1911
After China's defeat in the Opium War of 1842, thinkers tried to understand what made the West so strong and how China could best respond. This unit traces the debates about reform from the mid-nineteenth into the early twentieth century, as arguments for more radical reform, including revolution, increased. Includes background readings, two primary-source readings ( Feng Guifen's "On the Adoption of Western Learning" [PDF] and Yan Fu's "Learning from the West" [PDF]) and brief discussions of Liang Qichao's ideas on democracy and Sun Yatsen's "Three People's Principles." Also see the Religion, Philosophy, Thought section, above, for more readings by these and other reformist thinkers.

International Relations: China and Europe (Macartney Embassy, Opium War)

* Macartney and the Emperor
The Qing dynasty's restrictions on foreign trade increasingly frustrated Europeans, especially the British. In 1792 Great Britain sent a diplomat, Lord George Macartney (1737-1806), to present its demands to the Qianlong emperor (r. 1736-1796). This unit includes an introductory note to teachers with suggestions for teaching about Macartney's mission; a student reading discussing European contact and trade with China prior to and on the eve of Macartney's mission to China; and the primary-source reading Two Edicts from the Qianlong Emperor, which were the Qianlong emperor's responses to the Macartney mission. With discussion questions and suggested activities for students.

* The Opium War and Foreign Encroachment
In the fifty years after Macartney's visit (see "Macartney and the Emperor," above), Western powers pushed their demands on China further, leading to war and the gradual shift from tribute to treaty relations. This unit examines the events surrounding the Opium War and the Treaty of Nanjing, which concluded that war, and the increasing foreign encroachments upon China during the nineteenth century. Included are two primary-source readings: Commissioner Lin Zexu's "Letter of Advice to Queen Victoria" (1839) and The Treaty of Nanjing (1842) [PDF]. With discussion questions and suggested activities for students.

Women

1900 - 1950

The May Fourth Movement (ca. 1916-1920s)

* Before and After the May Fourth Movement
The so-called "May Fourth" or "new culture" movement began in China around 1916, following the failure of the 1911 Revolution to establish a republican government, and continued through the 1920s. This unit includes a background reading and three primary-source readings [ Chen Duxiu's "Our Final Awakening" (1916) [PDF]; Chiang Kai-shek's "Essentials of a New Life Movement" (Speech, 1934) [PDF]; Mao Zedong's "Reform Our Study" (1941)], plus discussion questions and suggested activities for students.

Rebuilding China

Sun Yat-sen, 1866-1925
*Selections from A Program of National Reconstruction: "The Three Stages of Revolution" (1918) [PDF]
*"The Principle of Democracy" (1924) [PDF]

Mao Zedong (1893-1976) and the Chinese Revolution

* The Long March (1934-1936)

* Commonly Read Speeches and Writings of Mao Zedong (1927-1945)
With excerpts from three speeches and one article, all highlighting two important themes in Mao Zedong's thinking: voluntarism and selflessness. Includes excerpts from"In Memory of Norman Bethune" (1939); "Serve the People" (1944); "The Foolish Old Man Who Removed the Mountains" (1945); and Report on the Investigation of the Peasant Movement in Hunan (1927).

* Mao Zedong on War and Revolution

* From "The Dictatorship of the People's Democracy": On Leaning to One Side (Speech, 1949) [PDF]

Communism in China

Second Sino-Japanese War (1937-1945)

* Japanese Ambassador Hiroshi Saito on the Conflict in the Far East [PDF]

Mao Zedong (1893-1976) on War and Revolution

* Mao Zedong on War and Revolution

* Report on the Investigation of the Peasant Movement in Hunan (March 1927) [PDF]

* Selections from On Guerilla Warfare (1927) [PDF]

Society and Family: Raising Children

Farmers and the Chinese Revolution

* Farmers and the Chinese Revolution
This unit looks at the plight of China's farmers in the twentieth century. With a background reading and two primary-source readings ["Spring Silkworms," by Mao Dun [PDF]; Mao Zedong's "Report on the Investigation of the Peasant Movement in Hunan" [PDF]].

20th-century Literature

1950 - 2000

"Hundred Flowers" Period

* Intellectual Opinions from the Hundred Flowers Period (1957) [PDF]

Land Reform, Socialized Agriculture, The Great Leap Forward

* From the People's Daily: "How China Proceeds with the Task of Industrialization" (1953) [PDF]

Cultural Revolution (1966-1976)

* The Sixteen Points: Guidelines for the Great Proletarian Cultural Revolution (1966) [PDF]

Socialism and Democracy in China after Mao Zedong

* From the Office of the CCP Dehong Dai Nationality and Qingbo Autonomous Zhou Committee: "Several Questions in Strengthening and Perfecting the Job Responsibility Systems of Agricultural Production" (1980) [PDF]

* How Should the Criteria for Admission to the Communist Youth League Be Administered After Installation of the Production Responsibility System? (1981) [PDF]

* From the People's Daily: "Bourgeois and Socialist Democracies Compared" (March 1990) [PDF]

Tiananmen Square Demonstrations (1989)

* The May 13 Hunger Strike Declaration (1989) [PDF]

* Interview at Tiananmen Square with Chai Ling

China's Political System since 1949

* The Chinese Political System and the Communist Party
This unit provides an overview of the Chinese political system and the Chinese Communist Party (CCP) with excerpts from the constitutions of the Communist Party of China and of the People's Republic of China. These primary documents can highlight for students how the Communist Party is the real political power in China. A chart of the political structure of China is also included, to help students better understand the relationship between the party and the state in a communist system. Discussion questions also included.

China's Foreign Policy; U.S.-China Relations

* Taiwan and U.S.-China Relations Since 1949
This unit offers an historical overview of Taiwan and U.S.-China relations. An introductory reading is followed by two important primary-source documents ["Shanghai Communiqué" (1972) and Taiwan Relations Act (1979)] and discussion questions.

Literature

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Primary Sources with DBQs | Asia for Educators | Columbia University

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Asia for Educators (AFE) is designed to serve faculty and students in world history, culture, geography, art, and literature at the undergraduate and pre-college levels.

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AP World - Document Based Questions using primary sources 

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AP World - Document Based Questions using primary sources 

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-Collapse of Russian and Ottoman Empire

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Code of Hammurabi Lesson with Document Based Questions 

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Code of Hammurabi Lesson with Document Based Questions 

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Greek and Egyptian Collection from the British Museum 

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Greek and Egyptian Collection from the British Museum 

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the greek-egyptian town of naukratis in the nile delta was a major centre of cross-cultural contact in the ancient world.

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Explore the faces, places and events of the U.S. Civil War through photographs, prints and drawings. The Prints & Photographs Division holds thousands of images relating to the Civil War, found in many different collections. From the Library of Congress

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Explore the faces, places and events of the U.S. Civil War through photographs, prints and drawings. The Prints & Photographs Division holds thousands of images relating to the Civil War, found in many different collections. This category allows research across those collections.

Among the pictures combined in this category are:

Images are continuously being added to this category. If you don't find what you're looking for here, try a search across all the collections from the catalog's home page. For an overview of the groups from which images are being added, see the Related Resources.

A selection of samples from across these Civil War collections is available as a set, viewable in a slideshow display.

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About this Collection | Civil War | Digital Collections | Library of Congress

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Explore the faces, places and events of the U.S. Civil War through photographs, prints and drawings. The Prints & Photographs Division holds thousands of images relating to the Civil War, found in many different collections. This category allows research across those collections.

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The activists interviewed for this project belong to a wide range of occupations, including lawyers, judges, doctors, farmers, journalists, professors, and musicians, among others. The video recordings of their recollections cover a wide variety of topics within the civil rights movement, such as the influence of the labor movement, nonviolence and self-defense, religious faith, music, and the experiences of young activists. Actions and events discussed in the interviews include the March on Washington for Jobs and Freedom (1963), the Albany Movement (1961), the Freedom Rides (1961), the Selma to Montgomery Rights March (1965), the Orangeburg Massacre (1968), sit-ins, voter registration drives in the South, and the murder of fourteen year old Emmett Till in 1955, a horrific event that galvanized many young people into joining the freedom movement.

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On May 12, 2009, the U. S. Congress authorized a national initiative by passing The Civil Rights History Project Act of 2009 (Public Law 111-19). The law directed the Library of Congress (LOC) and the Smithsonian Institution's National Museum of African American History and Culture (NMAAHC) to conduct a national survey of existing oral history collections with relevance to the Civil Rights movement to obtain justice, freedom and equality for African Americans and to record and make widely accessible new interviews with people who participated in the struggle. The project was initiated in 2010 with the survey and with interviews beginning in 2011.

The activists interviewed for this project belong to a wide range of occupations, including lawyers, judges, doctors, farmers, journalists, professors, and musicians, among others. The video recordings of their recollections cover a wide range of topics within the freedom struggle, such as the influence of the labor movement, nonviolence and self-defense, religious faith, music, and the experiences of young activists. Actions and events discussed in the interviews include the Freedom Rides (1961), the Albany Movement (1961), the March on Washington for Jobs and Freedom (1963), the Selma to Montgomery Rights March (1965), the Orangeburg Massacre (1968), the Poor People's Campaign (1968), sit-ins, and voter registration drives in the South. The murder of fourteen year old Emmett Till in 1955, a horrific event that galvanized many young people into joining the freedom movement, looms large in the memories of many movement veterans.

Many interviewees were active in national organizations such as the Student Nonviolent Coordinating Committee (SNCC), the National Association for the Advancement of Colored People (NAACP), the Congress of Racial Equality (CORE), the Black Panther Party. Other interviewees were key members of specialized and local groups including the Medical Committee for Human Rights, the Deacons for Defense and Justice, the Cambridge (Maryland) Nonviolent Action Committee, and the Newark Community Union Project. A few interviews focus on Chicano activists who were influenced by the African American freedom struggle and their recollections of the occasional coalitions that developed between the black and brown power movements. Several interviews include men and women who were on the front lines of the struggle in places not well-known for their civil rights movement activity such as Oklahoma City, Oklahoma; Saint Augustine, Florida; and Bogalusa, Louisiana. The collection also includes the reflections of the children of grass-roots activists including Clara Luper, Robert Hicks, and Gayle Jenkins.

A number of organizations and individuals were responsible for the Project from inception to completion. Curation, preservation and access to the interviews was, and remains, a joint undertaking of the Library's American Folklife Center and the NMAAHC. The American Folklore Society (AFS) oversaw the research team of four scholars who gathered the information for the CRHP National Survey Database of Civil Rights Collections; the database was developed by Washington State University's Center for Digital Scholarship and Curation. The Southern Oral History Program at the University of North Carolina at Chapel Hill coordinated the production of the interviews, the majority of which were conducted by leading historians on the topic of the long black freedom struggle and (with a few exceptions) were recorded in born-digital video format by Media Generation.

This site guides researchers to collections in several Library divisions that specifically focus on the movement as well as the broader topic of African American history and culture. The Civil Rights History Project Collection (AFC 2010/039) contains more than 1200 items consisting of born-digital video files, digitized videocassettes, digital photographs and full-text transcripts for all interviews. The interviews are also accessible through the Library's YouTube site and the NMAAHC website.

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About this Collection | Civil Rights History Project | Digital Collections | Library of Congress

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On May 12, 2009, the U. S. Congress authorized a national initiative by passing The Civil Rights History Project Act of 2009 (Public Law 111-19).

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Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 contains more than 2,300 first-person accounts of slavery and 500 black-and-white photographs of former slaves.

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Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 contains more than 2,300 first-person accounts of slavery and 500 black-and-white photographs of former slaves. These narratives were collected in the 1930s as part of the Federal Writers' Project (FWP) of the Works Progress Administration, later renamed Work Projects Administration (WPA). At the conclusion of the Slave Narrative project, a set of edited transcripts was assembled and microfilmed in 1941 as the seventeen-volume Slave Narratives: A Folk History of Slavery in the United States from Interviews with Former Slaves. In 2000-2001, with major support from the Citigroup Foundation, the Library digitized the narratives from the microfilm edition and scanned from the originals 500 photographs, including more than 200 that had never been microfilmed or made publicly available. This online collection is a joint presentation of the Manuscript and Prints and Photographs divisions of the Library of Congress.

The Volumes

The published volumes containing edited slave narratives are arranged alphabetically by the state in which the interviews took place and thereunder by the surname of the informant. Administrative files for the project are bound at the beginning of Volume 1. These files detail the instructions and other information supplied to field workers as well as subjects of concern to state directors of the Federal Writers' Project.

Vol. 1

Vol. 2, Arkansas

Vol. 4, Georgia

Vol. 11, North Carolina

Vol. 14, South Carolina

Vol. 16, Texas

Historical Overview

In the Depression years between 1936 and 1938, the WPA Federal Writers' Project (FWP) sent out-of-work writers in seventeen states to interview ordinary people in order to write down their life stories. Initially, only four states involved in the project (Florida, Georgia, South Carolina, and Virginia) focused on collecting the stories of people who had once been held in slavery. John A. Lomax, the National Advisor on Folklore and Folkways for the FWP (and the curator of the Archive of American Folk Song at the Library of Congress), was extremely interested in the ex-slave material he received from these states. In 1937 he directed the remaining states involved in the project to carry out interviews with former slaves as well. Federal field workers were given instructions on what kinds of questions to ask their informants and how to capture their dialects, the result of which may sometimes be offensive to today's readers (see A Note on the Language of the Narratives). The field workers often visited the people they interviewed twice in order to gather as many recollections as possible. Sometimes they took photographs of informants and their houses. The interviewers then turned the narratives over to their state's FWP director for editing and eventual transfer to Washington, D.C. The administrative files accompanying the narratives detail the information supplied to field workers as well as subjects of concern to state directors of the FWP. For more information about the interviewers, the people interviewed, and the processes of collection and compilation, see Norman Yetman's essay which accompanies this online collection.

In 1939, the FWP lost its funding, and the states were ordered to send whatever manuscripts they had collected to Washington. Once most of the materials had arrived at the Library of Congress, Benjamin A. Botkin, the folklore editor of the FWP who later became head of the Archive of Folk Culture at the Library of Congress, undertook the remaining editing and indexing of the narratives and selected the photographs for inclusion. As noted above, he organized the narratives by state, and then alphabetically by name of informant within each state, collecting them in 1941 into seventeen bound volumes in thirty-three parts under the title Slave Narratives: A Folk History of Slavery in the United States from Interviews with Former Slaves (Washington, D.C., 1941). The multivolume set and other project files, including some earlier unbound annotated versions of the narratives, are housed in the Manuscript Division and described in the finding aid for the records of the WPA.

Other records relating to the ex-slave project are among the FWP files at the National Archives and Records Administration (Record Group 69.5.5) and are described in the Guide to Federal Records in the National Archives of the United States, Vol. I. (Washington, D.C.: National Archives and Records Administration, 1995). Volumes 2-17 of The American Slave: A Composite Autobiography, edited by George P. Rawick and others (Westport, Conn.: Greenwood Press, 1972-79), present these narratives with a slightly different organization; the later volumes of Rawick's series also include ex-slave interviews housed in other archives. Anthologies containing selections from the Library of Congress collection include the Federal Writers' Project's Lay My Burden Down: A Folk History of Slavery, edited by B. A. Botkin (Chicago: University of Chicago Press, 1945) and Voices from Slavery (New York: Holt, Rinehart and Winston, 1970), edited by Norman R. Yetman, author of An Introduction to the WPA Slave Narratives under the Articles and Essays tab. For additional works using these narratives as well as other slave narratives, please see the list of Related Resources.

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About this Collection | Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 | Digital Collections | Library of Congress

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Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 contains more than 2,300 first-person accounts of slavery and 500 black-and-white photographs of former slaves. These narratives were collected in the 1930s as part of the Federal Writers' Project (FWP) of the Works Progress Administration, later renamed Work Projects Administration (WPA).

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Map Collection from American Revolution 175-1789

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Map Collection from American Revolution 175-1789

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From the Library of Congress

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About this Collection | American Revolution and Its Era: Maps and Charts of North America and the West Indies, 1750-1789 | Digital Collections | Library of Congress

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The collection represents an important historical record of the mapping of North America and the Caribbean.

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Japanese Internment photographed by Ansel Adams 

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Japanese Internment photographed by Ansel Adams 

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In 1943, Ansel Adams (1902-1984), America's most well-known photographer, documented the Manzanar War Relocation Center in California and the Japanese-Americans interned there during World War II. For the first time, digital scans of both Adams's original negatives and his photographic prints appear side by side allowing viewers to see Adams's darkroom technique, in particular, how he cropped his prints. Adams's Manzanar work is a departure from his signature style landscape photography. Although a majority of the more than 200 photographs are portraits, the images also include views of daily life, agricultural scenes, and sports and leisure activities (see Collection Highlights). When offering the collection to the Library in 1965, Adams said in a letter, "The purpose of my work was to show how these people, suffering under a great injustice, and loss of property, businesses and professions, had overcome the sense of defeat and dispair [sic] by building for themselves a vital community in an arid (but magnificent) environment....All in all, I think this Manzanar Collection is an important historical document, and I trust it can be put to good use." The web site also includes digital images of the first edition of Born Free and Equal, Adams's publication based on his work at Manzanar.

Tom Kobayashi, landscape, south fields, Manzanar Relocation Center

Ansel Adams

Adams, America's most well-known photographer, is renowned for his Western landscapes. Best remembered for his views of Yosemite and the Sierra Nevada, his photographs emphasize the natural beauty of the land. By contrast, Adams's photographs of people have been largely overlooked. Trained as a musician, in 1927 Adams made a photograph-Monolith, the Face of Half-Dome-that changed his career. This dramatic photograph, along with seventeen others, was published that same year in Adams's first portfolio, Parmelian Prints of the High Sierras. By 1940 Adams was an established fine art photographer. His work had been exhibited in one-person shows at major museums on both the East and West Coasts, he served on the board of the photography department at the Museum of Modern Art (New York City), and he was offered lucrative commercial assignments.

War Relocation Program

After Japan bombed Pearl Harbor on December 7, 1941, fear of a Japanese invasion and subversive acts by Japanese-Americans prompted President Franklin D. Roosevelt to sign Executive Order 9066 on February 19, 1942. The act designated the West Coast as a military zone from which "any or all persons may be excluded." Although not specified in the order, Japanese-Americans were singled out for evacuation. More than 110,000 people of Japanese ancestry were removed from their homes in California, southern Arizona, and western Washington and Oregon and sent to ten relocation camps. Those forcibly removed from their homes, businesses, and possessions included Japanese immigrants legally forbidden from becoming citizens (Issei), the American-born (Nisei), and children of the American-born (Sansei).

Adams's Work at Manzanar

This event struck a personal chord with Adams when Harry Oye, his parents' longtime employee who was an Issei in poor health, was summarily picked up by authorities and sent to a hospital halfway across the country in Missouri. Angered by this event, Adams welcomed an opportunity in 1943 to photograph Japanese-American internees at the Manzanar War Relocation Center, then run by his friend and fellow Sierra Club member, Ralph Merritt.

Adams had already completed a number of assignments for the military as a civilian, including teaching photography at Fort Ord and photographing Yosemite's Ahwahnee Hotel, which was used as a Navy hospital during the war. But he was anxious for a more meaningful project related to the war effort. Adams's documentation of Manzanar would become his most significant war-related project.

Baseball game, Manzanar Relocation Center

During the fall of 1943, Adams photographed at the Manzanar War Relocation Center, which was located in Inyo County, California, at the eastern edge of the Sierra Nevada mountains approximately 200 miles northeast of Los Angeles. This series was a departure from his usual landscape photography. Adams produced an essay on the Japanese-Americans interned in this beautiful, but remote and undeveloped region where the mountains served as both a metaphorical fortress and an inspiration for the internees. Concentrating on the internees and their activities, Adams photographed family life in the barracks; people at work- internees as welders, farmers, and garment makers; and recreational activities, including baseball and volleyball games.

In 1944 a selection of these images along with text by Adams was published by U. S. Camera in a 112-page book, Born Free and Equal. In a letter to his friend Nancy Newhall, the wife of Beaumont Newhall, curator of photography at the Museum of Modern Art, Adams wrote: "Through the pictures the reader will be introduced to perhaps twenty individuals . . . loyal American citizens who are anxious to get back into the stream of life and contribute to our victory." The book received positive reviews and made the San Francisco Chronicle's bestseller list for March and April of 1945.

In addition to his work at the camp, Adams photographed the mountains near Manzanar. Two of his most famous landscape photographs were made during his visit to Manzanar, Mount Williamson, the Sierra Nevada, from Manzanar, California, 1944 and Winter Sunrise, the Sierra Nevada, from Lone Pine, California, 1944. These dramatic photographs were not included as part of the Adams gift to the Library.

Toyo Miyatake Family, Manzanar Relocation Center

Adams was not the only photographer to work at Manzanar. One of the internees, Toyo Miyatake, had worked as a Los Angeles portrait photographer before he was moved to Manzanar. Although the internees were not allowed to have cameras, Miyatake fashioned one from parts he brought with him in his luggage. Both Adams's and Miyatake's photographs present a positive view of the Japanese Americans interned at Manzanar. In contrast, Dorothea Lange, who had earned her reputation as a social documentary photographer with images of migrant farm workers made during the Depression, worked for the War Relocation Authority photographing the evacuation of Japanese-Americans and their arrival at Manzanar. Lange's vision is uniquely unlike Adams and Miyatake. She photographed the upheaval of the evacuation and the bleak conditions of the internment camps.

"A Grave Injustice"...A Congressional Apology

In 1988, apologizing on behalf of the nation for the "grave injustice" done to persons of Japanese ancestry, Congress implemented the Civil Liberties Act. Congress declared that the internments were "motivated largely by racial prejudice, wartime hysteria, and a failure of political leadership," and authorized a $20,000 payment to Japanese-Americans who suffered injustices during World War II.

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About this Collection | Ansel Adams's Photographs of Japanese-American Internment at Manzanar | Digital Collections | Library of Congress

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In 1943, Ansel Adams (1902-1984), America's most well-known photographer, documented the Manzanar War Relocation Center in California and the Japanese-Americans interned there during World War II. For the first time, digital scans of both Adams's original negatives and his photographic prints appear side by side allowing viewers to see Adams's darkroom technique, in particular, how he cropped his prints.

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Abraham Lincoln- vast collection of Artifacts from Library of Congress 

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Abraham Lincoln- vast collection of Artifacts from Library of Congress 

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The collection contains more than 11,100 items. This online release presents over 1,300 items with a over 4,000 images and a date range of 1824-1931. It includes the complete collection of Stern's contemporary newspapers, Lincoln's law papers, sheet music, broadsides, prints, cartoons, maps, drawings, letters, campaign tickets, and other ephemeral items.

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The collection contains more than 11,100 items. This online release presents over 1,300 items with a over 4,000 images and a date range of 1824-1931. It includes the complete collection of Stern's contemporary newspapers, Lincoln's law papers, sheet music, broadsides, prints, cartoons, maps, drawings, letters, campaign tickets, and other ephemeral items. The books and pamphlets in this collection are scheduled for digitization at a later date.

Alfred Whital Stern (1881-1960) of Chicago presented his outstanding collection of Lincolniana to the Library of Congress in 1953. Stern began collecting in the 1920s. His collection documents the life of Abraham Lincoln (1809-1865) both through writings by and about Lincoln as well as a large body of publications concerning the issues of the times including slavery, the Civil War, Reconstruction, and related topics.

Highlights of the online collection include Lincoln's own scrapbook of the 1858 political campaign against Stephen A. Douglas; the Tiffany seed pearl necklace and bracelets that Lincoln gave to his wife, Mary Todd; a Lincoln life mask cast in bronze by Clark Mills, as well as the contents of Lincoln's pockets on the evening of his assassination. Probably the single most famous Lincoln manuscript in the collection is the January 26, 1863, letter to General Joseph Hooker, placing him in command of the Army of the Potomac.

Alfred Whital Stern's gift to the Library represents the most extensive collection of Lincolniana ever assembled by a private individual.

Below is a listing of the types of items in the Alfred Whital Stern Collection of Lincolniana.

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About this Collection | The Alfred Whital Stern Collection of Lincolniana | Digital Collections | Library of Congress

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The collection contains more than 11,100 items. This online release presents over 1,300 items with a over 4,000 images and a date range of 1824-1931. It includes the complete collection of Stern's contemporary newspapers, Lincoln's law papers, sheet music, broadsides, prints, cartoons, maps, drawings, letters, campaign tickets, and other ephemeral items. The books and pamphlets in this collection are scheduled for digitization at a later date.

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featured papers from the Library of Congress

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The papers of Alexander Hamilton (ca. 1757-1804), first treasury secretary of the United States, consist of his personal and public correspondence, drafts of his writings (although not his Federalist essays), and correspondence among members of the Hamilton and Schuyler families. The collection, consisting of approximately 12,000 items dating from 1708 to 1917, documents Hamilton's impoverished Caribbean boyhood (scantily); events in the lives of his family and that of his wife, Elizabeth Schuyler Hamilton; his experience as a Revolutionary War officer and aide-de-camp to General George Washington; his terms as a New York delegate to the Continental Congress (1782-1783) and the Constitutional Convention (1787); and his careers as a New York state legislator, United States treasury secretary (1789-1795), political writer, and lawyer in private practice. Most of the papers date from 1777 until Hamilton's death in 1804. Additional details may be found in the collection's finding aid ( HTML and PDF versions).

Among the many correspondents in the papers are John Adams, Angelica Schuyler Church, Henry Clay, Elizabeth Schuyler Hamilton, John Jay, Thomas Jefferson, Rufus King, the Marquis de Lafayette, Pierre Charles L'Enfant, James McHenry, James Monroe, Robert Morris, Timothy Pickering, Charles Cotesworth Pinckney, Philip Schuyler, Baron von Steuben, Robert Troup, George Washington, James Wilkinson, and Oliver Wolcott, Jr.

The federal government bought the bulk of the Hamilton papers in 1848. They were transferred from the State Department to the Library of Congress in 1904. Additional papers came to the Library of Congress later through gifts and purchases from the Hamilton family and other sources. Papers accumulated through 1981 were scanned from the microfilm edition made that year, and items acquired since were digitized from the originals.

Between 1961 and 1987, Columbia University Press published a twenty-seven-volume edition of the Papers of Alexander Hamilton, edited by Harold C. Syrett. Between 1964 and 1981, Columbia University Law School published a five-volume-edition of Hamilton's legal papers, with Julius Goebel as editor. These two editions have been used as definitive sources in the verification of names and in the dating and identification of manuscripts in the Hamilton Papers at the Library of Congress.

Although this collection is the largest gathering of Alexander Hamilton papers at the Library of Congress, there are significant additional groups of Hamilton letters and other papers in other Library of Congress collections, notably in the George Washington Papers. To identify these collections, consult the bibliography under Related Resources or conduct a search for "Hamilton, Alexander" in the Library of Congress online catalog.

Description of Series

The collection is arranged in eight series as follows.

Speeches and Writings, 1778-1804 (Reels 21-23)
Drafts, copies, and notes of reports; political essays, speeches, New York legislative acts, and more composed by Hamilton from the American Revolution until his death. Of note is an outline of the speech he delivered at the Constitutional Convention on June 18, 1787; his notes on debates and speeches at New York's ratifying convention, June 1788; drafts of the four major economic reports he wrote as treasury secretary (on public credit, creation of a national bank, establishment of a mint, and development of manufacturing); drafts of the speeches he wrote for George Washington, including Washington's 1796 farewell address; notes he took at New York's constitutional convention of 1787; and drafts of some of his political essays. None of Hamilton'sFederalist essays are included.

Oversize
Correspondence, reports, annotated drafts of the Constitution, writings, deeds, agreements, contracts, financial papers, certificates, and printed matter. These items were microfilmed in their original locations before their physical removal to this series. Included here are samples of lace made by women in Ipswich, Massachusetts. The lace was collected for Hamilton as an example of American manufacturing as he wrote his "Report on Manufactures," 1791.

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About this Collection - Alexander Hamilton Papers

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The papers of Alexander Hamilton (ca. 1757-1804), first treasury secretary of the United States, consist of his personal and public correspondence, drafts of his writings (although not his Federalist essays), and correspondence among members of the Hamilton and Schuyler families.

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WWII Pearl Harbor Attack from the Library of Congress 

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WWII Pearl Harbor Attack from the Library of Congress 

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After the Day of Infamy: "Man-on-the-Street" Interviews Following the Attack on Pearl Harbor presents approximately twelve hours of opinions recorded in the days and months following the bombing of Pearl Harbor from more than two hundred individuals in cities and towns across the United States. On December 8, 1941 (the day after the Japanese attack on Pearl Harbor),

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After the Day of Infamy: "Man-on-the-Street" Interviews Following the Attack on Pearl Harbor presents approximately twelve hours of opinions recorded in the days and months following the bombing of Pearl Harbor from more than two hundred individuals in cities and towns across the United States. On December 8, 1941 (the day after the Japanese attack on Pearl Harbor), Alan Lomax, then "assistant in charge" of the Archive of American Folk Song (now the American Folklife Center archive), sent a telegram to fieldworkers in ten different localities across the United States, asking them to collect "man-on-the-street" reactions of ordinary Americans to the bombing of Pearl Harbor and the subsequent declaration of war by the United States. A second series of interviews, called "Dear Mr. President," was recorded in January and February 1942. Both collections are included in this presentation. They feature a wide diversity of opinion concerning the war and other social and political issues of the day, such as racial prejudice and labor disputes. The result is a portrait of everyday life in America as the United States entered World War II.

Pete Seeger playing banjo, 1948. Library of Congress, Prints and Photographs Division, New York World Telegram and Sun Newspaper Collection. Photograph by Mel Kirkwood. Reproduction Number LC-USZ62-124417.

The 1941 recordings were made as a part of the the Library of Congress' Radio Research Project. A portion of this project aimed to create documentary recordings of Americans from around the country who described their lives, sang their songs, and told the stories of their own regions. The project's staff believed that most commercial radio broadcasts of the day were dominated by programs created in the great urban centers and that these programs failed to reflect regional culture, local talent, and, in particular, the voices of the people speaking in their own words. Alan Lomax was serving as folklore consultant for the project when he sent the December 8, 1941 telegram, asking fieldworkers to collect "man-on-the-street" reactions. This request resulted in approximately four and one half hours of recordings that were used to create a fifteen-minute radio program for the Mutual Broadcasting System.

A second set of recordings, in which the interviewees were asked to address their thoughts and opinions on the attack and the declaration of war directly to President Franklin D. Roosevelt, was made under the auspices of the Office of Emergency Management in January and February 1942. These recordings total approximately seven and one half hours and were also used to create a radio program, entitled "Dear Mr. President," which was broadcast in May 1942. Pete Seeger and Huddie Ledbetter (Leadbelly) recorded original songs for the "Dear Mr. President" interviews. Included in this presentation are Pete Seeger's "Dear Mr. President" and "The Martins and Coys."

In most cases, the recordings were digitized by Library of Congress staff directly from the discs on which they were originally recorded. The only editing redacted interviewee names from several recordings and removed Leadbelly's two songs for which permissions have not yet been received. Otherwise, the recordings are presented as they were originally recorded.

This online presentation includes one essay: "Making and Maintaining the Original Recordings." Also included are biographies of the fieldworkers who conducted and arranged the interviews, complete transcripts of the interviews, related manuscripts, and original disc sleeves.

This online presentation also includes a set of interviews conducted in the Washington, D.C., metropolitan area. During the course of these interviews, Library interviewers advised some interviewees that the interviews would not be broadcast. Presumably, the agreement to safeguard the identity of these persons was intentional, as some of the interviewees worked for the Federal government and/or otherwise required anonymity in order to participate. For this reason, the Library has edited the Washington, D.C., audiotapes and transcripts to remove interviewee names.

This presentation was made possible with the generous support of the Franklin and Eleanor Roosevelt Institute and the New Deal Network.

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About this Collection - After the Day of Infamy: "Man-on-the-Street" Interviews Following the Attack on Pearl Harbor

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After the Day of Infamy: "Man-on-the-Street" Interviews Following the Attack on Pearl Harbor presents approximately twelve hours of opinions recorded in the days and months following the bombing of Pearl Harbor from more than two hundred individuals in cities and towns across the United States.

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Collection from the Library of  Congress featuring writings, photographs, newspapers (Among the authors represented are Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, and Emanuel Love.)

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"African American Perspectives" gives a panoramic and eclectic review of African American history and culture and is primarily comprised of two collections in the Rare Book and Special Collections Division: the African American Pamphlet Collection and the Daniel A.P. Murray Collection with a date range of 1822 through 1909. Most were written by African-American authors, though some were written by others on topics of particular importance in African-American history. Among the authors represented are Frederick Douglass, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, Emanuel Love, Lydia Maria Child, Kelly Miller, Charles Sumner, Mary Church Terrell, and Booker T. Washington, among others.

The 800 + titles in the collection include sermons on racial pride and political activism; annual reports of charitable, educational, and political organizations; and college catalogs and graduation orations from the Hampton Institute, Morgan College, and Wilberforce University. Also included are biographies, slave narratives, speeches by members of Congress, legal documents, poetry, playbills, dramas, and librettos. Other materials focus on segregation, voting rights, violence against African Americans, the colonization of Africa by freed slaves, anti-slavery organizations and investigative reports. Several of the items are illustrated with portraits of the authors.

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About this Collection | African American Perspectives: Materials Selected from the Rare Book Collection | Digital Collections | Library of Congress

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"African American Perspectives" gives a panoramic and eclectic review of African American history and culture and is primarily comprised of two collections in the Rare Book and Special Collections Division: the African American Pamphlet Collection and the Daniel A.P. Murray Collection with a date range of 1822 through 1909.

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Library of Congress Collection from the reign of Abdul Hamid II, one of the last Sultans of the Ottoman Empire

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This collection contains 1,819 photographs in 51 large-format albums date from about 1880 to 1893. They portray the Ottoman Empire during the reign of one of its last sultans, Abdul-Hamid II and highlight the modernization of numerous aspects of the Ottoman Empire. Most of the places depicted are within the boundaries of modern-day Turkey, but buildings and sites in Iraq, Lebanon, Greece and other countries are also included.

Abdul-Hamid (1842-1918), an avid collector and promoter of photography, appears to have conceived the work as a portrait of his empire for a western audience. He presented a copy of the survey to the Library of Congress in 1893 or 1894. He also gave another almost identical collection to the British Museum (now in the British Library).

Well-known Ottoman commercial photographers such as Abdullah Frères, Sébah & Joaillier, and Phébus took the bulk of the photographs. Turkish military photographer Ali Riza Pasa and the Photographic Unit of the Imperial School of Engineering also contributed numerous images.

The images show students and educational facilities, including law, medical and military schools; well-equipped army and navy personnel and facilities; technologically advanced lifesaving and fire fighting brigades; factories; mines; harbors; hospitals; and government buildings. The collection also documents historic Byzantine and Ottoman monuments, mosques, mosaics, fountains, palaces, and mausoleums, and includes panoramic landscapes and urban scenes. Other photographs depict Abdul Hamid's Yildiz Palace, yacht, and horses.

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About this Collection | Abdul Hamid II Collection | Digital Collections | Library of Congress

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This collection contains 1,819 photographs in 51 large-format albums date from about 1880 to 1893. They portray the Ottoman Empire during the reign of one of its last sultans, Abdul-Hamid II and highlight the modernization of numerous aspects of the Ottoman Empire.

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Original papers + transcripts from the Library of Congress

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About this Collection | Abraham Lincoln Papers at the Library of Congress | Digital Collections | Library of Congress

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The papers of Abraham Lincoln (1809-1865), lawyer, representative from Illinois, and sixteenth president of the United States, contain approximately 40,550 documents dating from 1774 to 1948, although most of the collection spans from the 1850s through Lincoln’s presidency (1861-1865). Roughly half of the collection, more than 20,000 documents, comprising 62,000 images, as well as transcriptions of approximately 10,000 documents, is online. Included on this website in their entirety are Series 1-3 of the Lincoln Papers and the original materials in Series 4. Excluded from this online presentation is a sizeable portion of Series 4, which consists of printed material and reproductions of government and military documents made from originals in the holdings of the National Archives and Records Administration.

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Collection of photographs, cartoons, drawings, maps, posters from 1550 to present day

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Civil War

Explore the faces, places and events of the U.S. Civil War through photographs, prints and drawings in one online location.

The Prints & Photographs Division holds thousands of images relating to the Civil War, found in many different collections. This category allows research across those collections in one easy search.

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The Prints and Photographs Online Catalog (PPOC) contains catalog records and digital images representing a rich cross-section of still pictures held by the Prints & Photographs Division and, in some cases, other units of the Library of Congress. The Library of Congress offers broad public access to these materials as a contribution to education and scholarship.

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A Giant List Of Really Good Essential Questions

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Essential questions are ‘essential’ in the sense of signaling genuine, important and necessarily-ongoing inquiries.

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Lesson Plans + resources From Facing History

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Democracy thrives when informed, active, and humane citizens coexist with institutions that uphold the rule of law and shared values. Yet we see every day how fragile democracy can be. Investigate cornerstones of successful democracies, including religious freedom, a free press, media literacy, and living with difference.

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Collection of lessons using Primary Resources + Essential questions Featuring complex topics like genocide, the Holocaust, Racism, etc..

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

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Evaluating Resources

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Free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.

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From "Beyond the Bubble"

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History Assessments | Stanford History Education Group

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Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 130 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 "flagship" assessments, each marked with a ribbon.

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Lesson ideas- from the ancient world to today

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History Lessons | Stanford History Education Group

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This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence.